EIPT/LIS 5533     Fall 2009

Dr. Amy C. Bradshaw
Office:  South Campus, Building 4, Room 202
Hours: Tuesday 1:30-3:00, and by appointment
Phone: 325-1530
e-mail:

Overview

Text & Articles

Projects

Grading

Schedule

Course Overview

This course involves learning about, from, and with instructional technologies. During the semester we will explore the role and potential of emerging technologies, and the praxis of technology and contemporary learning theory. The goal is not only to learn how to use various tools and technologies, but also to develop critical thinking skills regarding how and why we use technologies and how our uses impact learners.

Required Reading
Roblyer, M.D. & Edwards, J. (2004) Integrating Educational Technology into Teaching (5th Ed.). Boston: Allyn & Bacon.

Braden, R. (1996). Visual Literacy. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 1107 - 1135. New York: MacMillan. [online] available: http://www.aect.org/Intranet/Publications/edtech/16/index.html

Kerr, S.T. (2002). Toward a sociology of educational technology.  In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (2nd ed) (pp. 113-142). [online] available: http://www.aect.org/edtech/05.pdf

Kozma / Ritchie Series:

Hannafin, M., Hannafin, K., Hooper, S., Rieber, L., & Kini, A. (1996). Research on and research with emerging technologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.378–402). New York: Simon & Schuster, Macmillan.

Hylnka, (2004). Postmodernism in Educational Technology: Update: 1996 – 2002. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology [2nd ed) (pp. 243-255).

Park, I. & Hannafin, M.J. (1993). Empirically-based guidelines for the design of interactive multimedia. Educational Technology, Research, & Development, 41(3), 63-85.

Pea, R.D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.

Salomon, G. (1998). Technology's Promises and Dangers in a Psychological and Educational Context. Theory into Practice. 37 (1), 4-10.

(Additional readings may be provided as the course progresses.)
 
 
 

Projects

Attendance / Participation / In-Class Activities
Attendance is crucial, especially considering the density of facts, concepts, principles, and procedures covered each class. Missing even one class may set you seriously behind. Your participation will be assessed through your contributions to class discussions and idea sharing, both in class and via electronic means. This includes responses to the reading assignments, facilitating and contributing to chapter discussions, and engaging in in‑class activities. Some projects in this course will be completed in teams. If you do not contribute fairly to any of the group projects, your individual score for that project may be lower than the group score.

Personal Website
Early in the semester you will create a personal website. As the course progresses, you will further develop your website to include article reactions, research findings, relevant links, etc. (individual project)

Recommended Site Annotation
The World Wide Web includes many innovative ways in which educators from almost every field are using technology. Find the very best example you can of an excellent, educationally appropriate site. Write a thorough annotation describing the site, its strengths and any weaknesses, special requirements, and suggestions for its use in an instructional setting. If you are not totally excited about the site or if you would not actually use it, find another site. We want "the best of the best!" Submit your annotation by posting it to your website. (individual project)

Article Responses
For each of the assigned articles, submit a brief (about a page) response that includes the following elements: 1. Summary of main idea / focus, 2. Impact on professional practice (both (a) generally and (b) for yourself, personally), 3. Your Gut Reaction to the article, followed by a brief rationale of support and/or refutation of that reaction, and 4. Further question(s) / topic(s) for discussion that emerged or logiclly follow from the article. (individual project)

In the News: Issue Review
During the semester, be thinking about how current events, policies, politics, and practices relate to the topics addressed in this course. Each class member will nominate a current issue for exploration by their team. Each team will select one issue and develop an "Issue Review" by locating multiple credible information sources, then writing a critical, balanced review, including pros and cons. (An appropriate length is probably 2 pages, single spaced, using a readable presentation style.). Teams will submit a hard copy and also publish the review to their personal websites. Reviews should address at least the following:

Issue Summary. Provide an overview of the issue. Identify positive aspects and intentions, as well as any drawbacks, challenges, or potential pitfalls to implementation.

IT Connection. What role or relationship does the issue have to instructional technology?

Stakeholders. Who are they? What is at stake?

Resources. Discuss availability of information related to the issue (source credibility, general availability, potential biases and agendas, and so forth).  
 
Impact & Potential Outcome. 1. How might knowledge or discussion of this issue impact educators and learners (a) nationally, and (b) locally? 2. If this issue is not implemented, will it still have an impact? If so, what? If not, why not?

Areas of Concern. Address any concerns or unanswered questions team members have regarding the issue.

Sources. Provide a list of references others can consult for more information or action regarding the issue.

Critical Analysis Project
Prepare an empirically‑referenced critical analysis paper on a topic related to emerging and instructional technologies. The critical analysis should include the following: introduction; problem/issues addressed by the topic; critical review and analysis of related background research and theory; implications for learning; and summary of significant issues and conclusions. (These components do not necessarily have to be used as section headings within your paper, although your paper will need to have appropriate section headings.) Prior to submitting the finished paper, evolving outlines will be submitted. (group project)

C.A. Presentation Project
Using PowerPoint, develop an instructional presentation (minimum 12 slides) on a specific instructional technology topic (based on your critical analysis paper). Give the presentation to the class and include a handout. The presentation should include at least the following components: introduction; problem / issues addressed by the topic; critical review and analysis of related background research and theory; implications for learning, and summary of significant issues and conclusions. This project will be graded on both technical execution and content. (group project)

Software Evaluation Project
Evaluate two instructor-approved multimedia projects and present one of them to the class. In addition to the written evaluations (at least two pages each) submitted to the instructor, post the evaluations to your website and email the URLs to me for inclusion on the course website. (individual project)

Instructional Presentation (Authoring) Project
Using an instructor approved authoring tool, develop a “mini” branching, instructional multimedia project that presents content from a teaching area of your choice. Projects must include all the elements of multimedia and other minimum criteria as discussed in class. (individual project)

Concept Test
You will demonstrate your understanding of the instructional technology concepts explored in this course. We will discuss the format of the exam in class. (individual project)

Teamwork Points
From 0 to 10 points will be allocated to teams based on team individuals’ demonstrated ability to work together for the good of the team as a whole. Examples include (but are not limitted to): Each team member website is current, complete, accurate, and well designed (accomplished by critiqing each other’s sites and suggesting improvements and making sure all your teammates know how to (and do) fix any problems); Each member contributes fairly and responsibly to group projects and maintains frequent communication and positive group interactions; Each team member supports all other team members to do their best work.

Course Topics
The following are examples of topics that may be used for the research-based projects in this course (feel free to tinker with the wording).  You are welcome to suggest additional topics for use with instructor approval. LIS students are especially encouraged to suggest topics for this project that fit their primary interest area.

• Critical Considerations of Integrating Instructional Technologies
• Visual Message Design and Modern Learning Technologies
• Applying Instructional Technologies to Multiple-channel Communication
• Psychological, Pedagogical, and Instructional Foundations of Educational Computing
• Computers in K-12 Settings: Applications and Research
• Educational Applications of Internet Resources ( or Interactive Multimedia)
• Using Technologies to Support Student-Centered or Problem Based Learning Environments
• Digital Libraries: Equity, Access, & Privacy 
   

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	Points	Date Due
Article Responses	(8 @ 5 pts.)  40	See Schedule
Website	(5 + 20 pts.)   25	9-15 & ongoing
Recommended Site Annotation	10	9/29
Issue Review	25	11-10
Concept Test	20	10-20
Software Evaluation	10	10-27
Instr. Project Proposal	5	10-20
Instructional Pres. Project	20	11-10
Critical Analysis Paper	50	11-17
C.A. Presentation	20	12-8
Teamwork Points	10	Ongoing
Attendance & Participation	20	Ongoing
Total Points Possible	260	234-260  =  A  208-233  =  B   182-207  =  C   156-181  =  D   0-155  =  F

 
Late Work
All late assignments (with or without pre-approval) will result in a 10% penalty.
Assignments submitted more than one class session after the due date will result in a 50% penalty.

Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible, so we can discuss accommodations necessary to ensure full participation and facilitation.

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Closing Comments and Cautions
Educational computing may represent a dramatic shift in the type of coursework taken to date. You might find it more difficult to control your study habits than in a lecture or text‑based course. You also may be amazed at how quickly time passes while working at the computer. Hopefully (and usually), you also will become intrigued with the computer system, and feel challenged by educational application problems. You should find this course very useful and satisfying if you dive in from the very start. My best advice is to immerse yourself in the work as early as possible and avoid falling behind. If you heed this advice you will find course information, activities, and applications interesting and professionally relevant.

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Activity Schedule
Assignments are due on the dates on which they are listed.
 

Wk.	Date	Topics & Activities	Reading/Assignment Due
1	8-25	Introductions, Syllabus, Readings, Concepts, Assignments, Study Tips, E-mail & Websites, Starting Point: Problems v. Tools    Critical Analysis Project	Personal Profiles
2	9-1	Discuss Readings  (group concept map)  Instructional Technologies Internet Resources  Website Evaluations Begin Personal Websites  Digital Cameras (& Pics of class)	Roblyer, Chapter 1 Hannafin et al & Response  E-mail & Website activated  Teams formed by end of class
3	9-8	Discuss Readings Learning Theories & Media Attributes	Roblyer, Chapter 2  Kozma / Ritchie & Response Website Evaluation
4	9-15	Instructional Materials Visual Literacy / Layout & Legibility  Printed Materials & Desktop Publishing  Presentation Graphics  Screen Design Basics & "Design Crimes"  Presentation Project  Intro to PowerPoint (if necessary)	Roblyer Ch. 3 - 6 Braden, 1995
5	9-22	Discuss Readings  Internet Resources  WWW Demos, Search Engines, Tools  "Recommended website" Annotations  File Transfer Protocal (ftp)  Posting Article Responses  (Post all Responses)	Pea, 1985 & Response  Roblyer Ch. 7 - 8 Research Topic Proposal Websites accessible
6	9/29	Discuss Readings Multimedia Basics MM & Learning Theories  Educational Software Programs  Instructional Project Evaluation Criteria  Critical Analysis Topics (Talk with Teams)	Roblyer Chapter 6 Park & Hanafin, 1993 & Response  Recommended Site Annotation
7	10-6 [IVLA]	Work on Projects Team Meetings	Salomon, 1998 & Response Kerr, 2002 & Response Pick 2 of Roblyer Ch. 9 - 15
8	10-13	Social Impacts of Technology  In the News: Issue review Instructional Presentation Project Demo & Project Assignment	Hylnka, 2004 & Response Critical Analysis Prelim. Outline (by end of class)
9	10-20	Work on MM Projects	Instr. Pres. Project Proposal     (submit hardcopy & post online)
10	10-27 [AECT]	Team Meetings Work on Projects	Software Eval.  (online)  Revised Critical Analysis Outline
11	11-3	Concept Test  Individual Work on Instr. Projects  H.S. problems / questions	Websites Updated & Polished
12	11-10	In the News: Issue Reviews (Discussion)	Issue Review All Instr. Pres. Projects  vvv
13	11-17	Handouts (& Miscellaneous Topics)  Team meetings / Work on projects Instr. MM Project Presentations	Critical Analysis Paper
14	11-24	Instr. MM Project Presentations Handouts (& Miscellaneous Topics) ^^^ Team meetings / Work on projects	Peer Feedback on Websites  All Instr. Pres. Projects
15	12-1	Screen Design Feedback Session  Team meetings / Work on presentations	Preliminary Screens Websites Updated & Polished
16	12-8	Presentations	Presentation Project

 
* This syllabus is subject to change.