THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

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1 THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap. All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB. Please remember that your response to these surveys is critical to UTB excellence.

2 College of Education Department of Teaching, Learning and Innovation EDTC 3321: Computer/Web-Based Training SYLLABUS Spring 12 Prerequisite: None Instructor: Joseph Rene Corbeil, Ed.D. Phone: (956) Office: EDBC Office Hours: Class Location: Class Day & Time: Monday, Wednesday, & Thursday 9:00 a.m. to 3:00 p.m. Other days: By appointment This class is offered fully online. Please log in to: to access, and participate in, the course. There are no designated meeting days and times for this course. Please log in to the course and carefully review the course Syllabus, Calendar, and Projects pages to become familiar with the course requirements and deadlines. Please contact me if you have any questions. COURSE CATALOG DESCRIPTION Computer-based (CBT) and Web-based (WBT) are at the forefront of the current "e-learning" boom. However, while CBT and WBT use is on the rise, specific skills and tools are required to ensure a successful implementation. Based on proven instructional design concepts, this course provides students with the skills necessary to create effective computer/web-based programs. Level: Undergraduate. Credit hours: 03. Suggested workload: hours per week. 2

3 REQUIRED RESOURCES Textbook Title: Online Education: Learning and Teaching in Cyberspace Authors: Greg Kearsley Year: 1999 Publisher: Wadsworth Publishing ISBN: Computer Requirements In order to successfully complete this course, you MUST have access to a computer with Internet access and an account. You should expect to spend several hours a week accessing course material, completing assignments by , and participating in Internetbased activities. You will need access to some basic drawing and web design software, to create diagrams and web pages. Student Web Account In this course, you will also be creating various online projects. In order to share these products with your classmates and instructor, they must be saved in an appropriate Webbased format (such as HTML, PDF, MP3, WMV, FLASH, etc.). Your projects will be uploaded to a web server and shared with the class and instructor. If you do not have a web account, you must request one during the first week of class. Contact the UTB Virtual Help Desk to request your new web account. Go to How Do I Request a Student Website? If you need immediate assistance you may call the Toll Free Number: HELP (4357). Recommended Software You will be developing a series of Web-based instructional products in this course and in future EDTC courses. We are recommending that students use SoftChalk Lesson Builder for creating their web-based instructional resources. You may purchase the software directly from the SoftChalk web site for a student discount price of $150 or you may purchase the software from the UTB Bookstore at a reduced price. Contact the bookstore at (956) You may download a free 30-Day trial of the program to try before you buy. Click here for a SoftChalk Lesson Builder Tutorial. Account All students should have their own account. Due to the high volume of correspondence that will be associated with this course, you might want to set up a separate account to handle and manage your messages. Go to the Free Address Directory to help you find an provider that suits your needs. Important: Verify and update your account on Scorpion Online. Click here to learn how. 3

4 COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE Course Description Expanded and Purpose of the Course This fully online course expands on what you have learned in EDTC 33 - Instructional Design for the Corporate Trainer. In order to provide effective computer/web-based, it is necessary for the instructional designer to conduct a needs assessment to ascertain where a company's employees most probably require assistance. By doing so, the instructional designer will be able to make more informed decisions about the most appropriate type and level of so that the trainees will have a meaningful, learning experience. Therefore, as the instructional designer, you will be expected to implement the ADDIE Model, effectively, to develop computer/web-based for a corporate environment. Course Objectives After successfully completing the course, the learner will be able to: COURSE OBJECTIVES 1. Describe key concepts in instructional technology and computer/web-based 2. Develop online assessments NCATE STANDARDS 1e. Knowledge & Skills for Other School Professionals 1e. Knowledge & Skills for Other School Professionals 1f. Student Learning for Other School Professionals SPA STANDARDS Responsibility 4: Evaluation (4.3) Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction. COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice COE-1: Knowledge in Practice COE-6: Technology 3. Create an online mini tutorial 1e. Knowledge & Skills for Other School Professionals 1f. Student Learning for Other School Professionals Responsibility 3: Development, Utilization, and Management (3.1) Demonstrates ability to develop instruction using a minimum of three different media. COE-1: Knowledge in Practice COE-6: Technology 4. Upload files unto a server 1f. Student Learning for Other School Professionals 5. Develop web pages 1e. Knowledge & Skills for Other School Professionals 6. Demonstrate effective use of the ADDIE Model to design computer/web-based 1e. Knowledge & Skills for Other School Professionals 1f. Student Learning for Other School Professionals Responsibility 2: Design (2.1) Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. COE-1: Knowledge in Practice COE-6: Technology COE-1: Knowledge in Practice COE-6: Technology COE-1: Knowledge in Practice COE-2: Reflection COE-6: Technology 4

5 COURSE OBJECTIVES 7. Develop a computer/web-based module NCATE STANDARDS 1f. Student Learning for Other School Professionals 1f. Student Learning for Other School Professionals SPA STANDARDS Responsibility 2: Design (2.1) Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice COE-6: Technology Responsibility 2: Design (2.3) Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS The following is a presentation of the weekly topics, processes, assignments, related course objectives, and evaluation methods. DATE TOPICS PROCESSES & ASSIGNMENTS Week 1 Course Introduction Important: Verify and update your account on Scorpion Online. Click here to learn how. Review the course syllabus, schedule, and projects pages. Introduce yourself on the class Discussion Forum. Request a Web Account. Purchase your textbook. Begin Project 1: Online Survey (See Projects Page for details). Complete the Plagiarism Tutorial. post-test results to your instructor. If you are taking more than one EDTC course, you only need to take the test once, but you need to submit the results to all of your instructors. RELATED COURSE OBJECTIVES 2. Develop online assessments EVALUATION METHODS Plagiarism Tutorial Post Test Week 2 Online Education: Introduction Read Chapter 1: Introduction. question for Chapter 1 on Chapter 1 Quiz 5

6 the class Discussion 2. Develop online assessments Take Quiz for Chapter 1. Continue working on Project 1. survey link to instructor for review. Verify that Elluminate Live! is configured to work on your computer. Week 3 Scope of Online Education Read Chapter 2: Scope of Online Education. question for Chapter 2 on the class Discussion 2. Develop online assessments Chapter 2 Quiz Take Quiz for Chapter 2. Continue working on Project 1. survey results link to instructor for review. Week 4 Elements of Online Education Read Chapter 3: Elements of Online Education. question for Chapter 3 on the class Discussion 2. Develop online assessments Chapter 3 Quiz Project 1: Online Survey. Take Quiz for Chapter 3. Submit Project 1: Online Survey. Week 5 Research about Online Education Read Chapter 4: Research about Online Education. question for Chapter 4 on the class Discussion Chapter 4 Quiz Take Quiz for Chapter 4. Begin Project 2: Online Tutorial (See Projects Page for details). Week 6 Online Learning Read Chapter 5: Online Learning. question for Chapter 5 on Chapter 5 Quiz 6

7 the class Discussion Take Quiz for Chapter 5. Continue working on Project 2. Week 7 Online Teaching Read Chapter 6: Online Teaching. question for Chapter 6 on the class Discussion Take Quiz for Chapter 6. Continue working on Project 2. Chapter 6 Quiz Week 8 Design and Development of Online Courses Read Chapter 7: Design and Development of Online Courses. question for Chapter 7 on the class Discussion 4. Upload files unto a server Chapter 7 Quiz Project 2: Online Tutorial Take Quiz for Chapter 7. Submit Project 2. Week 9 Spring Break No Class Week 10 Organizations and Networking Read Chapter 8: Organizations and Networking. question for Chapter 8 on the class Discussion Take Quiz for Chapter 8. Begin Project 3: Web- Based Training Module (See Projects Page for details). Week 11 Policy Read Chapter 9: Policy. question for Chapter 9 on the class Discussion Take Quiz for Chapter 9. Continue working on Project Demonstrate effective use of the ADDIE Model to design computer/webbased 6. Demonstrate effective use of the ADDIE Model to design computer/webbased Chapter 8 Quiz Chapter 9 Quiz Week 12 Education in the Information Age Read Chapter 10: Education in the Information Age. Chapter 10 Quiz 7

8 question for Chapter 10 on the class Discussion Take Quiz for Chapter 10. Continue working on Project Demonstrate effective use of the ADDIE Model to design computer/webbased Week 13 When the Electrons Hit the Screen Read Chapter 11: When the Electrons Hit the Screen. question for Chapter 11 on the class Discussion Take Quiz for Chapter 11. Submit Project Upload files unto a server 7. Develop a computer/web-based module Chapter 11 Quiz Project 3: Web- Based Training Module Week 14 Future Directions Read Chapter 12: Future Directions. question for Chapter 12 on the class Discussion Take Quiz for Chapter 12. Begin Project 4: Electronic Portfolio (See Projects Page for details). 5. Develop web pages Chapter 12 Quiz Week 15 Development of Final Project Continue working on Project Develop web pages Week 16 Final Exam Course Evaluation Take Final Exam. Submit Course Evaluation. Submit Project Upload files unto a server 5. Develop web pages Final Exam Project 4: Electronic Portfolio Note: No coursework will be accepted after the final class day. All graded assignments must be submitted no later than the last day of class. Performance Tasks The section below summarizes the performance tasks (assignments) in this course and their grade values. Class Participation/ Discussion Questions (DQs): Participation is extremely important. After reading the assigned chapters, you will be expected to reply and post your perspective to weekly questions posted on the Discussion Board each week. The 8

9 questions are intended to get you to synthesize, evaluate, and extend your knowledge and understanding of the materials you have read. Class participation accounts for 10% of your overall grade. To receive full credit for class participation, each week you must answer the DQs, then comment on at least 3 of your classmate's responses to the DQs. The quality and dynamics of our discussions will depend entirely upon your participation. Quizzes and Exams: There will be a quiz for each chapter and a final examination. The final examination will contain multiple-choice questions from the chapter quizzes. Projects: Students will complete the following projects to demonstrate their understanding of the field of instructional design and technology. Please carefully review the Projects page in Blackboard for project rubrics, deliverables, and submission requirements. 1. Project 1: Online Survey (10%). In order to design and develop effective for an organization, it is necessary for the instructional designer to know the company's strengths and weaknesses. In this project, you will conduct an informal needs assessment in your workplace or in a setting, which is related to your profession, keeping in mind that needs to be a possible solution for closing an identifiable performance gap. Using SurveyMonkey, OpinionPower, or any other free online survey tool, prepare a ten-question online survey that will help you to identify a potential need for coworkers within your organization. This online survey will help you, the trainer, to develop an effective computer/web-based solution to employees within your organization. 2. Project 2: Online Tutorial (15%). Based on data gathered from your Online Survey (see Project 1), you are going to develop a 5 minute, narrated, step-by-step tutorial on a software program or procedure your coworkers could learn through a more comprehensive computer/web-based. 3. Project 3: Web-Based Training Module (%). You will develop a Web-Based Training Module on the topic you identified in your online survey. You will not be teaching individuals how to use an entire program--there is not enough time in the course for that. Instead, you will focus on a specific task that your coworkers or students may need extra assistance on. 4. Project 4: Electronic Portfolio (%). In this program, you will be developing a series of projects that will be displayed to fellow students, instructors, and prospective employers through an electronic portfolio, or e-portfolio. In this project you will create your e-portfolio blog site. Evaluation All projects will be graded on their originality, complexity, quality, and professional appearance. Active class and online participation will be taken into account as a necessary aspect of the course. All assignments are due on, or prior to, the stated date. All assignments 9

10 are due on, or prior to, the posted due date. It is strongly recommended you the instructor your projects at least 3 working days prior to the due date for feedback before uploading it to Blackboard for final grading. All assignments and projects are expected to be professionally formatted in APA format, where appropriate, with no mechanical, grammatical, or spelling errors. Grades for the semester will be derived as follows: Examinations: Chapter Quizzes Final Exam 10% 15% Projects: Project 1: Online Survey Project 2: Online Tutorial Project 3: Web-Based Training Module Project 4: Electronic Portfolio 10% 15% % % Class Participation: Responses to the Discussion Questions (DQs) Participation in the class discussions (at least 3 responses per week to others' postings) 10% Scoring Rubrics Your projects will be evaluated using the following rubrics. Before you submit each project for grading, please check it against the rubric to make sure you have adequately addressed all of the evaluation criteria. 10

11 Project 1 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Survey Questions Questions are well written, logical, and pertinent to needs of the organization. They are presented in a professional, positive manner. 30 INSTRUCTOR FEEDBACK Mechanics Selection of font colors, sizes, and styles, and background colors work together to provide a professional appearance and enhance the readability of the content. The survey and results are easy to access and view. Spelling and Grammar Adheres to Assignment Instructions There are no spelling or grammatical errors. Online survey is complete, has the appropriate number of survey questions, and targets a specific audience. The survey report includes a title, introduction, questions, hyperlinks to the survey and survey results, and a summery. Project Submission The project was submitted on time, was correctly uploaded to the server in the appropriate format, and the correct hyperlink was submitted to the instructor. 10 Total Points:

12 Project 2 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Organization The sequence of information is logical and intuitive. The online tutorial includes an introduction, body, and a summary/conclusion. 10 INSTRUCTOR FEEDBACK Subject Knowledge Delivery Mechanics Adheres to Assignment Instructions Project Submission Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. Presenter uses a clear voice and correct, precise pronunciation of terms. Project runs perfectly with no technical problems; there are no error messages; sound and video is working fine. Project adheres to assignment instructions. It includes a narrated step-by-step tutorial accessed through a project home page that includes the project title, a 75-word description of the tutorial, a screenshot of the tutorial screen, and a hyperlink (Web address) pointing to the tutorial. The project was submitted on time, was correctly uploaded to the server in the appropriate format, and the correct hyperlink was submitted to the instructor. 10 Total Points:

13 Project 3 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Organization The module includes an introduction, body, and a summary/conclusion. The sequence of steps with screen captures are organized and presented in a logical and intuitive manner. INSTRUCTOR FEEDBACK Mechanics Subject Knowledge Spelling and Grammar Adheres to Assignment Instructions Project Submission The web-based module is well designed and professional looking. The user interface is attractive and easy to navigate. The template uses appropriate colors and backgrounds given the nature of the and the target audience. All hyperlinks are working properly. Knowledge of subject matter is evident throughout. All information is clear, appropriate and correct. There are no spelling or grammatical errors. The web-based module adheres to assignment instructions. It is provided in a web-based format, includes step-by-step instructions accompanied by screen shots of the various steps, and includes an online video tutorial (created using a screen capture application like Camtasia, Wink, or Captivate ). The project was submitted on time, was correctly uploaded to the server in the appropriate format, and the correct hyperlink was submitted to the instructor Total Points:

14 Project 4 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Organization and Layout The e-portfolio includes: Home, About Me, EDTC 33, EDTC 3321, EDTC 3323, and EDTC 3332 pages. All pages are designed in a consistent and professional manner.a professional template was used. INSTRUCTOR FEEDBACK Subject Knowledge Spelling and Grammar Mechanics Adheres to Assignment Instructions Project Submission Subject knowledge is evident throughout the project. All pages include course number, name, short course description and list of projects. A picture of self is included in the About Me page. The e- Portfolio title includes the owner's name. There are no spelling or grammatical errors. There are no observable problems with the e-portfolio interface and navigation menu. All hyperlinks work and are neatly formatted. Font sizes and styles are consistent throughout. Color options are consistent with the user interface and complement the overall appearance of the e-portfolio. Navigation through the e-portfolio is easy and intuitive. The e-portfolio adheres to assignment instructions. It includes tabs for all six pages as outlined in the project instructions, with hyperlinks to all previous projects developed in the EDTC courses taken thus far. The project was submitted on time. The e-portfolio URL was added to the e-portfolio Database, and the correct hyperlink was submitted to the instructor Total Points:

15 Recommendation: Starting Your e-portfolio While an e-portfolio is not a requirement for this course, if you are taking the Educational Technology specialization as a part of your degree, you will be expected to maintain an e- portfolio as you progress through your program of study. The e-portfolio will include projects from each of your courses. Therefore, it is highly recommended you begin organizing your projects in a way that makes it easy to retrieve and update (as needed). Below are instructions on how to establish your personal e-portfolio using Wordpress, a free, online blog service. Instructions 1. You may create your e-portfolio in Wordpress. Click on the following link to sign up for a new Wordpress blog: 2. Click on "Sign Up" to create your new blog. 3. Customize your Blog. Go to the Dashboard, click on the Design tab, and pick a new theme. You will want to pick a professional-looking theme that allows you create multiple blog pages. Examples of good themes for your blog include: Contempt, Light, and Regulus. To view an example of an e-portfolio, visit: 4. To select the Contempt Theme, click the Activate link located in the upper right hand corner of the screen. 5. From the Dashboard, click on the Write tab and click on Pages. Create the following pages: EDTC 3310 EDTC 3325 EDTC 33 EDTC 3321 EDTC 3323 EDTC In each of the pages you created, please include the following information: Course number and name Short course description (summarized from the course description available on the course Syllabi) List of Projects 7. To create the page, click Publish. Repeat this process to create the Wordpress pages for each course you are taking for the Educational Technology specialization. 8. Once your e-portfolio has been created, add links to all the projects you have created in this class and any additional EDTC class. 15

16 Sample e-portfolio Page for 1 Course: EDTC 3310: Introduction to Educational Technology This course will introduce us to the field of educational technology and its impact on teaching and learning. Historical and current perspectives are examined, as well as emerging trends and issues. The application of innovative instructional technologies was introduced on this project-based course. Projects: Project 1: Profile Project 2: Interactive Timeline Project 3: Annotated Bibliography Project 4: Educational Technology Issues Paper MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION Rationale for Selecting Requirements 1. Candidate performance on course assignments 2. Weekly blog discussion 3. Mentoring, advising, and individual progress report 4. Evaluation weights and course grading system Evaluation Weights and Summary Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of A through F (course final grade) will be awarded based on the UTB Grading System Policies and Procedures. UTB GRADING SYSTEM POLICIES & PROCEDURES A student's performance in academic work is expressed by the following grades: 16

17 Alphanumeric Grading System +/- LETTER GRADE GRADE POINTS A+ A AB+ B BC+ C CD+ D F 4 grade points 4 grade points 3.67 grade points 3.33 grade points 3 grade points 2.67 grade points 2.33 grade points 2 grade points 1.67 grade points 1.33 grade points 1 grade point 0 grade points 100-POINT SCALE GUIDE (Not prescriptive) Below 60 To receive credit for a course, an undergraduate must earn a grade of at least D. Academic departments may require a higher grade for the course to be counted toward the student's degree. To include a course in the Program of Work for a graduate degree, a graduate student must earn a grade of at least C. More information about the Program of Work is given in the graduate catalog. One of the following symbols may be assigned instead of a grade. Courses in which these symbols are recorded are not included in the grade point average. Valid Symbols Used in Grading Au NC Q W X I * asterisk S U # pound sign Z Audit No credit Course was dropped Withdrawn Temporary delay of course grade Permanent incomplete Course is continuing Satisfactory Unsatisfactory Grade was not submitted in time for this report Student is registered on the credit/no credit or pass/fail basis To receive the symbol CR, an undergraduate must earn a grade of at least D. To receive the symbol CR, a graduate student must earn a grade of at least C. 17

18 Incomplete Grade Request A student, who is unable to complete the course requirements due to a sudden, serious interruption not caused by the student s own negligence, may request consideration for an Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request, the student must have been successfully completing the course and all requirements/assignments, up to the point when the unexpected event that prevents the student from completing the course, occurs. According to the UTB Registrar s Office (11): Incomplete grades are not issued for student or faculty convenience. They may be issued only in the case of compelling, non-academic circumstances beyond the student's control (Incomplete Grades, para. 3). Please review the complete UTB Incomplete Grade Policy at: Grade Point Average (GPA) Calculation Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student s grade point average (GPA) is determined by dividing the total number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is received. Course Policies Late Assignments. All projects and graded assignments are due by Midnight of the official due date as posted in the course schedule. Unless you have made prior arrangements with the instructor, late assignments will be subject to a 10% grade reduction per week for a maximum penalty of 50% off for late submission. No projects or assignments will be accepted after the final class day. INSTITUTIONAL POLICIES Faculty and students are responsible for understanding and adhering to all UTB Institutional Policies. University policies are subject to change so it is important to read them at the beginning of each semester as the policies may have changed since your last class. Please click on the following link to review the updated UTB Institutional Policies: 18