EDTEC 572: Technologies for Course Delivery

Introduction

Although technology is becoming commonplace in schools and training sites, most instruction in most places is still delivered and managed by a single instructor working face to face with an intact group of learners. Given that reality, how can technology be used to enhance the design and delivery of instructor-led courses? That is the central question in this instructor-led course.

Objectives

The overall aim of this course is that you'll be able to apply the instructional design and media design processes to prepare a program of systematically designed, aesthetically pleasing and wholly usable instructor-led, media-enhanced lessons. We will also explore the instructional use of the new and emerging technologies (e.g. blogging, wiki, second life), delivery systems such as podcasts, blended learning, mobile learning, video games, and audience response devices. We'll discuss how these technologies can be used effectively in teaching and training. And we'll get hands-on with some of them. This course will also help you produce significant artifacts for your E-portfolio, a requirement for graduation.

As enabling objectives towards that end, you'll learn to:

Analyze and evaluate instructor-led lessons and identify opportunities for lesson enhancement with technology.

Define, explain and choose among instructional strategies dealing with problem-solving, declarative knowledge, concepts, principles, procedures, cognitive strategies, psychomotor skills, motivation, attitude and interest.

Use an instructional planning tool to document a lesson in terms of instructor and learner activities, time management and materials.

Devise a search strategy and perform an on-line search of bibliographic data bases and World Wide Web sites to identify existing materials related to your project topic.

Use word processing, presentation, graphics, and web editing software to lay out instructional materials which communicate effectively and are aesthetically pleasing.

Use some of the new and emerging technologies in the design of teaching and training materials.

Software Tools

In this course we'll be using various software tools. A few tools that you'll want to be able to access for sure, include:

Microsoft PowerPoint (in which we'll design presentations)
Web authoring such as Dreamweaver or Google webpages

Blogging, Moodle, or Wiki

Apple iLife (iPhoto, iMovie, garage band)

Podcasting tools

We'll also be sharing programs of your choice (stay tuned for more info on this part...)

How Does This Course Fit the Curriculum?

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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.April 20, 2006">April 20, 2

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 Tuesdays (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.

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.

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 course website first. The answer may be easily waiting for you online.