Round One was designed to collect panelists' recommendations for tool features that are or could be used to support their teaching and their students' learning. The list below represents the entire compilation from panelist submissions as of March 8, 2001.

To sort the recommendations, we asked the question, "Who does the tool benefit most?" Three categories emerged during the filtering process: instructor tools (IT), student tools (ST), or tools that benefit both equally (IS). If a tool benefits "both," we also asked the question, "Is there a situation when the instructor and students would use this tool for different purposes?" If "Yes," then the tool was sorted twice under the "instructor" and "student" categories, because the instructor might rate such tools highly to serve their purposes, but low to serve student purposes, or vise versa.

After initially sorting the tools into instructor, student, and instructor-student categories, the submissions were sorted again into categories that more meaningfully represented the tool functions: tools to develop web content, tools to post or share content online, tools to process online content, tools to collaborate with others, assessment tools, and course management tools.

To describe the recommendations below, we asked the question, "What makes the item described a 'Web' tool?" For example, some faculty recommended Photoshop. While this software is not a Web tool, the software or system that allows an instructor to post images online and students to access this information is a Web tool. In such cases, we interpreted the panelist's intent as the latter and described their recommendations in terms of being Web tools.

I need a content development tool to create Web-ready documents containing predominantly text and images. Sample software tools in this category include: Adobe Acrobat for creating PDF files; Frontpage, Dreamweaver, Netscape Composer, Word, or an HTML editor for creating standard Web files. (IT)

My students need content development or information generating tools to create Web-ready documents containing predominantly text and images. (ST)

I need a content development tool to create Web-ready documents with mathematical equations; to write equations and math symbols as fast as writing regular text. Sample tools in this category include LaTeX and MathEQ. (IT)

My students need a content development or information generating tool to create Web-ready documents with mathematical equations; to write equations and math symbols as part of homework assignments. Sample programs in this category include: MathEQ. (ST)

I need a content development tool to scan print-based documents, and save these in Web-readable formats (e.g., HTML, PDF). (IT)

I need a content development tool to capture computer screen images and place them on the Web. (IT)

I need a content development tool to write on a whiteboard or smartboard, then immediately post these course examples, notes, or exercises on the Web; reduces the amount of time needed to prepare materials. (IT)

I need a content development tool to create Web-readable, static or animated graphics, or 3-dimensional objects. Sample software tools in this category include: Photoshop, Visual Basic for online modeling; Jwave or LiveMath for turning data into 3-D surface images, X-Y plots, polar plots, animations, contours, etc.; Flash, Video Studio, or Ray Dream Studio for creating animated sequences; or virtual reality markup language (VRML). (IT)

My students need content development or information generating tools to create Web-readable, static or animated graphics, or 3-dimensional objects. (ST)

I need a content development tool to create Web-ready tutorials or demonstrations of processes for students to read, view, or self-study (e.g., demos of concepts like radioactive decay chains). Sample software tools in this category include: Toolbook Instructor, Director, and Authorware. (IT)

I need a content development tool to create audio and/or video content for Web delivery. Various software tools in this category include: Real Presenter, Real Producer, and Netshow, to capture audio and video from classroom lectures for streaming, and to coordinate or synchronize these files with associated slides or drawings that were displayed during the lecture (e.g., narrated slides). (IT)

My students need content development or information generating tools to create audio and/or video content for Web delivery. (ST)

I need an information dissemination tool to post my course schedule, calendar, and/or syllabus online. My students will be able to quickly access this information on campus or in their homes. (IS)

I need an information dissemination tool to post my lecture notes, examples, whiteboard images from class sessions, or Powerpoint slides, online. My students will be able to quickly access this information if they missed class or desire lecture materials for self-study. (IS)

I need an information dissemination tool to post my homework assignments, lab assignments, problems, or exercises online, and my students to access, print, or download this information to complete outside of class time. Answers and solutions to the assignments may also be posted online. This category includes such tools as Labview and Mathcad through which the instructor constructs exercises for students to download and run on their computers. (IS)

I need an information dissemination tool to post my learning objectives for exams and quizzes, old print-based exams, and/or solutions to the questions online. My students can access, print, or download this information to aid in practicing for upcoming exams. (IS)

I need an information dissemination tool or database to post course content online in various formats for students to view, download, or stream to their desktops. This might include text, image, graphic, animation, audio, or video files, in addition to external Web links or tutorials. In some cases, students might need a plug-in to view the files (e.g., Real Player). (IS)

I need an information dissemination tool that allows my students and I to demonstrate applications or events synchronously or in real-time over the Web (e.g., screen sharing features to demonstrate an application or to train others in the use of an application; live Web cams to broadcast laboratory experiments, outdoor construction activity, field trips). (IS)

I need a virtual library with full journal article access, allowing my students and I to search content in specific course areas (e.g., thermodynamics, heat transfer, etc.). (IS)

I need archival tools to clip or save portions of asynchronous communications (e.g., e-mails, discussion board transcripts) for the purpose of saving and sharing particularly good discussions with future students. (IS)

I need archival tools to record synchronous communications (i.e., live chat and live audio/video sessions) for students to replay and review whenever they miss a session or whenever they desire a slower playback for better processing of the content. "Persistent" chat would allow a student to access all the previous messages that were typed in the order they were typed. (IS)

I need archival tools to save student questions for the purpose of generating a frequently asked questions (FAQ) database for my course. Students might be provided with a specific discussion board or listserv to post their questions. After finding questions that students ask repeatedly or issues that cause difficulty, I can move those items to a FAQ database with a standard response or study advice for all to view. (IS)

My students and I need seeking tools to search for online information (e.g., search engines). These may take the form of advanced filtering or "recommender systems" that retrieve and sort relevant online literature and industry news according to critiera defined by my students and I; a customizable search engine to meet the discipline-specific research needs of individuals or collaborative teams. (IS)

My students need collecting tools to store online information that they find during research (e.g., collecting facts, text, pictures, video clips, or links that are related to some concept or topic). Bookmarking tools and individual file space are types of collecting tools. (ST)

My students need organizing tools to sort and arrange the online information that has been collected or exchanged (e.g., online concept mapping or diagramming tools that can be edited by a group over the Web). (ST)

My students need integrating tools to merge their ideas and thoughts with online content (e.g., web annotation software for students to post notes or questions directly on a Web site, or to mark-up or leave critiques directly on a Web site; ability to attach a sketch or graphic image to a portion of a Web site for the purpose of elaborating on the original document). (ST)

My students need manipulation or simulation tools to interact with models, events, or calculations that I've created (e.g., java applets that allow students to modify variables in water quality models, rainfall-runoff models, heat transfer models, or other phenomena to better explore relationships and visualize results; LiveMath or MatLab modules placed online that allow students to change mathematical input expressions and observe resulting changes on graphs and 3-D images). (ST)

My students need manipulation or simulation tools to explore spatial relationships (e.g., modifying shapes to create products for which assembly instructions could be written). (ST)

My students need manipulation or simulation tools that provide them with virtual laboratory experiences (e.g., troubleshooting electronic circuit components, practicing on virtual SEM or TEM lab apparatus, etc.). (ST)

My students need an interactive, problem-solving tool to formulate and solve problems online, showing various steps and calculations as if done by hand on paper. The problem components should be interrelated like a spreadsheet, so when one part of the solution is changed, other dependent parts also change accordingly. (ST)

I need data processing and visualization tools that allows my students and I to process raw scientific data, visually interpret results, create models, etc. Sample tools in this category include: JWave for distributed processing of large scientific data sets from multiple computers, or MatLab. (IS)

I need a student grouping tool to create student teams. (IT)

My students and I need an online communication tool to converse in an asynchronous format. Specific tools might include e-mail, listservs, newsgroups, or threaded discussion boards. (IS)

My students and I need an online communication tool to conduct text-based communication in a synchronous format. Specific tools might include live chats or AOL's instant messenger. (IS)

My students and I need an online communication tool to conduct audio or video-based communication in a synchronous, real-time format (i.e., I can hear and/or see the students online in real-time; they can discuss projects with their teams; they can present oral briefings to the class; they can ask questions or post questions in a text window; they can view and collaboratively edit a whiteboard). Tools in this category include: Mentergy, Windows NetMeeting, Symposium, and ClassWise. (IS)

My students and I need integrating tools that are part of my communication tools, particularly asynchronous communication tools like discussion boards, so that we can attach drawings, sketches, schematics, programming code, or audio/voice clips, to the otherwise text-based, course discussions. Such tools are useful for elaborating on course discussions or for students to share their work with the instructor or peers for the purpose of receiving feedback or help on their questions. (IS)

I need an instructor-to-instructor file exchange tool to share files with other instructors teaching similar courses. The tool could facilitate the development of a shared library, database, or archive of instructional modules that could be purchased or reused to create new courses, rather than re-inventing these items for each new course. Modules placed in the shared database could be tagged with keywords or topics, so an instructor teaching a specific topic could download relevant materials to auto-generate their new course. (IT)

My students need student-to-student file exchanging tools to share documents and to view others' reports and designs. Such tools might resemble a public drop box for the entire class or private drop boxes for project teams. The drop boxes should date and time-stamp posted documents to help students track version changes. (ST)

I need advanced editing and critiquing tools for course file exchange boxes that would allow me and my students to electronically mark-up documents (e.g., reports, Web pages). Sample features might include the ability to red-line text segments, attach electronic sticky notes, or use an electronic pen and pad to circle mistakes and hand-write comments in the margins. The tool would support both instructor grading of student documents and peer critiquing of one another's work. (IS)

My students need a comprehensive project management system containing most or all of the features mentioned in this survey for groups or teams to collect and exchange information, organize information, generate information, communicate, and plan project processes like issues tracking, approval routing, or change order coordination (e.g., real life project management on construction projects). (ST)

I need a student tracking tool to determine which Web pages the students have viewed on my Web site, when, and how often. The data might be used for assessment purposes (e.g., giving credit for completing online exercises) or to determine the content students find most useful. Tracking could be extended to course assignments, allowing the instructor to monitor students' progress as they worked through a series of tasks. (IT)

I need a student-to-instructor file exchange tool for students to upload their assignments, reports, or projects. The tool would time-stamp uploaded documents. This tool might represent the student's "portfolio" space where several course-related files are stored. (IS)

I need a filtering tool to check student work for plaigirism. (IT)

I need an online quizzing and testing tool to assess my students' progress in the course. The system should be capable of displaying symbols or equations in both questions and answers. If an instructor deems necessary, the system should allow for questions of increasing difficulty if students continue to perform well, and allow the student to retake an item for less credit if they missed it the first time. (IS)

I need an online gradebook to store student grades. Students should be able to access their individual scores in a secure location. The gradebook should be flexible to allow not only numeric scores, but also statements regarding lab performance, demonstration performance, and general comments about student progress. The gradebook should integrate with the university grade reporting system. (IS)

I need an online gradebook that interfaces with student tracking data, to correlate quiz/test performance with student access to online materials, tutorials, exercises, etc. (i.e., Did students who score poorly on a test access fewer online resources than students who scored well?). (IT)

I need an online survey tool that allows my students to post opinions and feedback regarding the course (e.g., most and least important items learned from a given lecture, instructor performance, TA performance, etc.). (IT)

I need a data collection tool to post forms online and capture information from my students in a database. Sample tools in this category include: Cold Fusion Markup Language (CFML) to connect databases to the Web. (IT)

I need a student pacing tool to scaffold or restrict student access to information on my Web site (e.g., students can't view chapter 3 until they've taken the chapter 2 quiz). Students will not be able to see certain portions of the Web site until a set rule has been met (e.g., a certain date, a passing mark on a test), or students are led to different sections of a Web site based on their response to prerequisite-type questions (i.e., if students lack prerequisite knowledge, they can be led to content serving as remediation). (IS)

I need an online course hosting tool to manage many or most of the course functions listed in the survey: information dissemination, quizzing, communication, file exchange. Sample tools in this category include: WebCT, Blackboard, Virtual University, and eCollege. (IS)

I need an enterprise system which encompasses and integrates several online courses. Instructors and students log-into the system and can access all of their courses from one main portal (i.e., user-oriented, not course-oriented). Student advisors can track student performance across a program of study, rather than one course alone. (IS)