We'll
also be sharing programs of your choice (stay tuned for more info
on this part...)
How
Does This Course Fit the Curriculum?
No
course is an island. EDTEC 572 builds on courses that you should
have had already, complements other courses, and prepares you for
courses in future semesters. Here is a rough curricular map to help
you get your bearings:
A.
This course builds on what you've learned in EDTEC 540 by going
more deeply into instructional design. The concepts of Analysis,
Design, Development, Implementation and Evaluation are already familiar
to you, and this course will give you experience in the full process.
B.
572 builds on what you learned about message design and screen layout
in EDTEC 541. If you took 541 after Summer, 1998, we'll be building
on the web development skills you started there. If you took an
earlier version of 541 that emphasized Director, we'll give you
the time and help to catch up.
C.
572 complements EDTEC 544 by providing another vantage point for
thinking about and doing instructional design. What you create in
572 will be an instructor-led lesson, as opposed to a standalone
product as in 544. The scope of your product will be larger in 572
than in 544, and as a consequence of that we'll have less time to
do detailed analysis and design documentation.
D.
572 complements EDTEC 561 in a different way. If you've already
taken 561, then you'll be magnificently equipped to include Shockwaved
elements in your lesson. If 561 is in your future or present, 572
will give you an authentic context for designing Director presentations.
E.
This course will provide you with the skills to develop in the format
still most commonly used in the worlds of education and training.
It prepares you well, therefore, to work with a client in EDTEC
644 who might want to have an instructor-led course developed to
solve an instructional problem.
F.
Finally, EDTEC 572 goes well as a precursor to EDTEC 650, our course
in Distance Education. Some of you will
design lessons with distant learners in mind. Some of you will
be building an infrastructure to support courses in which learners
and instructors meet face to face. Over the next few years, many
existing courses will evolve naturally and incrementally from being
room-based to virtual, from intranet to internet. This course covers
the early stages of that migration.
COURSE
POLICIES
Course
Format:
Blackboard will
be the backbone of our course. Everything that happens will
be centralized via this technology.
Our
course week will start on Wednesdays (dates listed on course
schedule). Online students could either follow this schedule
or work during any other days of the week.
For Online students: You may also refer to the Course
Schedule and assignments grid for an overview of activities
in the course.
Expectations:
As
with any course, I will have expectations of each of you, and there
are certain expectations you can have of me.
I
expect all students to respond to my e-mail messages promptly, check
and participate in our Blackboard discussions at least 3X per week,
turn in all assignments on time, treat your classmates with respect,
and ask questions as needed.
In
return, you can expect me to answer all questions and other e-mails
promptly (typically within 24 hours unless I am traveling), and
provide both formative (if requested) and summative feedback on
your coursework in a timely manner. I think you'll find that I am
a very fair instructor. I do set high standards for my students
-- but nothing they can't reach.
Online
students, you also may take advantage of the assistance of our class
assistant, TBD. TBD is familiar with the course material and the
course tools. TBD can help you with questions in any of these areas.
She has behind-the-scenes access to BlackBoard and can do things
like post announcements and materials for the class and create new
discussion boards.
Ask,
Ask, Ask:
I
much prefer answering questions to having folks just not know something.
So, if you have questions, please ask.
If
you want a new discussion forum created, just ask.
If
you need something else (within reason, of course) just ask.
ONE
SIDE NOTE: Do try to help yourself, when possible. In other words,
if you're looking for a due date, check in Blackboard first. The
answer may be easily waiting for you online.
Share:
Sharing
is essential. Please don't be shy -- share what you know with your
classmates. This should be a learning community -- not a monologue
from instructor to students.
Have
a problem? Let me know!
If
something isn't quite right, please send a message and let me know.
Best to send a personal e-mail in this case, as it ensures that
I will see it right away.
If
there are problems with the course materials (typos, something missing
or something doesn't make sense) let me know.
If
you don't understand the feedback or grade that you received ?I
let me know.
If
you think I've made a mistake ?I let me know.
If
you're having problems in the course ?I let me know.
All
of these are situations in which I might be able to help, and would
be happy to do so.
Grading:
Grades
will be posted in Blackboard. This is a secure, password-protected
system.
At
the end of the course, letter grades will be assigned according
to the standard grading scale.
A
(94+): Outstanding achievement; available only for the highest accomplishment
A- (90-93): Excellent performance; clearly exceeds course requirements
B+: High achievement; clearly and substantially meets course requirements
and criteria
B: Praiseworthy performance; definitely above average
B-: Acceptable performance in a graduate course; meets most course
requirements
C+: Average; awarded for satisfactory performance; marginal performance
in a graduate course
In
general, we award A grades to acknowledge achievements that go beyond
specified requirements and criteria. A's are reserved for special
efforts that exceed expectations, that demonstrate exceptional creativity,
boldness, commitment, ingenuity or elegance. For example, students
whose projects demonstrate that they are actively perusing the theoretical
and experimental literature and attempting to extend their awareness
of interface design tools and strategies beyond those presented
in class could be considered for A grades.
Late
Assignments:
Assignments
will be accepted late for up to one week past the due date. At the
end of that week, they will no longer be accepted or graded. Points
may be deducted for lateness, at the instructor's discretion (typically
5% of the total value per day late). Don't fall behind -- it
is too difficult to catch up again.
Group
Work:
Yes,
there will be group work. Working in an online team can be challenging,
but important. Online work/collaboration is becoming more and more
prevalent. This course has been structured so that everyone will
do some teamwork and individual work. You are free to work solo (team of one). In a group work, not everyone in a group will get the same grade.
The group projects will have individual components.
Incomplete policy
Don't
find yourself in a situation in which you need an incomplete! Instructional
design and development is a continuous and a systematic effort.
Meeting a production deadline is an essential factor in keeping
costs under control. Therefore, it is extremely important for you
to complete your projects by the end of the course.
Introduction