Attendance and participation: This is a seminar and attendance, promptness and participation are expected and appreciated. You are expected to read assignments, review the literature, and tour suggested web sites prior to class and to come prepared to talk about it all. While I will make numerous presentations to the class, they are meant to stimulate interaction and further reading. They are not the last word on these topics. As you know, the value in my presentations comes from what you do with them, how you make them your own.

Reading, briefing and writing assignments: due on the dates indicated in the syllabus. There are grade penalties for tardy submissions.

Webquests: There are three Webquests in the course. Please complete TWO prior to the session in which we will talk about them. Each Webquest has a small assignment associated with it. You will be responsible for submitting the assignment at the close of the class session on which it is due. Note, you will select two of the three for submission.

Individual web site: Yes, you must build one about you. This is your opportunity to get comfortable online, and to create a message about you, your aspirations, and your thoughts and feelings about learning, education, technology and accomplishments. In addition to learning a little about the technology, you get to think about your educational philosophy now, as you commence your doctoral studies.

Through your web site, I'll expect you to answer the following questions:

1. Who are you? What would you like to share about your life and work? Anything surprising? Intriguing?

2. What is your philosophy about education and curriculum? About technology? Have you done anything that shows your philosophy in action?

3. What do you hope to do in the future? What do you see for yourself post-SDSU/USD program?

Let's keep it simple. I'll expect at least 500 words, a few links, a navigation bar, and at least one image (of you, probably). Remember that the world could 'see' your site, so you want to make a careful choice about your image and words. Most impressive to me is good, tight writing. Consider a journalist's perspective about quality online writing: www.builder.com/Business/Paul/091099/index.html. And don't forget that we can learn from research based principle. What makes a web site effective?

Don't worry about animated GIFS.

Put yourself in the shoes of your readers. They want to know you through your actions, through your efforts on behalf of topics that have moved you. Use examples of your work and concerns, use quotes, point to real projects and results. Avoid pontification, such as, "Nosilla Taurus is committed to creating a better world for humankind through the wise, significant, important and equitable uses of curriculum and technology."

Look to examples: Sure, mine is one example, Barbara Greer provides another, and Carol Tohsaku yet one more. For many more, see the SDSU-USD joint doctoral program home page and visit the students. Those pages were built in this class, ED 810, in the past.

Some of you will be saying, "Web page. I don't know anything about web pages."

Ah, but you will. And we will have a teaching associate, Jerry Marino, to help and coach. You can reach him at gem@marinogroup.com. And please turn to online resources and tools.

A few are saying, "Piece of cake. I've got my web site." Fine and dandy. Update it. Improve it. Make certain that it answers the questions listed above. Enrich it with stories and good writing, such as the guidance provided by IBM. IBM is doing some interesting research on the use of online stories.

*NOTE - Go to the Webpage Template.

Publishable Paper: You are also expected to create and submit a publishable paper. Each student will be expected to select a topic, study it, and prepare a publishable article about it. See writing your paper for ED 810.

You may work alone or with ONE partner on this. The choice is up to you. What might you do? Well here are some possibilities.

1. A student in 810 might examine online programs for teaching second graders to write, while another might look at online writing programs for engineers, or the way several corporations are handling this key training topic.

2. Another student might examine safety training in manufacturing environments, emphasizing online programs that focus on this topic.

3. Still another might choose to explore the roles that external technology consultants are playing in school districts.

4. Another could examine the implications of knowledge management in higher education.

5. Another could examine online knowledge resources for teachers, such as Amy DePaul's Survival Guide for New Teachers, and Phil's Place, a World Wide Web site of educational resources of interest to elementary (K-6) educators, parents and their children.

6. And another might study the various models for integration of learning technologies in subsidized low income housing.

7. And a pair might survey blended learning guidance systems. Blends are more complex than single solutions, of course. How are companies or agencies managing the complexity?

Please meet with me to hone in on a topic with resonance for you

Note that the best papers are rooted in a context that moves you. For some it might be preschool learning or parent involvement in middle schools. For others, it might be higher education or military training. You get to pick.

I expect you to write and present your paper in a way that is congruent with your publication vehicle. That varies. Now is a good time to get comfortable with APA, if appropriate for your vehicle.

Open Book Exam: Each student will take an open book exam. Prior to it, you will receive a practice test, similar to the real exam.

This course requires students to participate in very occasional off-campus activities that might involve some risk to the student, such as exposure to accidents or personal injury. By reading this syllabus, you are agreeing that you are aware of these risks and agree to hold harmless the San Diego State University, the State of California, the trustees of the California State University and Colleges and its officers, employees and agents against all claims, demands, judgments, suits, expenses and costs on account of participation in these off-campus activities. Students using their own vehicles to transport themselves or other students should have current automobile insurance. Finally, on rare occasions, organizations we work with might ask students to maintain professional liability insurance at their own expense. SDSU does not require this of our students as a condition for enrollment, but it is something you may wish to consider. One (of many, I’m sure) source of such student liability insurance is at 800.621.3008.