Nova Southeastern University Fischler School of Education and Human Services. Syllabus

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1 Nova Southeastern University Fischler School of Education and Human Services Syllabus EDD 7007: Principles of Distance Education (3 credits) INSTRUCTOR Name: Charles Schlosser Telephone: (954) Office Hours: M-Th 10:00-5:00 Eastern Time, and by arrangement COURSE DESCRIPTION AND RATIONALE Historical, theoretical, and philosophical foundations of distance education; an overview of distance education technologies; an exploration of the literature of the field, and an examination of effective techniques for teaching and learning within a distance education system. Because students learn about the field of distance education while learning how to be effective distance educators and distance learners, the course is foundational for the ITDE concentration as well as for graduate study at a distance. COURSE OBJECTIVES: 1. Evaluate the leading definitions of distance education. 2. Assess the role of technologies in the history of distance education. 3. Summarize the distance education research literature. 4. Categorize the leading theories of distance education. 5. Categorize the leading distance education technologies. 6. Compare the leading distance education technologies. 7. Discuss the basic instructional considerations required of the distance educator. 8. Summarize the unique learning requirements of the distant learner. 9. Explain how course design differs for distance and traditional education. 10. Summarize the impact of copyright and fair use guidelines on distance education. 11. Identify principles of effective design of distance learning materials. 12. Create an effectively-designed online lesson. 13. Contrast the varying needs for and approaches of distance education in the developing world. REQUIRED MATERIALS A. Texts American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Ko, S. & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton- Mifflin. Moore, M. G. (Ed.). (2007). Handbook of distance education (2nd ed.). Mahwah, NJ: Erlbaum. EDD 7007 Page 1 Revised July 2007

2 Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (3rd ed.). Upper Saddle River, NJ: Prentice Hall. NOTE: Check the course textbook list for updates: B. Other required materials Headset with microphone for use with Elluminate/HorizonLive. COURSE CALENDAR Week Topics Class Activities & Assignments 1 Prelude Submit introductory PowerPoint slide week 1 2 Introduction Attend Elluminate session 1 ( Introduction to the Course ) 3 Scope and Definition of Read: Simonson, Chapters 1 and 2; Moore, Preface and Overview Distance Education Elluminate session 2/3 ( Defining Dist. Ed./Tracing its History ) 4 The Historical Context Read: Simonson, chapter 3; Moore, chapters 1 and 2 Online discussion 1 Elluminate session 4 ( Top Technologies for Distance Education ) 5 Technologies and Media I Read: Simonson, chapter 4 Submit research exercise Elluminate session 5 ( Developing and Posting Your Web Page ) 6 Technologies and Media II Participate in online discussion 2 Elluminate session 6/7 ( Designing and Developing Your Lesson ) 7 Course Design Read: Simonson, chapter 6; Moore, chapters 18, 19, and 20 Online discussion 3 Web site assignment due 8 Course Development Read: Ko & Rossen, chapters 3-7 Online discussion 4 Submit Lesson plan/outline Elluminate session 8/9 ( Distance Learning/Distance Teaching ) 9 Distance Learning Read: Simonson, chapter 7; Moore, chapters 9, 13, and 14 Online discussion 5 10 Distance Teaching Read: Simonson, chapter 8; Ko & Rossen, chapter 1; Moore, chapters 24 and 25 Online discussion 6 Elluminate session 10 ( Managing Dist. Ed. Organizations ) 11 Managing and Leading Read: Ko & Rossen chapter 8; Simonson chapter 5; Moore, chapters 28, 29, 31, and 35 Online discussion 7 Elluminate session 11/12 ( Theory and Research in Dist. Ed. ) 12 Theory and Research Read: Simonson, p ; Moore, chapters 3, 6, 7, and 8 Online discussion 8 Elluminate session 13/14 ( The Practice of Dist. Ed. Internationally ) 13 International Perspectives I Read: Moore, chapters Thanksgiving No events planned EDD 7007 Page 2 Revised July 2007

3 15 International Perspectives II Online discussion 9 16 Distance Education and Change Discussion 10/Elluminate session 15 ( Reflecting on the Online Lessons ) Submit online lesson assignment 17 No events planned ASSIGNMENTS Introductory (ungraded) Prepare and send an introductory message to your instructor. This message should include: your name, address, address, and phone number, as well as additional background information about yourself so that your instructor may get to know you better. You should also use this opportunity to ask your instructor any questions you might have about the course in general or about the assignments in particular. PowerPoint Slide (2 points) Prepare a single PowerPoint slide containing the following information: your name, your address, your address, your phone number, your picture at work (in your office, classroom, outside the building where you work, etc.). If you prefer, you may substitute a picture of you in your work area at home. Attach this slide to an message and send it to your instructor. The subject line should include your name and a descriptive title, such as introductory slide. Research Exercise (15 points) Identify a specific graduate degree program in instructional technology, distance education, or both, that is offered entirely or primarily via distance education. Identify just one program at one university. Answer the following questions: Part I: The institution and its programs (1 point each) 1. List the name, address, and URL of the institution. 2. What degrees and majors are offered in the program? For instance, NSU offers an Ed.D. in Instructional Technology and Distance Education. Florida State University offers an M.S. in instructional systems design. 3. For how long has the institution been offering the identified program at a distance? 4. What course delivery technologies are used? (Be specific: general terms such as Web-based are insufficient.) 5. Is there a face-to-face component of instruction? If so, where is it conducted, and for what duration? 6. How long does it take to earn a degree in the identified program? (Indicate either the briefest amount of time required or, preferably, the amount of time most students require.) 7. Is the institution accredited? If so, by what organization? 8. Is the institution public or private? If private, is it for-profit or not-for-profit? 9. What is the total enrollment of the institution? How many students are enrolled in the identified distance-delivered program? 10. What is the tuition (per course or per year)? Be sure to cite your source for each answer. Part II: The institution s Web site (1 point each) EDD 7007 Page 3 Revised July 2007

4 Critique the institution s (or program s) Web site, answering the following questions: A. How would you rate the visual appeal of the site? What elements are visually appealing, and which aspects are less so? B. Is the site easily navigable and well-organized? Provide examples. C. Does the site contain sufficient information to answer questions 1-10 (above)? If not, provide details. D. What is the most positive aspect of the Web site? E. What aspect of the site is most in need of improvement? Submit completed paper to the instructor via . Please use a descriptive title in your s title line, such as your name plus research exercise. Web Site (10 points) Extending the process begun with the PowerPoint slide and handout, modify your (default) NSU Web page into a multiple-page site, including the following: On the main page your name your title a photograph of yourself (or, if you prefer, another appropriate graphic) a link to the account you regularly check a link to your employer s Web site (if applicable) other content of your choice and as appropriate On a second page, linked from the first, place links to your completed assignments for EDD 7007 (Note: these links may be to your personal non-nsu Web site. This is often desirable because such Internet service providers generally allot far more server space to customers than NSU does to students.) The resulting Web site will serve as a starting point; throughout your program, you will add content and links to other pages. Most of your ITDE courses will have an online component and will require you to post a portion of your work to the Web. Website Grading Guidelines The Website will be graded according to the following criteria: Content (4 points) Are the contents of the Web page appropriate? Are the required elements included? Design (4 points) Is the Web page attractive? Are text, graphics legible? Functionality (2 points) Do all hyperlinks function appropriately? EDD 7007 Page 4 Revised July 2007

5 Lesson Plan/Outline (10 points) As the first step in designing the final course project (see below), the student will create a brief lesson plan/outline that will include the following elements: 1. an overview of the lesson, including its topic and goal 2. a description of the audience for which the lesson is intended 3. one or two learning objectives, stated in behavioral terms 4. a list/description of the media you propose to include in the lesson and your rationale for selecting them 5. a list of activities (that is, what the student will do to complete the lesson) that includes a minute-by-minute timeline 6. an assessment plan (that is, how will you test the student to ensure he or she understands the content of the lesson) that relates to your objective(s) 7. an evaluation plan (that is, how you will allow the student to provide feedback to you about the lesson). Before submitting the lesson plan to the instructor for grading, share it with at least one classmate for feedback. Include that student s comments and indication of any changes you made as a result with your completed document. Note that this is a plan/outline for your final project in this course, the Web-based Lesson about Distance Education. The primary purpose of the plan is to ensure that you give adequate thought to the design of your lesson before moving to the development stage. The secondary purpose of the plan is to ensure that you do so early enough in the term so that you have time to do a good job on the lesson. The tertiary purpose is to provide an opportunity for the instructor to provide oversight and feedback. Submit completed lesson plan to the instructor via . Please use a descriptive title in your s title line, such as your name plus lesson plan. Grading guidelines for the lesson plan/outline 1. The paper is clearly written, with proper spelling and grammar 2. Each element identified in the assignment is present, sufficiently detailed, and appropriate 3. Assuming that the above conditions are met, one point will be assigned for lesson plan elements 1, 2, 3, 6, and 7. Two points will be assigned for elements 4 and 5. One point will be assigned for classmate s feedback and discussion of changes made (if any). Web-based Lesson about Distance Education (25 points) Based on the lesson plan (above), prepare a brief (10-15 minutes) single-concept Web-based lesson about an aspect of distance education. The subject of the lesson may be almost anything related to distance education, but it cannot be a tutorial (that is, a step-by-step lesson about how to do something). Remember, this is a very brief lesson: think of it as a single-objective lesson, a mini-lesson, or a micro-lesson (but NOT a module, unit, or even an hour-long class ). The subject of the lesson must be some aspect of distance education (such as Otto Peters or virtual high schools, but NOT biology or algebra, etc.). It can t be a tutorial. The lesson must be Web-based: that is, its content must be on the Web, primarily on Web pages YOU create. NOTE: PowerPoint slides are not an appropriate medium for this lesson. When your lesson is complete, share it with members of your subcluster (4 or 5 students assigned early in the term), who will each assume the role of learner and complete the lesson (as you will EDD 7007 Page 5 Revised July 2007

6 theirs), including the assessment and evaluation. After all your subcluster members have completed your lesson, send the lesson URL to your instructor, along with the results of the lesson evaluation (that is, your classmates feedback). In other words, before your instructor grades your lesson, each member of your subcluster will have completed your lesson, including your lesson s assessment and evaluation. You are encouraged to revise your lesson, based on your classmates feedback, before submitting it to the instructor. Grading guidelines for Web-based lesson The Media (15 points) Quality of the materials Appropriateness of the media to the topic Functionality The Content of the Lesson (10 points) Inclusion of all required elements Overall "feel" of the lesson Appropriateness of the topic to the grade/audience level Importance of the topic Appropriateness of references cited Creativity Online Discussions (30 points) Active, thoughtful participation in online discussions is an important element of the course. Criteria for online threaded discussions There is the overarching expectation that postings are substantive, presenting new ideas. And: 1. At least two postings each week: one responds directly to the week s question or topic, and subsequent postings respond to postings of at least one other student. 2. Postings build on the postings of others. 3. Postings present your own ideas and examples of application, such as in your (or others ) workplace. 4. Postings are supported by readings, properly cited. 5. Postings are clearly written, with proper spelling and grammar. Grading guidelines for online threaded discussions With these criteria in mind, weekly discussion scores will be assigned as: 3 points (good) fully meet criteria; 2 points (fair) meet most of the criteria; 1 point (poor) meet few of the criteria; 0 points (travesty) meet none of the criteria or are very wide of the mark. Online Class (Elluminate/Horizon Live) Sessions (8 points) Active, thoughtful participation in online class sessions is an important element of the course. One point will be earned for participation (synchronously or asynchronously) in online class sessions 1, 2/3, 4, 6/7, 8/9, and 11/12, and 13/14. One-half point will be earned for participation in sessions 5 and 10. Three points will be earned for the final online class session (see Discussion 10, above). It is anticipated that students will attend all online sessions. If, however, you are unable to attend a session, please let the instructor know so that alternative arrangements may be made. EDD 7007 Page 6 Revised July 2007

7 GRADING CRITERIA Grading Scale: A B B F No Credit A This grade represents truly superior performance. To receive this grade, papers are written in a professional style and contain a very high level of content coverage. Presentations and projects should have a breadth and depth of coverage, comprehensiveness, and accuracy that demonstrates considerable effort and thought on the part of the author. Projects earning an A should contain new perspective and original thought. Presentations earning an A should be graphically and visually outstanding in addition to containing high-quality content. B+ This grade is used for assignments that are highly meritorious on most criteria. B+ grades indicate a breadth and depth of coverage, even though a few aspects of the assignment may be somewhat weak. B This grade indicates acceptable performance on an assignment or in the course, and that the content and coverage are appropriate. Any grade below B indicates minimal requirements were not met. A further note about grading in this course: Students in any class vary in their talent and effort expended, and the work they submit varies accordingly. Not all students submit excellent work, and so not all students earn an excellent grade (A). This is true on an assignment-by-assignment basis and for the course as a whole. Bear in mind that students do not start with an A and lose points. Rather, everyone starts with an F and earns points. The instructor does not grade on a curve : there is no predetermined number of As, B+s, and Bs in this course, and so this could be the first term in which everyone earns an A. However, while trying to do your very best work, bear in mind what people who graduate with a B average from a doctoral program are called: Doctor. Course Assignments and their percentage of the final grade Assignment % Due Week PowerPoint Slide 2 1 Research Exercise 15 5 Web Site 10 7 Lesson Plan/Outline 10 8 Final Project Online Discussions 30 throughout term Elluminate/HorizonLive Sessions 8 throughout term Total: 100 EDD 7007 Page 7 Revised July 2007

8 CLASS POLICIES A. Attendance: Students are expected to attend all class sessions. However, if they are unable to attend a class session, they should speak to the instructor as soon as possible to arrange an alternative assignment. B. Plagiarism Policy, Graduate Studies: Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person s work, words, or ideas are represented as one s own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author). Plagiarism also occurs when knowingly giving or allowing one s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one s own work for academic credit. Additional information pertaining to original work/plagiarism and the Code of Student Conduct and Academic Responsibility can be found in the Fischler School of Education and Human Services catalog at C. Writing Across Curriculum This course includes written assignments that make up at least one half of the final course grade. Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports. D. Americans With Disabilities Act Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler School s ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at or , ext. 8617, or via at seldines@nsu.nova.edu. Undergraduate students should contact the undergraduate disability services representative at the Farquhar College of Arts and Sciences at or , ext To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement. E. Last Day to Withdraw from Course EDD 7007 Page 8 Revised July 2007

9 In order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. Refer to the refund section of the appropriate catalog For further assistance, contact your Academic Advisor. F. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU . SUGGESTED RESOURCES Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth. Schlosser, L., & Simonson, M. (2003). Distance education: Definition and glossary of terms. Bloomington, IN: Association for Educational Communications and Technology. Quarterly Review of Distance Education. Many additional resources will be recommended during the term. EDD 7007 Page 9 Revised July 2007

10 FISCHLER SCHOOL OF EDUCATION AND HUMAN SERVICES (FSEHS) POLICIES A. Plagiarism Policy: Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility (see below). Plagiarism occurs when another person s work, words, or ideas are represented as one s own without the use of a school recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person s work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one s own work for academic credit (i.e., work that has previously been submitted for If the faculty or administration determines that plagiarism has occurred, the following disciplinary action will ensue: Initial Occurrence: Failing grade ( F ) for the course. Any Subsequent Occurrence: Immediate dismissal; ineligible to return to the Fischler School of Education and Human Services at any time in the future. Any Occurrence of Plagiarism on a Practicum or Applied Dissertation (concept paper, proposal, final report): Immediate dismissal; ineligible to return to the Fischler School of Education and Human Services at any time in the future. Course assignments, practicums, and applied dissertations submitted in partial fulfillment of degree requirements may be randomly checked for plagiarism. Source: Fischler School of Education and Human Services catalog and student handbook , Retrieved August 13, 2006, from B. Americans with Disabilities Act Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler School s ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at or , ext. 8617, or via at seldines@nsu.nova.edu.

11 To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file a minimum of four (4) weeks prior to the commencement of classes for any given semester. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement. C. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU . D. The FSEHS Catalog and Student Handbook is available on the Academic Affairs website at This document provides extensive information on University and FSEHS policies and procedures.

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