eLearning Syllabus Outline - University of Toledo · eLearning Syllabus Outline: ... Demonstrate the ability to code Hemic and Lymphatic Systems services. 4. Review the format of

Revised 1/8/2015-Sezginis 1

Developed by Learning Ventures The University of Toledo, 2010

HIM 2320:901 Spring 2015

eLearning Syllabus Outline:

INSTRUCTIONS: 1. Read the content of syllabus.

2. Copy and paste the following acknowledgement into an assignment

link stating you understand the requirements and agree to abide by

the course syllabus, providing your name and date:

I have read this entire syllabus, including the materials located on the course documents link

of HIM 2320, hereto and agree to be bound by same

Course Number and Title: HIM 2320:901 Ambulatory Clinical Classification Systems &

Services

Credit and Contact Hours: 3 Credit Hours and 2 Contact Hours

Faculty:

Name: Nilgün Sezginiş, MPH, RHIA, CCS-P

Online Office Hours: Request a session via Email with 48 hours notification

Office Location: HH1014

Campus Office Hours: Tuesdays: 2:00-4:00 p.m.

Wednesdays: 1:00-4:00 p.m.

Phone: Office: (419) 530-4525 (leave a voice message)

Email: [email protected]

Course Description: Principles of coding with the Healthcare Common Procedure Coding

System (HCPCS). Practice in the assignment of codes using both manual and computerized

methods.

Prerequisites: HIM 2210, KINE 2560, KINE 2570

Recommended: KINE 2580

EXAMPLE FOR INFORMATION ONLY

mailto:[email protected]


Required Texts: Step-by-Step Medical Coding Pkg., 2015 Edition, C. Buck.,

Elsevier ISBN 978-0-323-32723-7

CPT 2015 Standard Edition (Professional edition preferred) by

AMA ISBN: 978-1-622-02027-0

AHIMA Domains, Subdomains and Tasks:

These statements identify areas of skill and knowledge that the students will be expected to

master in order to successfully complete the Accredited Registered Administration examination

offered through the American Health Information Management Association (AHIMA).

Student Learning Outcomes

Domain I: Health Data Management

DEFINITION: Academic content related to diagnostic and procedural classification and

terminologies; health record documentation requirements; characteristics of the healthcare

system; data accuracy and integrity; data integration and interoperability; respond to customer

data needs; data management policies and procedures; information standards.

Subdomain I.A. Classification Systems:

1. Evaluate, implement and manage electronic applications/systems for clinical

classification and coding.

2. Identify the functions and relationships between healthcare classification systems.

3. Map terminologies, vocabularies and classification systems.

4. Evaluate the accuracy of diagnostic and procedural coding.

Course Goals: Provide an overview and basic understanding and utilization of Healthcare

Procedural Coding System (HCPCS) in hospital-based and physician-based healthcare settings.

As well as teaching the coding rules for the CPT and Level II (HCPCS) coding systems and then

applying the rules to code patient services.

Course (Performance) Objectives: Upon completion of the course students will be able to

(Using Bloom’s Taxonomy):

Chapter 13

1. Identify the uses of the CPT manual.

2. Name the developers of the CPT manual.

3. Identify placement of CPT codes on the CMS-1500 insurance form.

4. Know the importance of using the current-year CPT manual.

5. Recognize the symbols used in the CPT manual.

6. Identify the content of the CPT appendices.

7. Locate the major sections found in the CPT manual.

8. Interpret the information contained in the section Guidelines and notes.

9. Describe the CPT code format.

10. Append modifiers.

11. Describe what is meant by unlisted procedures/services.

12. Review Category II and III CPT codes.

13. State the purposes of a special report.


14. Locate terms in the CPT index.

15. Demonstrate the ability to assign HCPCS codes.

16. List the major features of Level II National Codes, HCPCS.

Chapter 14

1. Recognize modifiers.

2. Understand the purpose of modifiers.

3. Assign modifiers

Chapter 15

1. Identify and explain the three factors of E/M code assignment.

2. Differentiate between a new and an established patient.

3. Differentiate between an inpatient and an outpatient.

4. Explain the levels of E/M service.

5. Review and analyze the key components.

6. List contributory factors.

7. Analyze code information and the types of E/M codes.

8. Demonstrate the ability to code E/M services.

9. Identify CMS Documentation Guidelines.

Chapter 16

1. Define types of anesthesia.

2. Explain the format of the Anesthesia section and subsections.

3. Understand the anesthesia formula.

4. Demonstrate the ability to code anesthesia services.

5. Identify use of other modifiers with anesthesia codes

Chapter 17

1. Understand the Surgery section format.

2. Locate notes and Guidelines in the Surgery section.

3. State the uses of the unlisted procedure codes.

4. Examine the separate procedure designation.

5. Analyze the contents of a surgical package.

Chapter 18

1. Describe the format of the Integumentary System in the CPT manual.

2. Identify the elements of coding Skin, Subcutaneous, & Accessory Structures services.

3. Identify the major factors in Repair.

4. Demonstrate the ability to code integumentary services and procedures.

Chapter 19

1. Differentiate between fracture and dislocation treatment types.

2. Understand types of traction.

3. Demonstrate the ability to code musculoskeletal services and procedures.

Chapter 20

1. Differentiate between services reported with codes from the Respiratory System

subsection and those reported with codes from other subsections.

2. Explain the effects of extent and approach when reporting endoscopy respiratory

procedures.

3. Demonstrate the ability to code respiratory services and procedures.


Chapter 21

1. Understand cardiovascular services across three sections—Surgery, Medicine,

and Radiology.

2. Review cardiovascular coding terminology.

3. Define rules of coding cardiovascular services when codes from the Medicine

section are used.

4. Identify the major rules of coding cardiovascular services using the Radiology section

codes.

5. Demonstrate the ability to report Cardiovascular services.

Chapter 22

1. Review the Hemic and Lymphatic Systems subsection format.

2. Demonstrate the ability to code Hemic and Lymphatic Systems services.

4. Review the format of the Mediastinum and Diaphragm subsection codes.

5. Understand the Mediastinum and Diaphragm information.

6. Demonstrate the ability to code Mediastinum and Diaphragm services.

Chapter 23

1. Understand the format and codes of the Digestive System subsection.

2. Report procedures of the digestive system organs.

Chapter 24

1. Understand the format and codes of the Urinary System subsection.

2. Report services with Urinary System codes.

4. Understand the format and codes of the Male Genital System subsection.

5. Report services with Male Genital System codes.

Chapter 25

1. Describe reproductive services.

2. Report reproductive services.

3. Understand the format of the Female Genital System subsection.

5. Identify elements of component coding with Female Genital System codes.

6. Define the critical terms in maternity and delivery services.

7. Define services in the global maternity and delivery package.

8. Understand the format of Maternity Care and Delivery subsection services.

9. Demonstrate the ability to code Female Genital and Maternity Care & Delivery

subsection.

Chapter 26

1. Review the Endocrine System subsection format.

2. Demonstrate the ability to code Endocrine System services.

3. Review the Nervous System subsection format.

4. Demonstrate the ability to code Nervous System services.

Chapter 27

1. Review the Eye and Ocular Adnexa subsection format.

2. Demonstrate the ability to code Eye and Ocular Adnexa services.

4. Review the Auditory System subsection format.

5. Demonstrate the ability to code Auditory System services.

7. Review reporting use of an operating microscope.

8. Demonstrate the ability to report the use of an operating microscope.


Chapter 28

1. Demonstrate an understanding of Radiology terminology.

2. Analyze the elements of component coding in the reporting of radiology services.

3. Identify the elements of the global procedure.

4. Demonstrate the ability to code Radiology services and procedures.

Chapter 29

1. Explain the format of the Pathology and Laboratory section.

2. Understand the information in the Pathology and Laboratory Guidelines.

3. Demonstrate an understanding of Pathology and Laboratory terminology.

4. Differentiate amongst the Organ or Disease Oriented Panels codes.

5. Recognize Drug Testing codes.

6. Explain Consultations (Clinical Pathology) codes.

9. Interpret Urinalysis, Molecular Pathology, and Chemistry codes.

10. Evaluate Hematology and Coagulation codes.

11. Describe Immunology codes.

12. Discriminate amongst Transfusion Medicine codes.

13. Evaluate Anatomic Pathology codes.

15. Explain Surgical Pathology codes.

17. Demonstrate the ability to code Pathology and Laboratory services.

Chapter 30

1. Analyze the format of the Medicine section.

2. Report psychiatric, cardiovascular, gastrointestinal, and endocrine services.

3. Identify biofeedback services and services reported with pulmonary codes. .

4. List components of dialysis reporting.

5. Demonstrate ability to report gastrointestinal services.

6. Understand ophthalmology and otorhinolaryngologic reporting.

9. List the important elements of coding allergy and clinical immunology services.

11. Define neurology and neuromuscular services.

12. Demonstrate an understanding of central nerves assessment and intervention.

13. Analyze chemotherapy services.

14. Report active wound management and special services and dermatologic procedures.

15. Code physical medicine and rehabilitation services.

16. Define osteopathic and chiropractic services

Assignment Completion:

Students enrolled in the HIM online learning courses should carefully review the syllabus and

course outline at the beginning of the semester. The instructor strongly encourages students to

work ahead. All assignments are available at the start of the semester. Submit your assignments

before or on the due date as specified in Blackboard. Waiting for the final hour of the final

day is a recipe for disaster. Please be proactive, not reactive with your work.

File Name Format: LastName Course# Assignment

Example: Sezginis HIM 2320 Assign2


Files must be saved using Microsoft Office Word. Utilize the UT virtual lab for access to MS

Office software at http://www.utoledo.edu/it/VLab/Index.htm

Assessment Activity:

The assessment activity is for Quality Improvement (QI) purposes only and used to help

determine learning outcomes. Additionally, students are encouraged to complete the course

evaluation at the end of the semester.

Schedule of Readings, Discussion Postings, Assignments, Quizzes and Exams:

Course Outline HIM 2320-901 Spring 2015

Week Reading Buck

Text Assignment Activities

1 Chapter13

Read chapter 13

Work on and submit text Ch. Review Part I & II

(pgs. 396-397 questions 1-41) & Workbook Ch.

13 (pgs-73-75 questions:2-34)*

Due on Wednesday, January 21, 2015**

Review Chapter 13 PP and

work on Chapter

exercises:13-1 through 13-12

Complete chapter pretest

2

Chapter 16

Read chapter 16


(pgs. 509-510 questions 1-20) & Workbook Ch

16 (pgs. 98-99 questions:10-22) *

Due on Wednesday, January 28, 2015**


Chapter exercises:16-1

through 16-4


3-4

Chapters 17 & 14

Read chapters 17 &14


(pgs. 523-524 questions 1-22and 426-427

questions 1-25) & Workbook Ch. 17 (pg. 103

questions 22-30)

Due on Wednesday, February 11, 2015**

Review Chapters 17 & 14 PPs

and Chapter exercises: 14-1

through 14-5 & 17-1 through

17-3

Complete chapter pretests

5

Chapters 18

Don’t need to assign

ICD-9-ICD-10 diag.

codes

Read chapter 18


(pgs. 557-558 questions 1-27) & Workbook -

Practical part only (pgs107-109 questions 24-

40)*

Due on Wednesday, February 18, 2015 **


work Chapter exercises: 18-1

through 18-4


6

Chapter 19


ICD-9-ICD-10 diag.

codes

Read chapter 19


(pgs. 579-580 questions 1-25) & Workbook

(pgs. 114-115 questions 12-24)*

Due on Wednesday, February 25, 2015**


work on Chapter exercises:

19-1 through 19-4


7-8

Chapters 20 & 21


ICD-9-ICD-10 diag.

codes

Read chapters 20 & 21

Work on and submit Ch. Review Part I & II (pgs.

597-599 questions 1-26 and pgs. 639-40

questions 1-22) & Workbook theory (pgs.123-

124; questions 2-26 and pgs. 135-137; questions

42-60)*

Due on Wednesday, March 18, 2015**


and work on Chapter


and 21-1 through 21-10


http://www.utoledo.edu/it/VLab/Index.htm


Spring Break March 9-13, 2015

9

Chapter 22-23


ICD-9-ICD-10 diag.

codes


Work on and submit Ch. Review Part I & II

(pgs. 649-650 questions 1-20 and pgs. 679-680

questions 1-16) & Workbook (pg. 143 report 89

and pgs. 147-48 questions 20-40)

Due on Wednesday, March 25, 2015**


and work on Chapter


and 23-1 through 23-5


10

Chapters 24 & 25 Don’t need to assign

ICD-9-ICD-10 diag.

codes



(pgs. 712-713 questions 1-20 and 735-737

questions 1-22) & Workbook (pg. 158 questions

64-78 and pg. 165 questions 54-68)

Due on Wednesday, April 1, 2015**


and work on Chapter

exercises: 24-1 through 24-8

& 25-1 through 25-2


11

Chapters 26 &27


ICD-9-ICD-10 diag.

codes



(pgs. 752-753 questions 1-20 and pgs. 766-767

questions 1-20) & Workbook (p. 171 questions

22-30 and p. 176 questions 38-44)



and work on Chapter


& 27-1 through 27-3


12

Chapters 28 & 29


ICD-9-ICD-10 diag.

codes

Read Chapters 28 & 29


(pgs.793-795 questions 1-21B and pgs. 810-811

questions 1-28) & Workbook (pg. 183 questions

40-50)



and work on Chapter


& 29-1 through 29-8


13-14

Chapter 15 Don’t need to assign

ICD-9-ICD-10 diag.

codes

Read Chapter 15


487-489) & Workbook Ch. 15 (pgs. 84-88,

questions 32,34,36,38,42,46)*

Due on Wednesday, April 29 , 2015**


work on Chapter exercises:

15-1 through 15-22


15

Chapters 30


ICD-9-ICD-10 diag.

codes

Read Chapter 30


845-847) questions 1-24. Workbook (pgs. 195-

196, questions 34-54)*

Due Wednesday, May 1, 2015**


work on Chapter



16 May 1, 2015- last day of the classes

Semester exam

week May 4-May 6, 2015

Please read the chapters & Do exercises

* Do even numbers only ** Submit via assignment link

Tests will be available as listed below:

Test 1 (chapters 13 & 16) January 25-30

Test 2 (chapters 17 &14) Feb. 8-13


Test 3 (chapters 18 &19) February 22-27

Test 4 (chapters 20 &21) March 15-20

Test 5 (chapters 22-25) March 29-April 3

Test 6 (chapters 26-27) April 5-10

Test 7 (chapters 28-29) April 12-17

Test 8 (chapters 15 & 30) April 26-May 1

Final Test will be available Monday, May 4- Wednesday, May 6, 2015

All module tests will become available on Sundays @ 00:00 and are due on Fridays @ 23:00 (EST)

Dates Subject to Change with Advance Notice

Evaluation:

Module assignments will be graded on knowledge reflected, synthesis of relevant information,

organization, and logic. Student opinions, values, and ideas that differ from those of the faculty

or guests are welcomed. Grading will not be based on the consistency of student opinion with

those of the faculty. All components of the coursed carry equal weight.

Evaluation Methods:

Chapter Pretests and Homework

Assignments x 12

45%

Chapter tests x 8 40%

Final Exam 15%

Total Points 100%

*Make up tests are only allowed by permission/direction of the instructor.

Grading Scale:

95% - 100% = A

90% - 94% = A-

87% - 89% = B+

83% - 86% = B

80% - 82% = B-

77% - 79% = C+

73% - 76% = C

70% - 72% = C-

67% - 69% = D+

63% - 66% = D

60% - 62% = D-

<59% = F

Professional Conduct and Code of Ethics:

The statement on Professional Conduct and Code of Ethics is included as part of this Syllabus.

Go to the Information link on the Blackboard site and click on Professional Conduct and Code of

Ethics to save to your file or print out for your notebook.

American with Disabilities Act:

The Americans with Disabilities Act requires that reasonable accommodations be provided for

students with physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. Please


contact the Office of Accessibility (419-530-3056) for assistance with services in compliance

with Section 540 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. See:

http://www.utoledo.edu/utlc/accessibility/

Statement of Diversity and Inclusion:

In concert with the University of Toledo’s values and expectations, the faculty within the

College of Health Sciences upholds the tenets pledged by the University to respect and value

personal uniqueness and differences. Specifically, we will actively participate in the initiatives

of the University to attract and retain diverse faculty, staff, and students; to challenge

stereotypes; and to promote sensitivity toward diversity and foster of an environment of

inclusion in all curricular and extra-curricular activities

Communication Requirements:

Students are required to:

Use your Rocket email account to receive information related to the HIA program

courses and university updates

Check your email daily while enrolled at UT.

Use your Rocket email to communicate with the instructor, unless otherwise

specified.

Use the Message Feature to submit their signed syllabus statement.

Use the Blog or Discussion Board, as specified by the course instructor, to post

information on relative topics discussed within the course. Within these communication

features, students must interact with the instructor and fellow students. Post your findings

on the course Blog/Discussion Board. Use the Comment button on the Blog or reply to

the discussion to provide an exchange of ideas. Your ideas/opinions must be grounded

in research and practical experience to advance student learning and provide quality

communication. The instructor is able to grade the blogs. Frequency of blogging is posted

on each Blog.

Student Responsibilities:

Students are responsible for ensuring compatible computer requirements with those listed

through Online Learning. Be sure to visit the orientation link at

http://www.utoledo.edu/dl/Orientation/Beginning.html

It is the student’s responsibility to complete the coursework by the due date specified by the DL

instructor. It is the student’s responsibility to inform the instructor of any potential problems or

issues surrounding coursework completion. Students must adhere to the designated deadlines for

drop box assignments, texts, exams, and other coursework. Excuses for work that was not

completed do not require that the instructor provide additional time. Please note that assignments

http://www.utoledo.edu/utlc/accessibility/

http://www.utoledo.edu/dl/Orientation/Beginning.html


and quizzes/tests/exams list a time frame from initial access to submission date. Failure to submit

work on time will result in zero points awarded.

Students are responsible for the material covered in this syllabus, as well as additional

information presented in the online-learning environment (lecture, assignments, chat, etc.). The

instructor will not rely totally on material from the textbook; therefore, students are responsible

for additional material identified during the course.

Blackboard 9.1:

Bb9.1 works best in Firefox, especially for tests.

eHIM Virtual Lab:

VLab encoding applications will be utilized during the last 4 weeks of the semester. The VLab

requires use of Internet Explorer. Quadramed and the 3M encoders will be available for student

use to assign HCPCS/CPT codes.

Technology Requirements:

Technology Requirements for Online Courses

Students need to have access to a properly functioning computer throughout the semester.

Software

Student computers need to be capable of running the latest versions of plug-ins, recent software

and have the necessary tools to be kept free of viruses and spyware. The computer needs to run

the following software (available on our downloads page.) Also, some courses require special

software that students may have to purchase.

Adobe Acrobat Reader

Apple iTunes Player

Apple QuickTime Player

Java Plugin Console

Adobe Flash Player

Adobe Shockwave Player

Microsoft DirectX End-Use Runtime

Mozilla Firefox Browser - recommended

Microsoft Internet Explorer – note version 7.0 is NOT recommended

Microsoft Windows

Windows Media Player

Real Player

Internet Service Students are responsible to have Internet service. High speed Internet access is recommended as

http://utoledo.edu/dl/main/downloads.html


dial-up may be slow and limited in downloading information and completing online tests. Some

courses may contain streaming audio and/or video content.

Use of Public Computers

If using a public library, or other public access computer, students should check to ensure they

will have access for the length of time required to complete their tasks and tests.

Technical Support:

If you are having technical difficulties and need assistance with your Blackboard Course please

visit The University of Toledo’s Help Desk website:

http://utoledo.edu/dl/helpdesk/hlp_index.html or call 419.530.8835 Phone

866.UTOLEDO Toll Free or email us at: [email protected]

Policy Statement on Academic Dishonesty:

Academic dishonesty will not be tolerated. Among the aims of education are the acquisition of

knowledge and development of the skills necessary for success in any profession. Activities

inconsistent with these aims will not be permitted. Students are responsible for knowing what

constitutes academic dishonesty. If students are uncertain about what constitutes plagiarism

or cheating they should seek the instructor’s advice. Examples of academic dishonesty

include, but are not limited to:

Plagiarizing or representing the words, ideas or information of another person as one’s

own and not offering proper documentation;

Giving or receiving, prior to an examination, any unauthorized information concerning

the content of that examination;

Referring to or displaying any unauthorized materials inside or outside of the

examination room during the course of an examination;

Communicating during an examination in any manner with any unauthorized person

concerning the examination or any part of it;

Giving or receiving substantive aid during the course of an examination;

Commencing an examination before the stipulated time or continuing to work on an

examination after the announced conclusion of the examination period;

Taking, converting, concealing, defacing, damaging or destroying any property related to

the preparation or completion of assignments, research or examination;

Submitting the same written work to fulfill the requirements for more than one course.

While academic integrity is particularly the responsibility of the student, the faculty members

also have a responsibility. Assignments and tests should be constructed and proctored so as to

discourage academic dishonesty. Faculty members are expected to inform their students

explicitly as to what materials and procedures are authorized for use in the preparation of

assignments or in examinations (e.g., the use of calculator, computer, text materials, etc.). Should

cases of academic dishonesty be found among students, the instructor may choose to counsel the

student, or the following sanctions may be imposed:

The student may be assigned an F for the work in question.

http://utoledo.edu/dl/helpdesk/hlp_index.html



The student may be assigned an F for the course. In this case the instructor should inform

the Dean and the student of this action. The Dean will make certain that the student

receives the F grade and is not permitted to withdraw from the course.

The student may be placed on probation or suspended for some definite period of time,

dismissed or expelled by the Dean if either the seriousness of the offense or a record of

repeated offenses warrants it. A notation that such a sanction has been imposed will be

made part of the student’s permanent record. It is expected that the Dean will consult

with the instructor and the student in making such a judgment, and that the Dean will

notify the student of the sanction imposed and of the appeals procedure.

A student found to be academically dishonest by a faculty member may appeal according to

procedures approved by the respective colleges. The procedures for making a final appeal to the

Student Grievance Committee may be found in the Student Handbook.

Unforeseen Circumstances:

If you encounter an unforeseen circumstance in your school, work, or personal life that will have

an adverse effect on your ability to complete the coursework, please speak to an Advisor.

Options, such as a withdrawal from the course, are available but can only be implemented upon

student initiation. Two HIM grades of C- or below constitutes dismissal from the HIM

program. DO not jeopardize your status as an HIM student by failing to act on issues adversely

affecting your ability to accomplish your goal of course completion.

Advising:

Students must seek advice from the HIA/CHIA Advisor, Staci Sturdivant and have a signed

HIA/CHIA Checksheet on file. Most importantly, it is the student’s responsibility to schedule

advising appointments in a timely manner, as well as registering for classes to avoid being closed

out. Failure to do so will affect a student's ability to graduate on schedule.

All program email communication MUST come from a UT Rocket email account. All other

email accounts will not be accepted due to University spam/junk filters set to high. Phone

appointments can be made at 419-530-5360 or you may email Staci at her UTAD account

[email protected].

Netiquette:

A Guide to 'Netiquette Developed by the Educational Technology Center at Northeastern University, 2007

Remember the Golden Rule: "Do unto others as you would have others do unto you.” This Rule underwrites all the other

guidelines contained in this Guide.

Think before you write, and think twice before you send



It is much more difficult to take back something that you have written than something that you

have said. Do not send anything in writing that you would not feel comfortable saying to

someone in person. Take a few momments to profread before you sned something (this is an

example). Frequent typographical errors or misspellings will distract your readers, and may leave a bad

impression.

Be precise, but also be clear No one should have to work very hard to understand another person's main point. Give enough

background information to allow everyone to follow your idea, but not so much background

material that you will bore your readers.

Use quotations to clarify your point If you are responding to someone else's posting in an online discussion, copy and paste the most

relevant passage from that posting into your response. Doing this will allow your readers to see

quickly and exactly what you are responding to. Be selective when choosing your quotations: if

you are responding to only one part of a previous posting, there is no reason to quote the entire

post!

Avoid acronyms Do not use acronyms like IMHO (In My Humble Opinion), WAYTA (What Are You Talking

About?), or FWIW (For What It is Worth). Not everyone will be familiar with this 'Net

shorthand, and your acronym may confuse or slow down others' ability to understand your

posting. If you encounter an unfamiliar acronym online, ask the writer for clarification, or see if

the acronym is defined on a webpage like Tangled Web Productions’ Acronym Page:

www.tangled.com/acronyms.htm.

Remember that your audience might be international and inter-cultural For the Web to live up to its full name (World Wide Web), users must be sensitive to the fact

that Web audiences are composed of people from different cultures. Do not be "ethnocentric"

when posting material on the Web: always consider that readers may not be familiar with aspects

of your culture that you take for granted as "common knowledge." Provide a brief description of

any term or idea that may be unfamiliar to members of your audience.

Avoid potentially offensive terminology Unless you are consciously trying to annoy people, you should avoid using words that could be

considered sexist, racist, ageist, and any other perspective that reflects insensitivity, prejudice,

and bias based on ignorant disrespect. Do not curse or swear online, either: in most venues, using

swear words is considered highly rude. People will pay attention to your words, rather than to the

idea you are trying to communicate so forcefully.

Be nice! Prevent a "flame" from developing into a firestorm


A "flame" is an online posting that takes a particularly nasty, mean-spirited tone. For better or

worse, many people will say things online that they would never say to someone in a face-to-face

situation. Avoid criticizing a person online; instead, offer an alternative perspective on what the

person has written. Personal attacks inhibit communication by raising everyone's defenses. Try

to ignore others' attempts to provoke a violent response. If you take offense to something online,

express your feelings calmly to the appropriate person -- preferably by private e-mail, rather than

in a public forum.

Be cautious when using humor (especially sarcasm) This is one of the most common occasions for offense and misunderstanding in online

communication. Not everyone will understand that you are trying to be funny. See the following

rule.

Use "emoticons" to express your emotions online Emoticons (icons that express emotions) may strike some people as unnecessary or silly, but they

have a very valid purpose in online communication. Since we cannot see others' facial

expressions in most online situations, these icons can provide important information about a

person's intentions when writing something. The most commonly used emoticon is sometimes

called a "smiley"-- : ) or J. You can create the first smiley by typing a colon followed by a right-

facing parenthesis. (Many word-processing programs now include "smileys" in their repertoire of

font choices.) A "winking smiley" is often used after someone makes a wry joke, and wants to be

certain that a reader "hears" the ironic tone: ; ). More and more variations on the basic smiley are

being used on the Web today: search the Web for emoticon indexes.

Respect others' need for privacy Online communication can quickly make you feel intimate with people who are relative

strangers. Not everyone wishes to share details about themselves online. Be cautious when

asking others for personal information about themselves. Keep in mind that different cultures

have different expectations regarding what should be public, and what should be private,

information.

DON'T CAPITALIZE EVERY WORD, AND BE JUDICIOUS WHEN USING

EXCLAMATION POINTS!!!!!! Capitalizing every word in a statement is the online equivalent of yelling. No one likes to be

yelled at, so avoid capitalizing every letter in a posting. Likewise, there's really no reason to type

in a dozen or more exclamation points.

A better way to emphasize words online uses an asterisk (*) immediately before and after the

words you want to stress. Careful placement of these asterisks can communicate subtle

differences of meaning. For example, compare the difference in these 3 statements:

*I* said that we should all go to the course library for this assignment.

I said that we should *all* go to the course library for this assignment.

I said that we should all go to *the course library* for this assignment.

Ask clear questions


The Web is a great place for learning. The best way to learn is to participate actively, which

includes asking questions whenever you are unclear about something or would like further

information. The more details you include when posing a question, the more likely it is that

you'll find a quick, directed answer.

Be patient, and be polite Everyone online has a different level of technical experience or accessibility. Everyone online

has a different level of familiarity with the language being spoken or the topic under

consideration. Be polite and be patient with one another. Expect that there will be

misunderstandings in online communication, and make every effort to resolve misunderstandings

quickly and courteously.

References for Netiquette

Northeastern University, 2007 A Guide to Netiquette

Documents

eLearning Syllabus Outline - University of Toledo · eLearning Syllabus Outline: ... Demonstrate the ability to code Hemic and Lymphatic Systems services. 4. Review the format of