Syllabus EDTC 6358: Theory and Practice of E-Learning Course Overview

Syllabus
EDTC 6358: Theory and Practice of E-Learning
Course Overview
UTB EDTC 6358 Theory and Practice of E-Learning (Spring 2012) is the capstone course
for the E-Learning Graduate Certificate Program. Students are expected to apply
previously learned skills and knowledge to plan and manage an e-learning project in a
real-life context. This graduate course is worth three credit hours.
Upon completion of this practicum course:
1. You will successfully demonstrate the ability to serve as an e-learning practitioner
by developing a comprehensive plan for a real-life instructional project
2. You will demonstrate the ability to manage a quality e-learning project by using
appropriate resources available in the field
3. You will be able to reflect on your progress and personal growth as the basis for
future decision making as an e-learning educator
To accomplish the first objective, you will work on a design plan for an online course
agreed by a chosen field supervisor. At this point of the game, you should have a fairly
clear idea of what strengths (and weaknesses) you have with respect to designing and
developing online courses using various resources/tools available while showcasing the
conceptual background and skills you now possess. This instructional project entails
three parts. Details for this project can be found by following the "Project" link on the left
navigation bar.
Another aspect of this course project is self-reflection. You will complete a reflective
writing on a regular basis. In doing so, you will demonstrate your meta-cognitive skills
for self-assessing your progress as you work through your project. You will also
demonstrate your ability to assess both progress and pitfalls, and means to effectively
address difficulties as well as capitalize on unforeseen opportunities (and/or crises) as
they arise. Thus, self-reflection and project management are equally important. Please
click the Reflections button in the menu frame for further details. Level: Graduate.
Credit: 3 Hours. Anticipated workload: 10-14 hours per week.
Professor Contact Information
Professor: John Hinojosa
Department: Teaching, Learning, and Innovation
Office: EDBC 1.308
Phone: (956) 882-7421Office Hours: By appointment.
Email: [email protected] [Please always add "EDTC6358" (one word) in the subject
line of the email]
Physical Address: 80 Fort Brownsville, EDBC 1.308, Brownsville, TX 78520, U.S.A.
Textbook Information
Reference Textbook:
Dick, W., Carey, L., & Carey, J. O. (2004). The systematic design of instruction (6th ed.).
New York: Longman.
Course Description
General Statement:
This is considered your *capstone* course for the E-Learning Certificate program. In this
course you will synthesize your skills and conceptual background you have gained (or
refined) as you have progressed through the certificate program. You will produce both a
product and demonstrate a process. The product will be a topic of your choosing that is
agreed upon by you, your field supervisor, and the course instructor (i.e. professor). In
the event you cannot select a topic, or would prefer not to select a topic for your project,
the instructor will do so for you. Please refer to the Project link for further information
about what is expected for your project. The process upon which this course will focus is
self-reflection and management. See if you are able to answer the question by the time
you complete this course, "How will I manage this course development project through
reflecting upon my own practice?" By systematically reflecting upon how you identify
problems and develop strategies, how you gather and relegate resources, and how you
monitor your progress as you grapple with a solution to an e-learning need, you will be
able to identify your areas of strength, and those areas you may want to further develop
after you have obtained your certificate. Please see calendar and refer to the
"Reflections" link for further information on this part of the course.
Orientation:
An orientation is scheduled on Thursday, January 19, 2012 at 6:00 PM in Elluminate Live
Classroom. Although the orientation is archived, you are highly recommended to attend.
Communication:
You may reach the instructor by email at [email protected]. Also, every time you
email the instructor, please add "EDTC6358" in the subject line for better
responsiveness. For instance, when you email the instructor a question about the design
plan, you may put "EDTC6358--Question about design plan" in the subject line. For the
duration of the course, most meetings will be held on a voluntary or individual basis,
except for the two Elluminate Live Classroom meetings, i.e., midterm debriefing and final
presentation. In addition to keeping the field supervisor informed at all times, class
participants will communicate with the instructor at least every week by writing a
reflective journal and reading the instructor feedback (see the Reflections link on the left
navigation bar).
Technical Requirements/Resources
The UTB Distance Education provides free Technical Support to students and faculty
members teaching online. Use the Tech Support tab on the very top of this window
screen to submit a request. Please note that when you click on the tab of Tech Support,
you will be leaving the course window. To return to the course window, you will click on
the tab of MyUTBTSC on the top of the window and re-enter the course as you always
do.
Digital Library: You will need to access the Digital Library at various times during your Ed
Tech courses. We encourage you to take advantage of this opportunity to access
scholarly journals for use during your program. In addition, you will be required to
review and critique tutorials that are available at the Digital Library.
SMARTHINKING: This provider of online tutoring allows students connect to live tutors
from any computer that has Internet access. They provide online tutoring 24 hours a
day, 7 days a week. They also also have an online writing lab where E-structor®
Certified tutors critique and return essays within 24 hours. Students can submit
questions or essays for a next day response, or pre-schedule online appointments. We
encourage students to submit all essays to SMARTHINKING before turning them in.
SMARTHINKING can be accessed through the left navigation bar.
For other resources, please click on the Resources button on the left navigation bar.
Course Expectations/Workload/Assignments
Your performance in the course is evaluated on various assignments and activities, which
include (a) a course project consisting of a design plan (Part I), the project itself (Part
II), and a final, lessons-learned document (Part III), (b) six biweekly reflection papers,
(c) a midterm debriefing, and (d) a final presentation. Also, the proposal must be
approved no later than one week after it is due. Please consult the course calendar for
specific due dates.
Course Project:
As mentioned previously, the course project is three-fold. Part one project is a design
plan. Part two project has two components: (a) an e-learning course and (b) Design
Principles. The designed e-learning course should be developed in accordance with the
design plan that is also agreed upon (signed) by a field supervisor along with the
instructor of this course. And, the Design Principles document must depict all the
adopted online course development guidelines and be in line with major steps of the Dick
and Carey model adopted in the EDTC 6321 Instructional Design class. Part three project
is a formal reflective writing. See Project for more information.
Midterm Debriefing:
This Elluminate presentation deals with self-reflection and metacognition of student
designers (you) who will share their thoughts on the development of the end product
aforementioned and discuss the design rational by giving an oral presentation within a
limited time frame. Session will be archived. See Presentations for more information.
Final Presentation:
Another Elluminate session here centers around the produced learning object. You will
showcase your end product in Elluminate and synthesize any learned lessons. Session
will be archived. See Presentations for more information.
Reflection Papers :
There are six biweekly reflection papers. Each is composed of three sections. You will
document your progress in the project/course development and reflect on your work in
these reflection papers on the biweekly basis. Each reflection should be intended to
answer three questions in about 400 words. The questions are: (a) What have you
accomplished in the last two weeks? (b) What are you planning to accomplish in next two
weeks? and (c) What have you learned in the last two weeks? Or, what advice would you
give to others interested in a similar course development to yours? See Reflections for
more information.
Assignment Weights
1.
2.
3.
4.
5.
6.
Part One Project: 12%
Midterm Debriefing: 8%
Part Two Project--Design Principles: 25%, E-Learning Course in Blackboard: 25%
Part Three Project: 10%
Final Presentation: 8%
Reflection Papers: 12%
Grading Scale
Note: There will be a "one-lower-grade" penalty for all late work. Late work is accepted
only within one week of the due date, with exception of weekends and holidays (see UTB
Calendar at http://www.utb.edu/vpaa/Pages/current_calendars.aspx). Any work
submitted more than one week late or after the last class day (whichever comes first)
will not be accepted.
90% and higher --"A"
80% to 89% -- "B"
70% to 79% -- "C"
Below 70% -- "F"
Grade Appeals
If you do not agree with a grade on any assignment, activity, or others, it is your
responsibility to appeal the grade to the professor within one week after the assignment
is returned or the grade is posted in Blackboard.
Copyright Infringement
Unauthorized duplication of copyrighted material are subject to appropriate disciplinary
actions as well as those civil remedies and criminal penalties provided by federal law.
Scholastic Dishonesty
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion,
submission for credit of any work or materials that are attributable in whole or in part to
another person, taking an examination for another person, any act designed to give
unfair advantage to a student, or the attempt to commit such acts. Since scholastic
dishonesty harms the individual, all students and the integrity of the University, policies
on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and
Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. "Do not allow
your peers to pressure you to cheat. Your grade, academic standing and personal
reputation are at stake." For a brief informative video on cheating and its consequences
click on "Academic Integrity at UTB/TSC" at this link: http://www.utb.edu/sa/studentlife.
Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on
time. Students are responsible for all class work and assignments. On recommendation
of the instructor concerned and with the approval of the Dean, students may, at any
time, be dropped from courses. This may result in a "W" or "F" on the student's
permanent record.
Emergencies Academic Continuity Plan
This UTB graduate distance education class is facilitated via MyUTBTSC Blackboard. This
allows faculty members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtsc.blackboard.com, whether or not the university
shuts down as a result of a hurricane or any other natural disaster.
Should any disaster occurs, announcements will be made within Blackboard. To facilitate
the completion of classes, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in the
MyUTBTSC Blackboard.
To receive credit for a course, it is the student's responsibility to complete all the
requirements for that course. Failure to access course materials once reasonably possible
can result in a reduction of the overall grade in the class.
Americans With Disabilities Act (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with
federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit
Disability Services in the Lightner Center, call 956-882-7374 or e-mail
[email protected].