The Resource Reallocation Function of Web Courselets_网络技术论文

3) Producing Courselets: Publishers tend to select large-enrollment, general studies courses for building Courselets. However, if an editor thinks that supplementary material is warranted for a more specialized course, and has the budget for it, a Courselet may be developed.

Production models vary somewhat, but the process generally involves a Professor, acting as Subject Matter Expert (SME), working in conjunction with media specialists. The SME is responsible for an outline and summary of what is to be covered chapter by chapter, as well as test questions, suggested learning activities and a glossary. Since academic SMEs generally lack the computer skills or resources to develop digital multimedia content, this aspect of the process is handed off to technical specialists, who may work directly for the publisher or be independent contractors. Input into the content of a Courselet is also provided to an overall editorial team by the publishers' direct sales force, who are in daily contact with faculty in colleges and universities all over the world.

4) Acquiring Courselets: There are as many financial models for acquiring and using Courselets as there are publishers offering them. Most models involve student payment, either directly or indirectly.

First, in what might be called the "Student Centered" approach, the decision to purchase a Courselet is made solely by registered students in a given course. The economic transaction is exclusively between the publisher and the student, with a typical cost ranging between $20-$30 for a semester-based course.

In other cases, an instructor might decide to use the Courselet either on a stand-alone or a supplemental basis and pass the associated cost along to the students as an increased textbook fee. In one senior-level management course with approximately 30 registered students at Utah State University, the cost of using the Cou

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