MIT515
Web Teaching: Design and Development

Online Section

 

Required Texts:

Horton, W. (2000). Designing Web-Based Training. Wiley Publisher. ISBN# 047135614X

Required Software

This will be an investment for you...but well worth it, no matter how far along you are in the program.

Macromedia Studio MX 2004 (this includes Dreamweaver, Flash, Fireworks, etc.). Yes--it is available in the MIT Dev. Lab BUT It's well-worth the investment (educational discount=$199). There are free downloads but you'll probably need to use Dreamweaver quite a bit througout the semester.

Macromedia RoboDemo 5. There is a free download but it's only for 15 days so you will need to use it judiciously. It is used to create job aids with very, very cool Flash Animations (RoboDemo creates them for you). If you want to purchase it, it's also $199 with the educational discount).

Some kind of image editing software. If you go with the MX Studio, you will have Fireworks. Personally, I use PaintShop Pro. I find Photoshop cumbersome and limited...but you can use it.

I cannot provide technical support on the above software, including any downloading issues . I have a short job aid for Dreamweaver but the rest will have to be self-taught. I will take into consideration that 511 had to be cancelled, due to Dr. Mory's illness in the fall of '04. Don't panic. I'm self-taught myself!

Course Description

Prerequisites: MIT 500 and MIT 511. Focus on principles of designing Internet-based (web-based) instruction. Students will use Internet tools and other instructional design principles to design and develop web-based instruction.

Course Goals
Upon completion of the course, students will be able to:

  · compare the pros and cons of face-to-face and online learning environment.
  · develop an online community of learners with each other.
  · select appropriate instructional strategies based on identified learning outcomes.  
  · engage in a variety of online learning activities.
  · describe the roles of instructors and students in the online learning environment.
  · identify the characteristics of online learners.
  · develop procedures for evaluating course effectiveness for online courses.
  · develop instrument for assessing online learning outcomes.
  · develop procedures for online course management.
  · design and develop a pedagogically sound online course.
  · identify the key considerations when deliver a course at a distance.

Assessment Opportunities

There will be several assessment opportunities throughout the course for you to demonstrate your knowledge of instructional design and evaluation. The two classifications of assessment opportunities are quizzes and practicums.

First, you will have a syllabus quiz over the content of this syllabus. Since I consider the syllabus a contract between myself and my students, it's review is paramount. Major concepts, policies and procedures indicated in the syllabus will be included on the quiz. Please see the course schedule for due dates. This quiz may only be taken once.

There will be almost weekly online discussions over course content. Please see syllabus for detailed description and information and see schedule for exact due dates.

There will be case studies on designing web-based instruction spaced throughout the semester. Please see syllabus for detailed description and information and see schedule for exact due dates.

There will be a major course project, created individually, with due dates for components spaced fairly evenly througout the semester. Please see syllabus for detailed description and information and see schedule for exact due dates.

Late Work Policy:

Discussion postings are due on the due date and by the due time. In the event that you choose to turn in a posting after the due date and time, it will be given ½ (50%) credit for 24 hours after which time the posting will not be graded.

You must turn your case studies and any other associated materials into me via the digital dropbox at the time that the assignment is due. The digital dropbox will close immediately after the due time. If you cannot upload your project, it is after the due time. If you cannot submit your project via the dropbox because you are late (even a few minutes makes a difference), you can earn no more than 50% credit (no exceptions). This policy is also subject to the 24 hour rule mentioned in the above posting paragraph. After 24 hours, the project will neither be accepted nor graded. Do not wait until the last minute to upload your project--the WebCT clock controls the dropbox. "But I forgot my..." is not an acceptable excuse. Additionally, timestamps will be checked to make certain that the work was actually completed on time.

WebCT Discussions

Your initial personal reflection write-ups are due by the due date specified in the schedule by 9:00PM on the Mondays that we have discussions (no later).

The reading write-up will consist of a personal reflection on what you read. Simple chapter summaries are not acceptable. A chapter reflection requires that you go beyond the content of the chapter, applying what you read to what you already know based upon your own personal experience. Anyone can open a textbook, type up a paragraph or two taken verbatim from the text (people try to do this every semester).

Additionally, make sure that you tie your experience to the chapter. I'd venture to say that you'd be surprised by the number of write-ups which seem to be a personal reflection of what is wrong with education or even what the poster did the past week (they seem to forget about the chapter!). I won't count your posting if it isn't relevant to the content we are supposed to be discussing.

Now for the specifics of the assignment. Essentially, what you will do is review and reflect on what you've read based upon your own personal experiences. You will earn 1/2 of your total posting points with this posting. It should be approximately one page long (never less than a page). If you post less than a page in length, you will not receive points for your initial posting. Do not, under any circumstance, post an attachment of your reflection. Very few people read attachments and they often don't come through well. I will not count attachments of reflections as postings.

In addition, you will also need to post follow-up responses to other class member's reflections. That is how you earn the other half of your points. One initial posting and one follow-up is the bare minimum and will earn you a score of 70 (C) for that write-up. If you want an "A", you must take a more active role in class participation. Because students panic without a set number, strive for one initial posting and one follow-up postings. I reserve the right to heavily weigh the quality as well as the quantity of your write-ups. I will not count non-contributory postings ("Good point, Bob" or "I agree, Sue") so please do not post them as they only add to the number of postings in our very active class. I reserve the right to remove such postings from the bulletin boards.

Make absolutely, positively CERTAIN that you use "Quote" and not "Reply" to respond to people's postings. Quote allows everyone to see the posting to which you are responding.

Listen carefully--I take the "Discussion" part of the Discussion Forum very, very seriously. If your follow-up looks something like this:

"I really liked your write up, Jane. I think that school reform is a very important issue today. It's something that I think about all the time. My school district is no exception. Good write-up."

please do not expect to earn full points. I have to admit that I am not sympathetic to the "but everything has already been discussed" or "I really need a face-to-face environment" excuses. If everything has already been discussed (in your mind), create a new topic. If you feel that you need a F2F environment, use this course as a method for expanding your horizons. Not only will you learn about I/D, but you will also (hopefully) discover that if you try, you can have interesting, challenging discussions at a distance.

Your follow-up responses are also due by 9:00PM on Thursdays, on the weeks that we have discussions, according to the schedule. This does not mean that you can wait until the last minute, post a bunch of minimal postings and expect to earn full points. As I mentioned above, I take the "discussion" portion of this course very seriously. I expect you to "talk" to each other (even if it is a "virtual" talk). This is a wonderful venue for talking to other MIT professionals or future professionals about what's happening with them as it relates to the chapters. I can't tell you how many "lightbulb" moments we've had and how many students have shared stories that were meaningful and, at times, job-impacting. Why, if I had a nickel...well, I couldn't quite retire but give me a few more semesters and I'll be there :) There is absolutely no expectation that you work weekends. If you get things done during the week, you can take weekends off.

I am a very hands-off (laissez-faire) kind of listserv facilitator. I much prefer the students to guide the discussion of the listserv because professor-types can be a bit intimidating (but since I don't wear tweed jackets with elbow patches and half glasses... :). I can "bring you back" if misconceptions begin to appear. With that said, I still usually post more frequently than anyone else in class. Rest assured, I don't respond to every posting. You'd probably get rather tired of hearing my "voice" if I did that. I will, however, answer specific questions, if you have them.

IMPORTANT!

If I believed in spinning, animated graphics, you'd see one above!

One important suggestion...please read "Dr. S's Important Info" postings first. I usually answer important questions and clarify information in that forum. I cannot tell you how many e-mail messages are answered every semester with "Please check Dr. S's Important Info". If I haven't answered your question on that forum, feel free to e-mail me (and claim your prize as the first to ask for clarification!).

See discussion rubric on main WebCT page for requirements.

Case Studies

On some days (see schedule), you will have case write-ups due by 5:00PM (no exceptions). The due dates are usually on Fridays. You will also turn your case studies in to the digital dropbox. Only one group member needs to turn in the file...just make sure it gets done. Submit ONLY one file containing all components and, just like with the practicum projects, it either needs to be in Word or RTF format.

If you choose to turn in a case write-up after the due date and time, you and your group members will lose 50% of the points for the assignment up to one week after the due date. If the case is turned in later than one week past the due date, the write-up will receive zero points. These will be group projects--I'll assign groups for the first few cases and assign them when I post the case study for review. You can only work alone if you have a very good reason for needing to complete the case "solo" (for example, you are attending a conference and need to get it done early). Working in a group, especially in a virtual environment, is become a more and more important skill. Consider this an opportunity for practice.

Unfortunately, I must implement a grading policy regarding case write-ups. If you are in a group and you fail to participate, you will not receive credit for the assignment and there will not be an opportunity to make it up. Specifically, I am referring to instances where e-mail is not checked until the last minute and the only participation in the case write-up is "I like what you did--use that". Sadly, I am not exaggerating with this example. I am hopeful that this situation will not continue to happen. If there is a problem, you may call me (910-962-7174) or send me an e-mail via WebCT.

The write-ups will always contain these components:

Your summary of the case--include your opinions (detailed)
Explanation of the problem--what do you think is really going on (detailed)
What would you tell the client? (detailed) in letter form (always)
Plus any specific questions listed on the case

The letter should be the focus of your effort. Remember...the client will ONLY see the letter and what you include in the letter. They will not see the summary. Every semester, groups needlessly lose points because the summary is more robust than the letter to the client. And please! Don't ever include statements such as "We'll address more issues in our meeting with you on Tuesday". This "cop-out" occurs every semester. If I see this statement (or anything like it) in a write-up, I will not count the write-up.

Please note--there may be additional questions to answer according to the case specifications (see each individual case study). There is only one correct answer to the problem but you won't be penalized if you come up with others. I must warn you that if your write-up looks like this:

Now this is, of course, tongue and cheek but you get the idea. Being succinct isn't necessarily the best thing to do. Enjoy this and be creative and be detailed (you can never be too detailed). Cases are a blast because even though they can be designed with one thing in mind, other interesting ideas can often surface. It is important that the letter portion of the write-up is written to your "client", not to me. Make sure that you would not offend your client with your write-up. Your write-up should be in the form of a letter or proposal to your client (again, not to me!). Remember--the letter is the only thing that your client will see.

Please do not just copy and paste your chat dialogue and call that your summary. Sorting through your chat session to get to what you really want to say can be "dangerous" for you. I'd rather see only the "good stuff"--ordered, well-thought-out ideas. The summary is the area where you can include what you really think ("how short-sided can a client be!", "Our client is a 'clueless wonder'", etc.). There may even be cases in which you think "Is this situation salvageable?". Include your "internal" concerns in the summary. External "our client needs to know this" concerns should be addressed in the letter.

I will not accept a write-up that is less than four pages in length. In the past, students have assumed that somehow, a single page summary and a single page letter is somehow acceptable for this assignment. Each case write-up is worth 125 points! You can never be too thorough.

Should you ever be asked to rewrite a case, you have one week in which to complete the revisions. After this time, the case rewrite will no longer be accepted. Rewrites are only allowed in the case of a substantial number of groups "missing the boat" on a case. You will not be allowed to rewrite a case if what your group turns in is a poor write-up (please refer to specifics detailed in each case and within this section of the syllabus).

Please do not post your case write-ups to the bulletin boards...someone will "steal your thunder". It's not that this is a competition but, well, it is to a degree. Make sure that you send them to me, in computer one file (summary, letter, etc.) and please, please--put your names somewhere in the document :)

Web-Course Design Project

You will create a web-course from start to finish--this includes all of the major components of any good instructional design project. You will have a blank shell created for you in WebCT and it will be up to you to create an age-appropriate course on the topic of your choice. My suggestion is that you stick with an adult-level topic (a professional development course is a strong suggestion). Specific details on this project are detailed on the main WebCT page.

You should notice that you have progressive due dates for the assignment--this keeps procrastination prone individuals from procrastinating (and crashing because they cannot finish the assignment). It is worth a chunk o' change at 500 points. Should you choose to not complete any portion of this project by the due date(s), you could lose 50% of the points for the total assignment. If you miss due date #1 and due date #2, you could lose all of the points for the assignment. These due dates are detailed on the schedule.

Only university excused "absences" will be accepted. You will need to let me know, in advance, if there is a problem with your progress on this assignment. If you wait until the day the project is due or the day after it is due, I cannot promise that I will be sympathetic or that I will accept the excuse. It is critical that you keep me informed if you are having difficulty (WebCT private email OR 910-962-7174, if you cannot email ONLY). I will not accept the "my hard drive crashed" excuse again--it was used too frequently in past semesters. When you get a page done, upload it immediately. That way, if your hard drive does crash, you'll only have to recreate a page or two.

Grading/Assignment Points

 

Grading Scale

**Please note: I will NOT "round up" to an "A" if you have 1879 points, turned in assignments late and/or did not turn in an assignment. The same applies for the "B", "C" & "D" categories.

 

What you can expect from me

Online classes are very time consuming as they are almost like tutoring each student (or perhaps a group of students) on an almost individual basis! However, I love this vehicle for delivery as it helps so many students. What you don't see is the hundreds--even thousands of email messages that I get during any given semester. Just be patient--I'll get back with you.

Generally, you can expect me to respond to get back with you within 24 hours (max--I'm usually very speedy in my response). I will usually respond within the hours of 8-5, M-R and before noon on Friday. After noon on Friday through the weekends, I will respond on the following Monday. Also, I grade as quickly as possible because I know the importance of feedback. Although I cannot give a specific timeframe, rest assured that I am working as quickly as possible. I do have to admit (in all honesty) that I will put grading of the discussions on hold as responding to postings (and/or email), reading postings (I read them all), or grading practicum projects takes precedence. Usually, students know where they stand with postings if they've been an active participant. Often, that part of the course becomes rather "transparent" as the discussions just seem to flow.

Practicum feedback can be found by going back to the digital dropbox, clicking on the "graded" link, and viewing the html rubric feedback file. Since the case studies will be group projects, only the submitter will be able to view feedback through the dropbox. For the rest of y'all, I will email your feedback to you.

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Dr. Summerville's Policies & Procedures (lots of critical info found here--keep reading!)

I do not recommend that you take this course under the following circumstances:

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ADA Compliance and Information for Students with Disabilities

Disability Services Mission Statement

The University of North Carolina at Wilmington is open and accessible to students with disabilities. We are committed to providing assistance to enable qualified students to accomplish their educational goals, as well as assuring equal opportunity to derive all of the benefits of campus life. Disability Services has devoted much energy to meeting the requirements of Section 504, Federal Rehabilitation Act of 1973 and its amendments, and to the Americans with Disabilities Act of 1990. Disability Services serves as a full-time advocate for students with disabilities, as well as a resource for faculty, staff and administration.

Policy of Nondiscrimination

The Americans with Disabilities Act (ADA) gives individuals with disabilities civil rights protection that is similar to that provided to all individuals on the basis of race, sex, national origin, and religion. The act guarantees equal opportunity in employment, public accommodations, transportation, state and local government services, and telecommunications. In addition, Section 504 of the 1973 Rehabilitation act states: "No otherwise qualified handicapped individual in the United States shall, solely on the basis of his/her handicap, be denied benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance". The policy at The University of North Carolina at Wilmington is consistent with the ADA and Section 504. UNCW is open and accessible to students with disabilities. We are committed to providing assistance to enable qualified students to accomplish their educational goals as well as assuring equal opportunity to derive all of the benefits of campus life.

Distance Education

Students enrolled in Distance Education courses who wish to request and receive accommodations must submit current documentation to the Director of Disability Services.

Watson School of Education Mission Statement and Link to Conceptual Framework

WSE Mission Statement

The primary mission of the Donald R. Watson School of Education at the University of North Carolina at Wilmington is to develop highly competent professionals to serve in teaching and other educational leadership roles in southeastern North Carolina, the state, and nation. The Watson School is committed to achieving excellence in teacher and administrator preparation in all of its programs. Course offerings at the baccalaureate and advanced levels are based on the conceptual framework of teacher as decision maker and reflective practitioner. To realize the mission of the Watson School, thorough grounding in theoretical and empirical bodies of knowledge is provided, the educator's capacity to utilize knowledge to improve schools and enhance learning by children and youth is developed, and commitment to personal, professional and institutional development is fostered.

The Watson School of Education fulfills its obligation to serve the field of public education through support of individual faculty, public school leaders, educational systems, and state and national organizations engaged in efforts to develop policy, implement improved practice, and set new directions at local, state, and national levels. This obligation is addressed through commitment to general research, evaluation, policy analysis and development, collaboration to provide relevant public school experiences and programs, and other forms of technical and professional assistance.

The faculty of the Watson School of Education strives to demonstrate: excellence in teaching; engagement in the generation and dissemination of knowledge; infusion of technology as an instructional tool; development of new roles and relationships in the institution of education; and inquiry, continuous learning, creativity, and the valuing of diversity. As part of the commitment to excellence, the Watson School of Education engages in continuous assessment of individual, program, and institutional outcomes.

(Adopted 4/93; Revised 6/96, 12/00)

Link to Conceptual Framework:

http://www.uncwil.edu/Ed/pdfs/cf.pdf