|
The University of Toledo
College of Education
Developing Web-Based Instruction
ETPT 6230/8230
Course Syllabus – Spring Semester 2006
Instructor: Dr. Berhane Teclehaimanot
Assistant Professor, Dept. of Curriculum & Instruction
Area of Educational Technology
Office: GH 2015C
Office Telephone: (419) 530-7979
E-mail berhane.teclehaimanot@utoledo.edu
Fax: (419) 530-4309
Course Hours: Monday 4:15 P.M. - 6:45 P.M., SM 3750
Office hours: Monday 1:00-3:30 P.M.
Tuesday 9:00-11:00 A.M.
Other by appointment only
Preparing Tomorrow's Teachers to Use Technology (PT3) project in the College of Education at the University of Toledo. http://tipt3.utoledo.edu/
Course Description
This course is an introduction to the principles of Web-Based Instruction (WBI) and its role in creating learning environments that utilize the attributes and powerful resources of the Internet. Emphasis will be placed on pedagogical, technological, organizational, institutional, and ethical issues related to the design, development, and delivery of WBI. Several frameworks for designing effective WBI will be discussed. Students will be required to critique these frameworks from a theoretical and applied perspective to gain an understanding of the current literature on WBI and the process of redesigning for a new medium. The course will also provide students with the opportunity to design, develop and evaluate an instructional prototype that utilizes the attributes of the World Wide Web (WWW).
Course Goals and Objectives:
Upon the completion of the course students will be able to:
- Demonstrate an understanding of the fundamental attributes/features of the Internet and the World Wide Web (WWW) and their implications on teaching and learning;
- Discriminate between educational and non-educational uses of the WWW;
- Discriminate between WBI and other educational uses of the WWW;
- Compare and contrast critical features of Computer-based Instruction (CBI) and WBI;
- Demonstrate an understanding of the levels of interactivity in WBI and their implications on the design and development of instructional modules;
- Demonstrate the use and application of appropriate instructional strategies and frameworks for developing effective WBI;
- Demonstrate the use and application of Internet/WWW related technologies;
- Demonstrate an understanding of Web-based course management tools and their application to the development of WBI;
- Demonstrate an understanding of constructivist learning theory, problem-based learning, and other appropriate instructional strategies to develop web-based learning;
- Design a web-based instructional project that supports K-12 curriculum for a specific audience;
- Design, prototype, and evaluate a Web-based instructional module using the principles discussed above, formative evaluation techniques, and Internet/WWW based development tools.
Prerequisites: ETPT 5210/7210
Required Text:
Khan, B.H. (1997). Web-Based Instruction. Educational Technology Publications, Englewood Cliffs, New Jersey.
Other readings as specified (any additional reading will either be in the form of a handout, a URL on the WWW, or placed on reserve at the Carlson Library).
Course Methodology
- Instructors will provide lectures on specific course topics, share examples of exemplary web-based projects, and demonstrate web-authoring software.
- Students will work in groups to explore and discuss concepts presented in class lectures and assignments.
- Students will be provided appropriate in-class time to work on components of web-based project and practice skills.
- Research/Study and Design: In order to complete the project, you need to devote outside class time to plan, design, and study.
Course Requirements
Each student must:
1. Have an email account
2. Have a drive to store data
3. Complete web-based project and other assignments and give to the instructor ON TIME
4. Attend all class sessions, be on time, and have computer ready for class participation
Note: ONE unexcused absence will result in the loss of 5 points. If you have an emergency or illness, you are expected to call or e-mail the instructor PRIOR to class. Students should be in class on time and stay for the entire session. Students who arrive late or leave early will not receive full credit for classroom attendance and participation
5. Read required text and other selections as assigned
6. Work cooperatively within a team
7. Participate in class discussion
8. Work on WBI project outside of regularly scheduled class (minimum of 5 hrs)
9. Follow the university's guidelines in regard to completion of course requirements. Students who violate university standards will not receive course credit. Any instance of plagiarism will result in a grade of zero for that particular assignment.
Assignments:
- Web-Based Instructional Site Evaluation (15 points): Each student will identify a Web-Based Instructional course and will evaluate it using a comprehensive framework developed by Khan: http://bookstoread.com/resources/edtech/edtech.htm. The evaluation should identify the strengths and weaknesses of the WBI course in relation to the general concepts and attributes identified in each of the dimensions of the framework. You should also be prepared to critique the framework in class. You may complete this assignment in groups of two. Findings should be uploaded to WebCT.
- Facilitating an online discussion using WebCT (10 points): In teams of two, facilitate an online discussion on the assigned readings for the week. By Friday of the designated week (or earlier if possible), one of the team members should post engaging questions that raise key issues identified in the readings. Students will be expected to respond to these questions and participate in an ongoing discussion, which both team members will facilitate. The team members should summarize the discussion and provide a wrap-up synthesis during the next class.
- Participating in online and class discussions (10 points): Students will be expected to participate in all online and class discussions and will be graded on the number and quality of contributions made.
- Preparing a presentation on Web-related technologies (15): Each student will investigate a specific tool or technique associated with Web development (i.e. Java, JavaScript, Active X, VRML, Shockwave, Dreamweaver, FrontPage, etc.) and will synthesize related information into a Web Page which explains what the tool does, how it works, and its contribution to the development of powerful instructional strategies that enhance the learning process. Students will be expected to provide examples of how this tool is used to enhance learning on the Web. The site should also contain a list of annotated resources on the topic from Web sites and academic journals. Students will be expected to present their site to the class.
- Comparing and contrasting CBI/WBI features/frameworks/models (15): In groups of two students will locate a CBI module and a WBI module for purposes of comparing and contrasting. Finding modules with similar content would facilitate this exercise. The team will be required to generate a matrix that identifies the critical features of each of these modules in an effort to compare and contrast the two based on instructional and learning variables. Inference on the underlying design process for each is also required.
- WBI prototype site development and presentation (35 points): Groups of three to four students will plan, design, develop and evaluate a prototype of WBI based on specific content which will be determined early in the semester. Groups will be expected to familiarize themselves with the content with the help of subject matter experts. The prototype should demonstrate the use of powerful instructional strategies and WBI features that help learners become actively engaged in the learning process. The General Framework for the Development of Web-Based Instruction will serve as a guide to designing increasing levels of interactivity. A formative evaluation plan will also be developed and implemented. The final project will be presented to class at the end of the course.
REMEMBER!!!
1. Be in class ready to fulfill your role as teacher on your scheduled day.
2. If there is a conflict or you are ill, notify the instructor before the day you are to teach.
3. If you are absent or unprepared the day you are scheduled to teach, your grade will be reduced or you may receive a zero for no presentation!
Journals, Readings, Articles and Books and
Web-sites in Educational Technology
Distance Education Clearing House (http://www.uwex.edu/disted/journals.html)
Educational Leadership Training and Development Journal
Tech Trends Educational Technology
British Journal of Educational Tech. Personnel Journal of Instructional Development
Performance and Instruction Training Technological Horizons in Education
Harvard Business Review Quarterly Review of Distance Education
Educational Media International School Media Quarterly
Information Technology Journal of Personalized Instruction
Electronic Learning Journal of Computer-Based Instruction
International Journal of Inst’l. Technology Journal of Educational Technology Systems
Journal of Experiential Learning and Simulation
Note: Some journals are available entirely online, others provide links to further information available in print or by subscription.
Online APA Style Guides
An excellent APA "Crib" Sheet: http://www.docstyles.com/apacrib.htm
Another guide: http://www.wisc.edu/writetest/Handbook/DocAPA.html
Psychology with Style: A Hypertext Writing Guide - for the 5th edition of the APA Manual: http://www.uwsp.edu/psych/apa4b.htm
Electronic Reference Format: http://www.apastyle.org/elecref.html
Grading System:
5000 STUDENTS 7000 STUDENTS
91-100 A 93-100 A
90 A- 92 A-
89 B+ 91 B+
82-88 B 86-90 B
81 B- 85 B-
80 C+ 84 C+
75-79 C 76-83 C
74 C- 75 C-
73 D+ 74 D+
65-72 D 71-73 D
64 D- 70 D-
Course Policies
- Students must take the course assessments to receive credit for the assessment. If you are ill or have a serious problem that prevents you from attending class the day of a test, please contact your instructor prior to the test day. An alternate test date will be scheduled.
2. Scholastic dishonesty: Students who violate the University rules on scholastic dishonesty are subject to disciplinary penalties, including the failure of the course and dismissal from the University. All policies on scholastic dishonesty will be enforced.
- Any student who has a disability that may prevent from or her from fully demonstrating his or her abilities should contact the instructor as soon as possible to discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.
4. Copyright: Some goals and objectives of this course may be met through use of commercial or copyrighted software programs. You are not permitted to copy or duplicate these programs. The unauthorized copying of computer software is in violation of the copyright laws and subject to University disciplinary measures, as well as, criminal prosecution. You are expected to practice responsible, legal and ethical use of all technology hardware and software encountered in this course.
COURSE CALENDAR, SPRING SEMESTER, 2006
January 9 Introduction to course, complete student profile form.
January 16 Dr. Martin Luther King Holiday (No Classes)
January 23 Section 1: Introduction to Web-Based Instruction (p. 5-37)
Presentations and class Discussions
Sign up for presentations
January 30 Section II: Web-based Learning Environments and Critical Issues
(p. 41-116), Presentations and class Discussions
Sign up for presentations
February 6 Section III: Designing Web-Based Instruction (p. 119-165)
Presentations and class Discussions
Work cooperatively within a team
February 13 Section III: Designing Web-Based Instruction (p. 167-219)
eTech Ohio, 2006 State Technology Conference (February 13-15)
Columbus, Ohio. Bridging Learning, Technology and Achievement
No Class
February 20 Section III: Designing Web-Based Instruction (p. 221-274)
Presentations and class Discussions
Work cooperatively within a team
February 27 Section IV: Delivering Web-Based Instruction (p. 277-312)
Presentations and class Discussions
Work cooperatively within a team
March 6 Spring Break- -No Classes
Section IV: Delivering Web-Based Instruction (p. 313-352)
March 13 Society for Information Technology and Teacher Education (SITE)
2006 International Conference, Orlando, Florida. March 20-24, 2006
No Class
March 20 Section IV: Delivering Web-Based Instruction (p. 353-378)
Presentations and class Discussions
Work cooperatively within a team
March 27 Section V: Case Studies of Web-Based Courses (p. 381-436)
Presentations and class Discussions
Work cooperatively within a team
April 3 Work cooperatively within a team
Lab time to work on components of web-based project and practice skills
April 10 Work cooperatively within a team
Lab time to work on components of web-based project and practice skills
April 17 Work cooperatively within a team
Lab time to work on components of web-based project and practice skills
April 24 Work cooperatively within a team
Lab time to work on components of web-based project and practice skills
Course Evaluation
May 1 The final project presentation
Note: This syllabus is subject to change to accommodate extenuating circumstances.
|
