Course Syllabus

  1. INSTITUTION: Dakota State University
     
  2. INSTRUCTOR   
     
    Mark Hawkes 
    Kennedy Center 
    114 Dakota State University Madison, SD 57042 
    605-256-5274 
    mark.hawkes@dsu.edu
     
  3. SEMESTER/YEAR, Fall 2009
     
  4. COURSE PREFIX, NUMBER AND TITLE  
     
    CET 747 Web and ITV Based Applications of Distance Education  
     
  5. CREDIT HOURS (3)
     
  6. COURSE DESCRIPTION  
     
    A study of the processes and procedures for using Web-based and distance education technologies to support learning. The course includes a survey of instructional strategies on these platforms best addressing unique learning styles. The focus will be on applying the technology in ways that facilitate learner collaboration, distributed learning and an engaging learning environment.  
      
    PREREQUISITES: None   
     
  7. ADDITIONAL COURSE INFORMATION ADA STATEMENT: 
     
    If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, test modifications) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.      

  8. TEXTBOOK AND OTHER REFERENCES 
     
    Required Textbook:  
     
    Horton, William. (2000). Designing web-based training. New York: Wiley. ISBN: 0-471-35614-X  
     
  9. COMPUTER EQUIPMENT AND COMPETENCY EXPECTED  
     
    1. Access to the Internet and email. Familiarity with basic computing and telecommunicating functions (see www.departments.dsu.edu/disted/survey/compRequired.htm).  
     
    2. Minimum: Intel Pentium or Mac equivalent, 64 MB RAM, with 56 K modem and Internet connection, Web browser Microsoft Internet Explorer 4 or higher, or Netscape Navigator 4.7 or higher.  
     
  10. CORE OBJECTIVES  
     
    This course is designed to enable learners to:  
    1. Become knowledgeable of the information attributes of the hypermedia and World Wide Web and their impact on learning (COE Standard 1, 4; NCATE 1)  
    2. Acquire a conceptual framework of Web-based learning environment, including socio-economic, institutional and technical factors (COE Standard 2, 4, 7; NCATE 1, 3)  
    3. Develop essential skills for Web-based course development (COE Standard 11; NCATE 1, 3)  
    4. Develop a systematic approach to evaluating Web-based instruction and be able to use a holistic approach towards teaching, learning, and assessment in Web-based learning to accommodate learners with different backgrounds and needs (COE Standard 2, 3, 7; NCATE 1, 4)  
    5. Become familiar with varied technology and tools of asynchronous and synchronous communication for distance learning (COE Standard 2, 4, 7; NCATE 1, 3)  
    6. Be aware of the pros and cons in using asynchronous and synchronous communication to enhance collaborative and interactive learning in distance education (COE Standard 11; NCATE 1, 3)  
    7. Address the pedagogical and technological issues involved in ITV-based distance learning and be aware of the ethical and legal issues involved in E-learning environment (COE Standard 12; NCATE Standard 1)  

A fundamental goal of the course is to help students become strategic, self-responsible and life-long learners in the E-learning environment.  
 

  1. ADDITIONAL OBJECTIVES INSTRUCTIONAL METHODOLOGIES  
     
    1. Delivery: This course will be delivered mainly over the Internet. Depending on the students' distribution and accessibility of facilities, DDN and/or Governor Electronic Classroom (GEC) may be used to enhance real-time, multimedia class interaction.  
    2. Readings: Core textbooks are distributed in printed hard copy. Supplementary readings are provided on the Web.  
    3. Concepts and practice integrated: This course will integrate concepts in multimedia and hypermedia and practical skills in multimedia and hypermedia design and development for educational purposes.  
    4. Learning approach: Student-centered, constructive and collaborative learning will be the principal approach used in this course. Students are encouraged to be responsible for their own learning. Guidance will be provided to help students develop a strategic approach to both learning and teaching in distance education.   
    5. Class Interaction: Email exchange and discussion/bulletin board will be used to provide a forum for asynchronous class interaction. Net conferencing tools will be used for synchronous class and/or individual interaction.

12.  COURSE OUTLINE  
 
The course will be scheduled parallel to the timeline of a regular school semester. However, course work progress and assignment due dates will be more flexible to accommodate the needs of non-traditional students. Here's a tentative schedule of topics to be covered and related text chapters

Week 1: Review web site, get acquainted, get focused
Week 2: Media for Learning
Week 3: Video Conferencing Technologies
Week 4: Web-Based Vs. AudioVisual Based Instruction
Week 5: Web-Based Learning, The Big Picture
Week 6: Web-Based Instructional Design
Week 7: Hypermedia and Content Organization
Week 8: Hypermedia and Content Presentation
Week 9: Instructional Activities in Web-Based Learning
Week 10: Assessment in Web-Based Instruction
Week 11: Collaborative Learning 
Week 12: Synchronous and Asynchronous Communications
Week 13: Media in Web-Based Learning: Graphics and Typology
Week 14: Work and Discussion on Projects
Week 15: Course Wrap-up
Week 16: Final Exam
 

  1. GRADING AND ASSIGNMENTS

The final grade will be made up of several elements with points assigned as follows: 

Participation         

50

Web Site Analysis Evaluation

50

Taxonomy of Media Supported Instructional Activities

80

Reaction Paper

20

Final Project:  Comparison of synchronous/asynchronous communication

100

Final Exam

50

TOTAL

350

Participation: This course requires students to be actively involved in exploring the world of distributed learning technologies. Students will be expected to participate in class activities having completed the assigned readings.  Your participation grade will depend on the contributions you make on the course threaded forum, ratings by your peers on team design projects, and the completion of interim assignments.  All are expected to be forwarded on time.  Drafts of group projects should be shared with other class members to encourage discussion and collaboration.

Grading Criteria for Assignments: All assignments are described in the course web site.  Assignments must demonstrate grasp of the course concepts and techniques at the graduate level. All work must exhibit the following quality indicators to be acceptable. The paper or instructional product should: 

·              address the content/task appropriately within the context of the course's concepts and techniques.

·              demonstrate critical reasoning or higher order mental engagement with the content or task (e.g., application, analysis, synthesis, and evaluation).

·              show creativity, originality, self-direction, and initiative in assignment selection and execution.

·              clearly organize ideas and concepts, and communicate them effectively.

·              exhibit the stylistic requirements of graduate work (e.g., word-processed and meets length, format, citation, writing, grammar, and spelling standards).

·              (for a group assignment) demonstrate the added effort and synergy created through collaboration with others (noting individual contribution in a short statement).

  1. POLICIES AND PROCEDURES   
     
    1. Academic Honesty: Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. All forms of academic dishonesty will have consequences. Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s policy on academic integrity (DSU Policy 04-05-00) is available online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm

    2.  Freedom in Learning Statement:  Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study.  It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees.  Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

    3. Use of Tablets in the Classroom:  (Applicable to Undergraduate Courses Only) The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors.  However, inappropriate and distracting use will not be tolerated in the classroom.  Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.

    4. Evaluation: A combination of components and factors will be taken into account to assess students' achievement in this course. Evaluation will be both formative and summative, based on both process and product. A fundamental goal is to help students become critical, reflective, and self-motivated learners. 

 i.       Contribution to the course discussions in the Web board. The contribution will be evaluated both in quantity and quality.  Contribution to discussion will make up 33% of the total grade. 

ii.      Weekly assignments make another 33% of the total grade. 

iii.      The semester projects make the last 33% of the total grade.  
 

  1. SELECTED BIBLIOGRAPHY/RESEARCH AND BEST PRACTICES  
     
    1. McCormack, C. & Jones, D. (1998). Building a web-based education system. New York: Wiley   
    2. Khan, B. H. (Ed.) (1997). Web-Based Instruction. Englewood Cliffs, NJ: Educational Technology Publications.   
    3. Jonassen, D. (2000). Computers as mind tools for schools. Upper Saddle River, NJ: Prentice Hall  
       
  2. GRADUATE NATURE  
     
    Participants will research, discuss, and apply current pedagogy on effective integration of distance education technologies in the teaching and learning process. Participants will reflect on changes in pedagogy based on the results of application of new technologies in the classroom. Participants are provided the theoretical and technical background to conduct research and design coursework using distance education technologies.