EIPT 6423 Spring
2005 Dr. Amy C. Bradshaw
Office: Collings 320B
Hours: Tuesday 1:30-3:00, & by appointment
Phone: 325-1530
e-mail: bradshaw@ou.edu
Course Overview, Text, & Materials
Course Overview
This course will provide you with both theoretical understanding of and
practical skills for using the internet in instructional settings.
This course will require a significant amount of time and effort on your part -- developing web-based instruction is time intensive. The time requirements for other courses you have taken may be surpassed by this course.
Assigned Reading
Horton, W. (2000) Designing Web-Based Training. New
York: Wiley.
McFarland, D. (2002). Dreamweaver MX: The Missing Manual.
Sebastopol, CA: O'Reilly & Associates.
Bradshaw, A.C. (2001) Internet Users Worldwide. Educational
Technology Research & Development, 49(4).
(Other readings may be assigned during the semester.)
Materials
For this course you will need:
1) Course Notebook: In addition to standard notes & handouts,
create and save procedures for the skills you are learning and maintain
a list of concepts / definitions as you encounter them
2) Floppy disks, zip disks
3) an e-mail address and activated website (by the 2nd week of class)
4) lots of time (several hours each week for projects and readings and
time for team meetings outside of class)
Modes of Participation
You will engage in whole-class activities, individual activities,
face-to-face cooperative-group work, and various forms of electronic
communication. Interaction with the instructor and other students via
email and the discussion forum is an important part of this course. You
have the option to do individual activities from home or office, if you
have a computer with WWW access. You may use either Windows or
Macintosh platforms for class projects. However, some projects
developed via one platform will have unexpected results when displayed
via another. During class time we will use Macintosh, and projects will
be graded via Macintosh. All students should make sure projects work
well and look good via both platforms.
Your attendance and participation are vital and impact each member
of this
class. Because in-class time is so limited, you are expected to attend
every
session. The Attendance & Participation portion of grades will be
determined
by attendance, participation (both within teams and in the class as a
whole),
and attitude.
Projects
Reading Topics and
Questions (T/Qs)
For each set of chapters or readings, submit a brief summary paper made
up of two parts: "Topics in a Nutshell" and "Suggested Quickcheck
Questions." For the first, briefly describe the topics addressed that
struck you as
the most valuable contributions of the chapter(s). For the second,
identify
or develop two or three relevant questions that would be useful to
check
your knowledge and understanding of the material addressed in the
reading
set (provide answers / responses as well). Note the chapter(s) from
which
the topics and questions were drawn and be prepared to discuss them
with
the class (suggested length: about a page.)
Discussion Forum
Participate in at least seven different topic discussions occurring on
the class forum. At least three of your forum postings should initiate
discussion on a class-related topic and at least three should respond
to
a posting from another student.
Suggested Articles
In addition to the assigned readings, identify and suggest four
additional articles (2001 or newer) on the topics listed below as they
relate to web-based or web-supported instruction.
1. Interaction (e.g., modes of, designing, supporting, etc.)
2. Usability (e.g., designing, planning, hallmarks of, etc.)
3. Community / Social Presence (e.g., roles of, research on, building
and supporting, etc.)
4. (Reader's Choice)
Articles should be of refereed-journal quality. Your summaries of the articles (approximately one page each) should include a brief description of (a) Main Ideas, (b) Implications for Instructional Practice, (c) your Gut Reaction & Rating of the article, and (d) Questions or concerns you have after reading the article. Post the summaries and citations to your website and submit a hardcopy, along with a copy of each article.
Personal Website
You will create a personal web page that other people will be able to
access. Initially, your web page will include your name, e-mail
address, a photo, and some other information for identification
purposes. As the semester
progresses, you will further customize your page. (A website map will
be
distributed in class.)
WBI Critique
Each team will thoroughly review and evaluate two web-based instruction
projects. This project should help you identify potential problems in
your own projects, as well as provide a low stakes opportunity to
practice reviewing and critiquing.
Excellent Educational Site
Annotation(s)
The World Wide Web includes many innovative ways in which educators
from almost every field are using technology. Find three or more superb
examples of sites that demonstrate the infusion of technology into
teaching and learning in a promising way. For each noteworthy site you
select, write very brief intro annotations (a sentence or two) and
provide links to the sites. From these, select the one
you think is most superb. For this one, write a thorough annotation
using the criteria listed below. This page will become part of your
personal
website.
Superb site annotation criteria:
Site must be relevant and useful to educational settings and annotation
should
Concept Definitions
You will receive a list of concepts that will help you think about,
understand, and effectively use Web Based Instruction. These concepts
will help provide a focus for your reading and group discussions and
help define the "breadth of coverage" for the course. The list is by no
means definitive, and you are encouraged to seek and suggest new
concepts that you feel are important. Each group will add 1-3 concepts
to the course list. You are responsible
for finding / developing credible definitions to include in your word
processed definition list. Some concepts will be addressed in the
assigned readings. Others can be found by searching the internet.
Describe each concept in
context. You may include excerpts from articles. Be sure to cite
sources
(APA style). As a guideline, 25-100 words is reasonable for each
concept.
Midterm Examination
The Midterm Exam will allow you to demonstrate your
understanding of course concepts and theory bases, and will include an
applied portion related to navigation, layout, & usability.
WBI Project
Throughout the semester you should be thinking about how you can use
the internet and computer mediated communication in instructional
settings. The WBI project will demonstrate one of the ways your team
can use the internet to solve an instructional problem in a specific
instructional situation. Your team may choose to develop WBI in the
context of K-12, Higher Education, or Training. The Project Topic and
the Project
Proposal will be due during the first half of the semester and
teams should build the projects as the semester progresses. The project
should demonstrate
how you have incorporated concepts, ideas, and skills from the course
into
the development of a Web-based Learning Environment. As the project
nears
completion, each team will develop a Project Rationale that addresses
both
instructional and layout / navigational adequacy issues. This rationale
will be submitted, along with the completed WBI project for peer
evaluation
toward the end of the semester. Projects will then be revised for final
submission.
Note: Copyright Infringement is a serious issue. You are expected to follow professional standards and practice when using or adapting the work of others for your WBI projects. DO NOT COPY CONTENT AND MATERIAL INTO YOUR SITE WITHOUT PROPER HANDLING AND CITATION. Use APA style.
Team Work!
The success of team projects is determined by the efforts and
cooperation of each team member. You each have a responsibility to
yourself to do your best work. You also have a responsibilities to your
team and to help others on your team do their best work. This will
require negotiation, cooperation, and support of one another. Teams
will designate which of their members will take the lead regarding
specific roles
listed below, however each member is responsible for all elements
of the team projects.
Team Leader / Manager:
Regulates project activities and efforts; facilitates communication and
cooperation, ensures that deadlines are set and met. Looks for and
addresses issues of copyright, source citations, and fair use.
Graphics / Layout Coordinator:
Verifies that graphical / layout / and navigation elements are high
quality, appropriate, consistent, etc. Leads / oversees development of
layout rationale.
Instructional Quality Coordinator:
Verifies that all steps in a sytematic instructional design process are
addressed, that instructional interaction levels are high, and that
instruction, practice, and assesment are sound, appropriate, and
authentic. Leads / oversees development of instruction rationale.
Grading
Your grade in this course will reflect the quality of your effort,
participation, progress, and performance. Each assignment will be
awarded points up to
the maximum for each assignment.
| Assignment |
|
Date Due |
| T/Qs, & Forum (ind.) |
20
|
Refer to Activity Schedule |
| Suggested Articles (ind.) |
(3 x 5) 15
|
Refer to Activity Schedule |
| WBI Critique (team) |
(2 x 5) 10
|
3-2 |
| Personal Website (ind.) |
(10 + 15) 25
|
Ongoing |
| Excellent Instr. Site Annotation (ind.) |
10
|
2-10 |
| Midterm Exam |
30
|
3-9 |
| WBI Project Proposal (team) |
10
|
2-3 |
| WBI Project w/ Rationale (team) |
50
|
4-13, 4-27 |
| WBI Project Critique / Feedback (team) |
10
|
4-13 |
| Attendance & Participation (ind.) |
20
|
Ongoing |
|
Total Points Possible
(No extra credit)
|
200
|
Activity Schedule
Assignments are due on the dates on which they are listed.
| Wk. | Date | Topics & Activities | Reading / Assignment Due |
| 1
|
1-18
|
Introductions, Syllabus, Assignments Course Website, Discussion Forum Concepts Descriptions (assignment) Teams, Activating E-mail & Websites Dreamweaver |
Personal Profiles
|
| 2
|
1-25
|
The Web as Learning / Teaching Tool WWW Tools, Resources, Search Engines Web-Based Instruction Project Digital Pictures of class (Mavica) |
Horton, Chs. 1-2, T/Qs DW Chs. 1-3 Personal Website Critique Lists (View at least 10 homepages and compile general likes and dislikes lists. Incl. URLs if appropriate. Post to website.) Email & Websites activated and sent to instructor |
| 3
|
2-1
|
Approaches and Frameworks Distributed Learning WBI Proposal & Rationale |
Horton, Chs. 3-4, T/Qs DW Chs. 4-5 WBI Project Topic |
| 4
|
2-8
|
Designing Web-Based Instruction Organizing Learning Sequences Work on Webpages Using Fetch / ftp |
Horton Ch. 5, T/Qs DW Chs. 6-7 WBI Proposal & Rationale |
| 5 |
2-15 |
Active Learning and Interaction Photoshop Basics Layout, Style, & Usability |
Horton Ch. 6 & 10, T/Qs DW Ch. 8-9 Suggested Article #1 (Interaction) Suggested Article #2 (Usability) |
| 6
|
2-22
|
Assessment & Feedback Work on Group Projects Polish Personal Websites Check out / Contribute to discussion forum |
Horton Ch. 7, T/Qs DW Chs. 10-11 WBI Structure Map |
| 7
|
3-1
|
Web-Based Learning Environments SCR-Tec Resource WebQuests Track / Quest Critiques |
Horton, Chs. 8 & 9, T/Qs DW Ch. 12 Personal Websites Posted, Polished, & up to date (including concept list) Excellent Site Annotations |
| 8 |
3-8 |
Virtual Communities & V. Libraries Interactivity & Multimedia Animation, sound & music on the Web |
Horton Ch. 12-13, T/Qs DW Ch. 13-14 Suggested Article #3 (Community) Trackstar Critiques |
| 9 |
3-15 |
SPRING BREAK |
|
| 10 |
3-22 |
Global Issues Work on Websites |
Bradshaw (2001) article Horton Chs. 11 & 14, T/Qs DW Chs. 15-16 WBI Draft 1 (Structure) |
| 11 |
3-29 |
MIDTERM EXAM |
DW Ch. 17-20 |
| 12 |
4-5 |
TBA |
DW Chs. 21-22 Suggested Article #4 (Reader's Choice) |
| 13 | 4-12 | Work on Team Projects | DW Chs. 23-24 |
| 14 | 4-19 | Team Peer WBI Project critiques | WBI Project (Preliminary) WBI Project Peer Critique |
| 15 | 4-26 | Team Work | |
| 16 | 5-3 | Presentation of WBI Projects | WBI Project
Personal Websites Complete |