The University of Toledo
Judith Herb College of Education

ETPT 6230/8230: Developing Web-Based Instruction
Course Syllabus – Spring Semester 2012

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 describes how to design effective web-based instructions for the use in educational settings. In the course, students will learn about what is web-based instruction, advantages/disadvantages of web-based instructions, applicable instructional design models for an effective and active learning environment, and effective design guidelines for developing web-based materials, evaluate web-based instructions, etc. The course will be very helpful for educators who are interested in designing web-based instructions. The course focuses also on helping you to apply effective instructional design principles to organize web-based instructions. Therefore, it requires your skill/knowledge to use any web editors (e.g. Dreamweaver, Microsoft FrontPage, etc) and basic knowledge of web design. Your knowledge about HTML is a plus.

Course Learning Outcomes: (goals, objectives, course outcomes, etc.) identify any professional standards that are met by each learning outcome.

Upon the completion of the course, participants will be able to:

1. Describe current leading-edge work in distance education in K-12, higher education, business, government, and military settings
2. Depict the ways in which learning and teaching across barriers of distance and time are similar to -- and different from -- face-to-face instruction
3. Gain fluency in using various interactive media (asynchronous threaded discussion sites, synchronous multi-user virtual environments, groupware, interactive presentational media, videoconferencing), instructional frameworks (e.g., Blackboard) and applications (e.g., telementoring)
4. Apply effective instructional design for various interactive media, instructional frameworks, and applications.
5. Experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning and indicate the range of individual responses to these media
6. Describe methods for evaluating the effectiveness of distance education approaches
7. Discuss how innovations such as the World Wide Web, multi-user virtual environments, computer-supported collaborative learning, telementoring, and online communities are shaping the evolution of distance education and distributed learning
8. Identify advantages and disadvantages of web-based instruction (the pre-service teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.)
9. Apply instructional design models in online learning environment  (the pre-service teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district and state s performance standards.)
10. Develop comprehensive instructional lesson modules for training and testing (the pre-service teacher uses an understanding of individuals and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.)
11. Evaluate web-based instruction
12. Assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.)
13. Describe accessibility issues in web-based instruction (the preservice teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.)

Prerequisites:  ETPT 5210/7210

Target Audience
Schoolteachers, administrators, curriculum and technology specialists; and faculty and staff in higher education institutions.

Course Materials:
Required Text: The following books are required and available at B&N Bookstore on the Main Campus:

Davidson-Shivers, G.V. & Rasmussen K.L. (2006). Web-based Learning: Design, Implementation and Evaluation. Pearson Prentice Hall. (ISBN 0-13-081425-3)

Other readings specified by the Instructor will either in the form of an electronic journal, or a URL on the WWW.

Additional Resources from Professional Journals

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    
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.

In addition to studying the required textbook, students are expected to spend considerable amount of time to read the assigned materials and participate in the threaded discussion board.

All class requirements and activities are set upon an individual basis so that maximum instruction can be provided for each student. The student is responsible for budgeting his/her own time and completing class work progressively throughout the term.

Delivery Mode

The course will be taught as a Web-based Distance Learning course. In addition, we will explore applications of other delivery technologies.

Instructional Strategies           

This course combines instructor presentations with thoughtful learner participation. Course activities will consist, chapter question and answer sessions, problem solving exercises, and on-line small and large group discussions.

Course Requirements: Grades will be based upon:

1. Facilitating an online discussions - (30 points)
2. On-line discussion participation (25 points)
3. Web-Based Instructional Site Evaluation (15 points), Due April 11, 2012
4. WBI prototype site development project (30 points), Due April 30, 2012

         Total 100 points

Grading System:           

Assignment Guidelines

In addition to the criteria presented with the assignments, the following general criteria will be used for grading purposes: 1. All written work must demonstrate appropriate techniques and conventions of scholarly papers.
2. All written work must meet the scholarly standards stated in the APA Publication Manual.

1. Facilitating an online discussion using Blackboard Threaded Discussions (30 points): In teams of two, you will be asked to facilitate an online discussion on the assigned readings for the week. By Monday 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 by posting on the threaded discussion board.

   Guidelines: Discussions should examine in-depth a particular issue facing the field of Educational Technology. Team members should post questions that:

   1. Describes the issue and the various positions taken with respect to the issue;
   2. Constructs an history of how this issue has impacted the field;
   3. Identifies the contributions of key persons who are and have been identified with the issue;
   4. Describes the implications of the issue;
   5. Post the discussions wrap-up synthesis summary for the class on the threaded discussion board.
      
      Note:  Each group member has the option of writing up a description of any challenges, difficulties etc. with the group and its members. These are to be written INDIVIDUALLY and CONFIDENTIALLY.
      
      Facilitating an On-Line Discussions: (30 pts.)
      
      
   
   
2. Participating in online discussions (25 points): Students will be expected to participate in all online and will be graded on the number and quality of contributions made.

   Guidelines: The guidelines for every discussion week are the same. You will be required to post three initial posting (3 questions) and at least two responses to the initial postings. Postings must be completed by Saturday at 5:00 p.m. For example, the week of January, 23rd, your responses to the questions must be posted by Saturday, January 28th at 5:00 pm. Instructor comments will follow.
   
   Participation On-Line Discussions (25 pts.)
   

3. 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. You may complete this assignment in groups of two. Findings should be uploaded as an attachment and emailed to the Instructor on the Blackboard Course Management System.
   
   Due: April 11, 2012
   
   
4. WBI prototype site development and presentation (30 points): Groups of two to three 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 should be uploaded as an attachment emailed to the Instructor on the Blackboard Course Management System.
   
   Due April 30, 2012
   

Course Policies

All University of Toledo policies will be adhered

1. Evaluation: 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 participating the online class the day of a test, please contact your instructor prior to the test day. An alternate test date will be scheduled.

• All written assignments must demonstrate appropriate communication skills (e.g., correct spelling, punctuation, and grammar).
• All papers must use the APA style and be computer generated (electronic).
• All assignments must have a cover sheet, which includes the title, student’s name(s) and date.
• Please do not submit your assignments prior to the due date.

Assignments are due on the assigned date (no exceptions).

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.

3. 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.

5. I expect all course participants to approach the course in a mature, motivated, and professional manner. A professional approach means to:

• Complete course assignments with enthusiasm and without complaint.
• Recognize that learning can only happen when we take an active role.
• Engage fully in all course activities (assignments, in-class activities, online participation).
• Ask questions. Respond to the questions of others.
• Contribute your observations, insights, and opinions.
• Respect the observations, insights, and opinions of others.
• Treat information shared in the course with respect, sensitivity, and confidentiality.
• Strive to excel.
  
  
  

ETPT 6230/8230 WEEKLY SCHEDULE

College Mission Statement: Individuals at the center of their own learning within a rich intellectual environment characterized by choice.

Note: This syllabus is subject to change to accommodate extenuating circumstances.