| TRAINING: Site Map and Resources | |
Welcome |
The IMMEX Training Lounge is designed for teacher partners working collaboratively with the IMMEX Project on grant awards from the National Science Foundation, the National Institute of Health, the Department of Education, and other grant agencies. >>More |
Modules for Authoring IMMEX Problem Sets |
All Modules as One Printable File (6.1MB PDF) |
|||||||||||||
Prototyping This module outlines the process of constructing a paper or electronic model that simulates the menu structure of a potential IMMEX problem set. Generally done in paper, PostIt® notes are used to visualize and structure possible menu items that may be included in the problem space of a simulation for students to gather data to respond to the challenge posed in the prolog. Prototyping is a significant portion of the time and effort invested in developing an IMMEX problem for a solid prototype is foundational to creating a robust problem set. |
||||||||||||||
File Management This module presents a potential organizational structure that is highly recommended for authors to use when constructing a file management system for their problem sets. Suggestions for essentials folders, file naming system, and fundamental elements of IMMEX case links files are provided for consideration. |
||||||||||||||
Authoring with Dreamweaver This module familiarizes participants with key features of Dreamweaver that are commonly used in the technical construction of an IMMEX problem set. |
||||||||||||||
Packaging IMMEX Problem Sets The IMMEX packaging software links a web-based problem set to the suite of IMMEX assessment tools that reconstruct students' problem solving performances and generate a variety of reports that can be used for formative and summative assessment. This module reviews the content and process of inputting information into the IMMEX packaging tool. |
||||||||||||||
| Implementation This module presents essential considerations when integrating and implementing IMMEX problem sets into the curriculum. Activities are divided into three primary phases of implementation, including ideas for what to do before online problem solving, ideas to maximize the use of online tools during classroom implementation, and procedures for accessing students' archived performances immediately or long after completion of problem solving. |
||||||||||||||
|
||||||||||||||
Reading Assignment |
||||||||||||||