EIPT
5423 Spring 2002
Dr. Amy Bradshaw
Office: Collings 321
Hours: Tuesday 1:30-4:00, & 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.
Green G. & Weinman, L. (2001). Dreamweaver 4 Hands-On Training.
Peachpit Press
Selections from Khan, B. H. (Editor). (1997). Web-Based Instruction.
New Jersey: Educational Technology Publications.
Bradshaw, A.C. (2001) Internet Users Worldwide. Educational Technology
Research & Development, 49 (4).
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 group 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.
Some projects developed via one platform will have unexpected results when
displayed via another. You are strongly encouraged to use Macintosh for
all class projects.
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: ìTopics in a Nutshellî and ìSuggested
Quickcheck Questions.î 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 three additional
articles (1999 or newer) on the topics listed below as they relate to web-based
or web-supported instruction.
1. Usability (e.g., designing, planning, hallmarks of, etc.)
2. Interaction (e.g., designing, supporting, modes of, etc.)
3. Community / Social Presence (e.g., roles of, research on, building
and supporting, etc.)
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.)
TrackStar Critique
Each team will thoroughly review and evaluate two small web-based instruction
projects.
Excellent Educational Site Annotations
The World Wide Web includes many innovative ways in which educators
from almost every field are using technology. Find three superb examples
of sites that demonstrate the infusion of technology into teaching and
learning in a promising way. Provide thorough annotations describing each
site and suggestions for its use in instructional settings, and include
a link to the site in the title. This page will become part of your personal
website.
Concept Definitions & Concept
Test
You will receive a list of concepts that will help you think about,
understand, and effectively use Computer Mediated Communication. 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.
The Concept Test will allow you to demonstrate your ability to define
and use the course concepts in discussing the use of technology in a specific
context.
WBI Project
Throughout the semester you should be thinking about how you can use
CMC 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 fulfill 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
|
|
| TrackStar Critique (grp.) |
(10 + 35) 10
|
|
| Personal Website (ind.) |
30
|
|
| Excellent Instr. Site Annotations (ind.) |
10
|
|
| Web Layout Quiz |
15
|
|
| Concept Quiz (ind.) |
15
|
|
| WBI Project Proposal (team) |
5
|
|
| WBI Project w/ Rationale (team) |
50
|
|
| WBI Project Critique / Feedback (team) |
10
|
|
| 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
|
1-15
|
Introductions, Syllabus, Assignments
Course Website, Discussion Forum Concepts Descriptions (assignment) Teams, Activating E-mail & Websites |
Personal Profiles
|
| 2
|
1-22
|
The Web as Learning / Teaching Tool
WWW Tools, Resources, Search Engines Web-Based Instruction Project Digital Pictures of class (Mavica)
|
Horton, Ch. 1-2, T/Qs
DW Ch. 1-2 Personal Website Critique Lists (View at least 10 homepages and compile general likes and dislikes lists. Incl. URLs if appropriate. Submit hardcopies.) Email & Websites activated and sent to instructor |
| 3
|
1-29
|
Approaches and Frameworks
Distributed Learning Dreamweaver |
Horton, Ch. 3-4, T/Qs
DW Ch 3-4 WBI Project Topic |
| 4
|
2-5
|
Designing Web-Based Instruction
Organizing Learning Sequences Work on Webpages Using Fetch |
Horton Ch. 5, T/Qs
DW Ch. 5-6 WBI Proposal & Rationale |
| 5 | 2-12 | Active learning and Interaction
Photoshop Basics |
Horton Ch. 6, T/Qs
DW Ch. 7-8 |
| 6
|
2-19
|
Layout, Style, & Usability
Work on Group Projects Polish Personal Websites Check out / Contribute to discussion forum |
Horton Ch. 7, T/Qs
DW Ch 9 Suggested Articles (3)
|
| 7
|
2-26
|
Web-Based Learning Environments
SCR-Tec Resource TrackStar Critiques |
Horton, Ch. 8, T/Qs
DW Ch 10 Personal Websites Posted, Polished, & up to date |
| 8
|
3-5
|
Website Layout & Usability Quiz
Virtual Communities, Virtual Libraries |
Horton Ch. 9, T/Qs
DW Ch. 11 Excellent Sites Annotations Trackstar Critiques |
| 9
|
3-12
|
Interactivity & Multimedia
Animation on the Web |
Horton Ch. 10, T/Qs
DW Ch. 12-13 |
| 10 | 3-19 | SPRING BREAK | |
| 11 | 3-26 | Global Issues
Sound & Music on the Web Work on Websites |
Bradshaw (2001) article
Horton Ch. 11-12, T/Qs DW Ch. 14,18 |
| 12
|
4-2
|
Concept Quiz
|
Horton Ch. 13-14. T/Qs
DW Ch 15-16 WBI Project Draft Posted |
| 13 | 4-9 | Team Projects | DW Ch. 17, 19 |
| 14 | 4-16 | Ind. work on websites
Or Team Peer WBI Project critiques |
WBI Project (Preliminary) |
| 15 | 4-23 | Team Work | WBI Project Peer Critique |
| 16 | 4-30 | Presentation of WBI Projects | WBI Project
Personal Websites Complete |