EDT-520 Design of Technology-Based Learning Winter 2008 Course Syllabus Time and Place Winter 2008 Thursday 6:10-9:00 FCS-194 Education Computer Lab School of Education Course Website: https://ctools.umich.edu/portal http://umdedtech.wikispaces.com/
Instructor Dr. Stein Brunvand School of Education e-mail: sbrunvan@umich.edu Telephone: 313-583-6415 Office: D-7 School of Education Office Hours: Tuesday 12:00-2:00 PM Thursday 3:00-6:00 p.m. or by appointment
Course Overview This course is designed to present you with the basics in the design of instructional materials to be delivered in an online environment. In this class you will plan for each stage of the design process up to the actual development of course programming (that is another course all in itself, EDT522). In this class you will select several performance problems that require a learning intervention and design appropriate technologybased solutions for those problems. Course Objectives Objectives in this course are grouped into two categories: Problem Solving Upon completion of this course, you will be able to Evaluate an instructional problem and make media selection that is appropriate for content, audience, economic resources, and learning environment. [MI Standards 2.6.1] Evaluate the strengths and weaknesses of storyboarding and consecutive prototyping. [MI Standards 2.6.3] Recognize the relationships between web-based learning and the disciplines and technology of content management, knowledge management, and eLearning. [MI Standards 2.6.3] Evaluate the use of several development tools and identify their strengths, weaknesses and appropriateness of use to the instructional problem. [MI Standards 2.6.5] Plan for and track the tasks, timing and resources to design technology based learning modules. [MI Standards 2.2.2] Instructional Design Upon completion of this course, you will be able to Design learning modules for a variety of technology delivery platforms that may include traditional web-based learning, software simulation, and virtual classroom Internet delivery. [MI Standards 1.4.1, 2.5.3, 2.6.2, 2.64 and 2.6.9] Sequence instructional content and apply appropriate levels of interaction to meet instructional goals. [MI Standards 2.6.2, 2.64, and 2.6.9] Apply appropriate screen design to each instructional solution. [MI Standards 2.6.2, 2.64,
and 2.6.9]
Develop storyboards and design documents for instructional solutions. [MI Standards 2.6.2, 2.64, and 2.6.9]
Design an implementation and assessment plan. [MI Standards 2.6.14] Create and present an e-Portfolio consisting of the completed project deliverables from EDT520. [MI Standards 2.3.5 and 2.6.7] Course Topics
1. 2. 3. 4. 5. 6. 7.
Identifying Instructional Problems Designing for Instructional Problems Evaluating Technology Tools Assessing Tech-Based Learning Learning Module Design Creating Storyboards Implementation of Learning Modules
Course Deliverables
1. Software Simulation Design Guide (2) (30 pts. each)
2. Virtual Fieldtrip Design Guide (25 pts.) 3. Social Network Design Guide (25 pts.) 4. Online Classroom Environment Design Guide 5. 6. 7. 8.
(25 pts.) Student Choice Project Design Guide (40 pts.) Electronic Learning Modules/Environments Design Guide a (75 pts.) e-Portfolio (25 pts.) Final Presentation (25 pts.)
CTools A course website has been created in the online course management system known as CTools. You are automatically granted access to this site as a result of your enrollment in the course. In order to access the site you need to go to www.ctools.umich.edu and login using your uniquename and Kerberos password. Your uniquename is usually some combination of your first initial and last name. This is assigned to you and can also be referred to as your username or login ID. Your Kerberos password should have been mailed to you when you were initially accepted into the university. It is the password you would use to access your UM-D mail account through the Webmail service or to register for classes online. It may not necessarily be the same password that you use to login into the computers in the labs. If you don’t know your Kerberos password you will need to either go to the ITS offices located at 1140 Computing Wing or call them at 313-593-5519 to reset your Kerberos password. Students who know their email password can reset their Kerberos Passwords on-line at http://directory.umd.umich.edu by clicking on MY ACCOUNT, authenticating with their email password, then choosing Password from the menu on the left. You can also reset your password using the Password reset terminals in the Library labs as well as the computer labs in the School of Education and Computer Wing. Weekly Online Responsibilities Since this course is half online and half face-to-face students will have weekly online obligations to fulfill. These obligations may include participating in an online discussion, conducting a search for specific resources, providing a review of a piece of technology, contributing to a small group work session and a variety of other things. The online task for each week will be communicated through the Forum tool in ctools and each task that is assigned will be considered due by the start of class on Thursday of that respective week. These tasks will also be discussed briefly in class each week so that students are aware of the expectations for the upcoming week. Course Notes There will be a set of notes for each week of the semester that will be shared electronically with
students through the online collaborative writing tool called Zoho (www.zoho.com). Students can view the notes, edit them and save them to their own computers. Each class, a student will be assigned as the designated note taker. It is that student’s responsibility to add to the class notes for their assigned day and write a brief summary of what took place during that class. These summaries should be completed within 24 hours of the end of class on the assigned day. Students will sign up for their notetaking day during the first class. UMD Ed Tech Wiki I maintain a Wiki at www.umdedtech.wikispaces.com. Students will need to create a Wikispaces account and request membership for the umdedtech Wiki so that they can become contributors to it. This process will be reviewed in class. Due Date Policy F All class by will so
A 94-100% of total points less than 65% of total points A90-93% of total points assignments must be turned in by the start of B+ 88-89% of total points on the day they are due unless otherwise stated B 84-87% of total points the instructor. Getting behind on an assignment B80-83% of total points make it difficult to complete future assignments C+ 78-79% of total points it’s vital that you stay on top of things. Any C 74-77% of total points graded assignment collected after the due date 72-73% of total points will Creceive a 20% reduction of the grade. If you D+ 70-71% of total points know that you will not be able to turn in an D 67-69% of total points assignment on time contact the professor by D65-66% of total points voice mail or e-mail before the due date and state the reason for the delay. The professor will consider the circumstances and make a decision to accept the assignment without penalty or enforce the penalty policy described above. Evaluation Students will be expected to take part in face-to-face and online classroom discussions and activities. Final grade will be determined from the completion of the above assignments, yielding a total of 300 points. An additional 50 points will be awarded for class participation during discussions and other activities for a total of 350 points. Grades will be assigned as follows based on the percentage of total points earned. Attendance Policy It is expected that students will attend each scheduled class. If you cannot make a class session you will need to inform the instructor of your absence prior to the class session. If it is necessary for a student to miss a class, the student should arrange to obtain class notes from another student or from Zoho (www.zoho.com) where weekly notes will be posted. The instructor will entertain specific questions in a meeting with the student if requested. However, lecture/demonstrations will not be repeated. It is the student's responsibility to make up missed assignments completed in class. Recommended Supplies The majority of the technology you will be learning about and using is freely available online and will not need to be purchased. However, you may find it necessary to purchase or otherwise obtain various pieces of software and hardware depending on the technology you plan to use.
These purchases will be the student's responsibility. You may also find it helpful to have a USB flash drive that has at least 1G of storage. These can be purchased at any office supply store as well as major chains such as Target and Walmart. I would encourage you to look for a sale or rebate since there is almost always some kind of deal to be found on these devices. Students may also want to purchase their own headphone/microphone unit for recording narration and creating different multimedia projects. The instructor can provide information on where to find these devices and what type to purchase. There is no required textbook for this course. Teaching for Understanding The School of Education at the University of Michigan-Dearborn has adopted the Teaching for Understanding model as a framework for educating future teachers. It is a distinct method of teaching and learning, rooted in a specific way of looking at and explaining the world. Teaching for Understanding begins with the assertion that knowledge is constructed. This means that people shape, form, or “construct” their own worlds. People determine what is “real,” what is “necessary,” and what has meaning. In Teaching for Understanding teachers and students change the ways in which they approach information, each other and the learning experience. No longer “fountains of knowledge and information,” teachers are called on to be learners in their own classrooms. No longer “empty vessels” of passive receiving, students are called on to be teachers of self and of others. Cooperative relations among students and an interactive relationship between students and the instructor are a means for students and the instructor to construct knowledge. Teaching for Understanding includes the following approaches to discourse and social interaction. Classrooms are places where: Students and teachers acquire and construct knowledge collaboratively Orthodoxies of pedagogy and “facts” are continually challenged Conceptual understanding of subject matter is a goal Teachers function as guides, coaches and facilitators by posing questions, challenging thinking, and leading in the examination of ideas and of relationships between concepts and experience. Based upon the Teaching for Understanding model, courses in the School of Education promote active student learning and the construction and development of knowledge through lectures, readings, small and large group discussions, small group activities, field based learning, and projects that require the application of knowledge. Academic Integrity The University of Michigan-Dearborn values academic honesty and integrity. Each student has a responsibility to understand, accept and comply with the University's standards of academic conduct as set forth by the Code of Academic Conduct, as well as policies established by the schools and colleges. Cheating, collusion, misconduct, fabrication and plagiarism are considered serious offenses. Violations will not be tolerated and may result in penalties up to and including expulsion from the University. Any student who is found guilty of academic dishonesty twice (in any UM-D class) will be removed from the School of Education. Religious Observances
I am sensitive to the religious observances of my students and if such observances or commitments should conflict with a class requirement I will make reasonable accommodations with the proviso that I am notified a minimum of two weeks in advance. Disability Resource Services The University will make reasonable accommodations for persons with documented disabilities. Students need to register with Disability Resource Services (DRS) every semester they are taking classes. DRS is located in Counseling and Support Services, 1060 UM. To be assured of having services when they are needed, students should register no later than three weeks after the first day of classes.
State of Michigan Standards for Education Technology (NP) Covered in EDT 520 MI Standard
Activity
1.0 Foundations Professional studies culminating in the educational technology endorsement prepare candidates to use computers and related information technologies in educational settings in an exemplary way in alignment with the “Seventh Standard” of the Entry-Level Standards for Michigan Teachers. All candidates seeking this endorsement would have opportunities to meet these educational technology foundation standards and to surpass the basic requirements of the “Seventh Standard.” 1.4 Assessment and Evaluation Candidates apply educational technology to facilitate a variety of effective assessment and evaluation strategies. 1.4.1 Apply educational technology Students design technology-based learning and in assessing student learning of assessment modules that take into consideration the grade subject matter using a variety of level and learning styles of their students. assessment techniques, including focusing on the assessment of each student. 2.0 Specialty Content Preparation for Educational Computing and Educational Technology Professional studies in educational computing and educational technology prepare candidates to exhibit leadership in the identification, selection, and management of hardware and software and the uses of computers and related technologies appropriate to the candidate's teaching field(s). 2.3 Telecommunications and Information Access Candidates will use telecommunications and information access resources to support instruction. 2.3.5 Use local mass storage Students use USB drives and other appropriate storage devices and media to store and devices to store, retrieve and deliver project design retrieve information and resources. materials. 2.5 Research and Theories Candidates will identify and apply educational and educational technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and educational technology in education. 2.5.3 Apply theories of learning, Students create learning modules using storyboarding teaching, and instructional design techniques. They demonstrate their use of instructional and their relationship to meaningful design principles as well as use of appropriate technology and appropriate ways of using to deliver multiple media formats. Students apply the educational technology in research of learning theorists that are particularly relevant instruction. to technology based learning in their design.
2.6 Problem Solving, Instructional Design, and Product Development Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed. Candidates will evaluate authoring and programming environments for use in the classroom. They will apply instructional design principles to develop, implement, and test interactive multimedia instructional products using authoring environments. 2.6.1 Identify basic principles of Students demonstrate instructional design principles, instructional design associated with specifically targeted to technology delivered learning the development of multimedia and solutions by selecting learning strategies and design hypermedia learning materials. tactics that are appropriate for technology-based delivery. Students demonstrate capability through the selection and use of appropriate media formats in their design of content delivery using active learning techniques and performance-based assessment activities. 2.6.3 Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
Students research and select the use of a range of tools to design course deliverables for technology delivered content.
2.6.4 Participate in collaborative projects and team activities.
Students work in collaborative teams for the purposes of peer design review of individual projects. Students use collaborative team to critique project deliverables, work through design problems and brainstorm creative and design concepts.
2.6.5 Identify examples of emerging, authoring, or problem solving environments.
Students research and report on current technology products that are viable for the delivery of technologybased learning used for delivering web-based modules over the intra/intranet. Research includes software used for traditional web-based delivery, software simulations, as well as use of virtual classroom (distance education) applications. Student present their learning modules to the class using projection equipment, using screen content to support the presentation and demonstrate the appropriateness of their intervention designs to selected instructional problems.
2.6.7 Use a computer projection device to support and deliver oral presentations. 2.6.9 Develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use educational technology to support these processes.
Students develop storyboards and other design documents for various learning modules. During the process they assess their audience for skills and knowledge, design strategies and tactics to ensure that learning occurs and develop activities and assessment that are performance based and is appropriate for technology delivery.
2.6.11Describe the characteristics and uses of current authoring environments and evaluate their appropriateness for classroom applications.
Students research and report on current technology products that are viable for the delivery of technologybased learning used for delivering web-based courses over the intra/internet. Research includes software used for traditional web-based delivery, including software simulations, as well as use of virtual classroom (distance education) applications.
2.6.13 Apply instructional design principles to the design of screens, text, graphics, audio, and video in instructional products under development. 2.6.14 Describe and practice strategies for testing and evaluating instructional products designed.
Students use instructional and screen layout design principles in the design of instructional graphics and screen layout. Design of graphics, audio, and video content must be supportive of instructional goals and learning strategies. Students design an Implementation and Assessment Plan for the learning modules.
3.0 Professional Preparation in Educational Computing and Educational Technology Professional studies in educational computing and educational technology require knowledge about use of computers and related technologies to support teaching and learning. Advanced programs preparing educators for a specialty in educational computing and educational technology require studies of, and experiences with, concepts and skills related to use of educational technology-based systems in K-12 education. 3.2 Teaching Methodology Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational technology across the curriculum. Candidates will apply effective methods and strategies for teaching the use of educational technology tools. 3.2.5 Design and implement integrated educational technology classroom activities that involve teaming and/or small group collaboration.
Students design and demonstrate an instructional module that uses group collaboration through white boarding and/or other application sharing techniques.