INST 6960 Research Problems in Instructional Technology. Course Syllabus Fall 2015 (August 17 December 11)

Transcription

1 INST 6960 Research Problems in Instructional Technology Course Syllabus Fall 2015 (August 17 December 11) 3 GR Semester Hours COURSE DESCRIPTION: Special investigation of an approved problem in the major field resulting in a research paper. Course may be repeated for a maximum of 6 semester hours. Prerequisite: CTE 5900, EDFL 5900 or LIS (from UCM Graduate Catalog) INSTRUCTOR INFORMATION: Dr. Z. L. Bland Grinstead 216 /Summit Center (660) (voice) (660) (fax) *Office Hours: Wednesday 7:30 a.m. 12:30 p. m. when at UCM (except first Friday of Month; then Friday 7:30 a.m. 1:30 p.m.); Wednesday at Summit Center 9 a.m. 2 p.m. when not at UCM Virtual by appointment Virtual location: Summit Center face-to-face by appointment or Virtual by appointment By Appointment: Please to schedule a meeting time *If changed, will be posted in Blackboard class bland@ucmo.edu (preferred method of contact, will respond within 24 hours except weekends and holidays) Skype: zbland51 Although the class is online, students with questions and problems have the opportunity to communicate with the teacher via Blackboard or , phone, instant messaging, or in person. Office meetings can always be arranged to fit student and teacher schedules (summer preferred meeting is at Summit Center). The preferred mode of contact is . COURSE INFORMATION: Materials There is 1 required textbook for this course. Students may choose print or electronic copies of textbooks as best suit their needs. Note: if you have access to this from a library or another source you may not need to purchase. Many websites provide basic formatting information. The APA site is the most reliable: INST

2 American Psychological Association. (2009). Publication Manual of the American Psychological Association (6 th ed.). Washington: American Psychological Association. (ISBN ) Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you ( or This class will also use supplemental information accessible through Blackboard under Course Materials. CONCEPTUAL FRAMEWORK* -- *Click this link for the Framework Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn. *Syllabus Addendum: Please visit the College of Education Syllabus Information webpage for additional resources, policies, and the complete text of the Conceptual Framework Document. COURSE OBJECTIVES: Upon the completion of this course the student will be able to research, analyze, and evaluate professional literature in the area of educational technology and related fields resulting in the production of a research paper. Retrieve research-based information relevant to the topic of choice Evaluate, analyze, and synthesize relevant literature and report it in a specified style and format Apply writing and bibliographic styles prescribed in the Publication Manual of the American Psychological Association Construct a scholarly paper consistent with departmental and university guidelines including the components of a traditional research paper Articulate the research process STUDENT LEARNING OUTCOMES: *Students will: contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students (1.a) model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies (5.b) engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies (6.a) engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning (6.b) *Students may identify other areas from the ISTE standards in the self-evaluation See the complete list of ISTE (International Society for Technology in Education) Standards Or in order from site/s ISTE Standards: ; Or copy links and paste in the search engine of choice (especially Standards) INST

3 COURSE REQUIREMENTS (Graded Assignments): Research Paper (60 points Total): Work on a research paper of this nature is a back and forth process. It is expected that multiple iterations, revisions, and edits between student, reviewer, and instructor will take place. Some students may work faster and others slower. The end product should be of high quality. Peer review will occur and at least one outside reader is needed. The outside reader is to be *a person with at least a 5- to 10-year old master s degree and at least one solo-authored publication in a Level 1 peer-review journal or had a thesis master s program; *or a person with a higher degree, Ed.S. or Ph.D. degree at any year of completion and a thesis or dissertation respectively or at least one solo-authored publication in a Level 1 peer-review journal. The person is to provide constructive review (not an INST instructor/ucm staff or UCM degreed diversity in thought is sought). Scoring Guides for various sections of paper are included in Bb; Two sites for good writing are provided in the Grading section A research paper is a review of scholarly literature. Candidates will investigate a previously identified problem in the field that can assist in improving education or a related area. The candidate will thoroughly review the literature on the chosen topic and include references, many of which will be from appropriate periodical index databases available from the James C. Kirkpatrick Library. The information search may also involve exploring resources beyond the Kirkpatrick Library databases and utilize the library s interlibrary loan services. This will culminate in a minimum of 25- to maximum of 30-page research paper (excluding preliminary pages, references, and appendices) with 20+ cited references. An adequate review of published research must be covered within this limit. Pages beyond the maximum limit will not be reviewed. Candidates are encouraged to produce a paper of publishable quality that could be submitted to relevant journals for publication. The following specifications will help the candidate plan for completing the paper. Please utilize the following order and headings. Links to examples of various styles will be provided in the Bb course. Also review Chapter 2 of the Publication Manual of the American Psychological Association to include examples beginning on Page 41. Paper Parts Preliminary Pages Title Page Abstract Copyright Page (optional) Acknowledgements (optional) Table of Contents (with page numbers) List of Tables (if applicable) List of Figures (if applicable) Chapter 1: Introduction Statement of the Problem (Thesis Statement) Purpose of the Paper Research Questions Limitations/Delimitations Definition of Terms Information Search Strategy Conclusion INST

4 Or Preliminary Pages.... (see above) Chapter 1: Statement of the Problem (Thesis Statement) Introduction Purpose of the Paper Research Questions Limitations/Delimitations Definition of Terms Information Search Strategy Conclusion Chapter 2: Literature Review Chapter 3: Conclusion and Recommendations References Appendices Annotated Bibliographies (#1, 10 points; and #2, 15 points with the outline included): Read several peer-reviewed articles and select the number required for each submission that you understand for an annotated bibliography. The write up should be about one-third to one-half page per article (can be 1.15 or 1.5 or DS spacing for the body of the critique, NOT SS) that includes the following tasks (a good idea would be include articles that cover the entirety of the focus for the research paper between the two submissions and collect others during the term for article requirement of 20/+) a) Cite the article in APA format (Bibliography information in SS) b) Identify the research topic or questions that are explored in the source and summarize the major findings or points (if applicable); be careful here about quotes and in becoming to statistically oriented in describing a study c) Summarize the major ideas discussed in the article should be a little different than b (paraphrase, no quotes), avoid vagueness this would be specifics d) Discuss the implications for your paper and/or how the source will be used to support your research e) If APA does not require the URL, please provide the URL at the end of each discussion except if doi is provided/used (SS 1 line space=shift +Enter beneath the last line to save on space; the bottom margin of the page can be changed to.5 of the word document for this assignment) **b, caution when more applicable for articles that are research based View the links provided on annotations and an annotated bibliography ('Annotated Bibliography Information') for examples and information on writing. Also, view the sample document on an Informative annotation. Scoring Guide for Annotations and Outline included in Bb Course Reflection (15 points): Summative assessment--students will complete a reflective essay as a self-evaluation of the term. Begin by taking a self-assessment of dispositions in educational technology as linked here Click to go to the link and complete the survey INST

5 Reflect upon the dispositions, standards, and what we did in this class this semester. You will submit this via a word processed document in SafeAssign. (Standards: 6.3) Summative assessment--complete a 3-4 page ( word processed, do not exceed word count) reflective essay. Include in this essay a brief yet specific connection to the ISTE Standards. Use specific coding from the standards. The dispositions correlate to the ISTE standards: 1. Visionary Leadership 2. Teaching, Learning, and Assessments 3. Digital Age Learning Environments 4. Professional Development and Program Evaluation 5. Digital Citizenship 6. Content Knowledge and Professional Growth Consider how the class benefited you and how you will apply this knowledge in the future. Use specific coding and annotated statements from the standards. Complete details on the domains/dispositions and sub-domains/subdispositions can be found for ISTE Standards at: For clarity, 6.a for Standards*S and Standards*T: S=Students and T= Teachers. Formatting Guidelines: Word Document Use a header with your name and the assignment: Bland_Course_SelfReflection Use a heading: First line of body, centered, give a name to the document (can be the same as header or different) Use DS, TNR 12 point or Calibri 11 point font, 1 margins, no title page Proofread for grammar and spelling Scoring Guide for Paper included in Bb; Two sites used for good writing are provided in the Grading section GRADING: Evaluation of the Course Grades will be figured using the standard scale % = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% and below = F For additional information on the difference in grades, review the information at each of these links: In addition, instructor-created rubrics will be used or combined with these documents to evaluate subjective assignments (cognizant of the criteria in the documents at the above links). Feedback will usually be provided via Blackboard s, grade center, etc. from the instructor and from other students. Up-to-date grades can be found through Blackboard within Tools My Grades or Grades on Menu listing (if provided). The student will always have the option to ask for additional feedback if desired. Assignments will be graded and returned one week from due date (excluding late submissions and as noted). A rubric, a rubric with comments, the document with markups, or a write-up with sections of the rubric with comments and awarded points out of possible points will be provided. If for some reason grading will be longer than one week, students will be notified. STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIES: Teaching method will require students to use the online classroom provided in Blackboard. Folders are labelled by the Week/s for Assignments in the course. The majority of interaction will take place over this medium (Blackboard). It is expected that students will login a few times each day in order to stay informed and participate in class discussions and note any announcements. Standard rules of conduct for netiquette are expected. If needed, please review or a similar site on netiquette. The e- mail formatting and use of names for discussion boards are means of creating and maintaining online politeness/netiquette. s sent to the instructor should have an address with the instructor s name. s without an address will not be acknowledged by the instructor s with Hi, Hello, etc. with no name are in this category. INST

6 TECHNOLOGY REQUIREMENTS: Assignment Format: Assignments must be word processed, spell and grammar checked, and adhere to APA guidelines (double spaced, 12 pt font Times New Roman or 11 pt font Calibri, 1 margins, citations in APA format, unless otherwise noted read below for additional details/modifications). Documents shared with classmates and readers should always be in a compatible format so they can view them: Microsoft Word (.docx,.doc or.rtf) or Acrobat (.pdf). If you do not have Microsoft Office consider Google docs as an alternative ( and remember to provide the link and to share; also there is a free download of ZCutePDF Writer. Course material submitted for grading is to be in either Word or PDF format, NOT a Google doc. It is the student s responsibility to name files if similar assignments are across classes, like the end-of-course reflections, and determine a file management system to keep track of documents. Students should be proficient users of the Microsoft Office software applications and file management. A Google doc can be converted to a PDF. If you do not have the converter or Adobe on your computer, ZCutePDF Writer (noted in previous paragraph) provides a free download. Or search the Internet for a free source for the conversion. Finally, all assignment (unless otherwise noted) should have a header and heading. The header is on all of your assignments is in the following manner LastName_Project. For example, if I were turning in an article review assignment in Microsoft Word it would have the following name: blandz_articlereview or BlandZ_ArticleReview or BlandzArticleReview (lower case and initial cap can be used, but NOT all cap; _ --the underscore marking--can be used as a separator). Always use your last name and first name initial (multiple students often have the same last name or you can check the class roster in Blackboard to determine if such is the case for your class), and the assignment. When the file is named (saved), do not use spaces in the naming of your document. Unless directed, title pages are NOT used for assignments (excluding the final paper and the when the preliminary section of the paper is due). The same naming can be used on the USB or hard drive where the document is saved for consistency. Traditional Running Headers are NOT used in this class for assignments unless the research paper (which should include a form of your name), but a modified version; this is a modification for APA as materials are not submitted for publication. AGAIN: PLEASE follow the header information above and always use a heading above the first paragraph of text unless otherwise noted (as the Annotated Bibliography will only need a header, NO HEADING). While points cannot be made up for late work, students who are persistent in learning should do well in this course. Only original, first time developed materials are to be used in assignments unless specified. If a concept is from a source, that source should be fully and appropriately referenced in the assignment (APA documentation). Other Technology for Class: The most recent Internet Explorer may not be compatible with Firefox or when using Blackboard. Be sure to review the Blackboard computer requirements, the speed test, etc. on the Blackboard Home Page UCM site for compatibility issues (must be accessed with courses.ucmo.edu not ucmo.blackboard.com). BLACKBOARD AND OTHER TECHNOLOGY/ACCESS AND NAVIGATION FOR ONLINE: Information students need concerning Blackboard hardware, software, and plug-ins can be accessed from the Blackboard login page or at For students new to Blackboard, the following tutorial will be a walk through on the process of getting started, beginning with performing a browser check: You will need your UCM username and password to log in to course on Blackboard. If you do not know, or cannot remember your information, please refer to this document: INST

7 UCM provides Blackboard Technical Support in a variety of ways: Phone: (660) (Hours: M-F 7:30 am - 5:00 pm) bbhelp@ucmo.edu Live Chat can be accessed from the Blackboard login page, when available You can submit an electronic request for Blackboard help on this form: Tutorials and Help information available on the Blackboard login page may be helpful For additional information about assistance with Blackboard and other technology resources, please visit ACCESS AND NAVIGATION FOR ONLINE: As soon as you log into the course, you will see a Course Home page on the Menu and a Welcome, Read First that will provide your orientation to how the class will work and the organization of materials. You will begin by reviewing Bb to become familiar with the layout (Menu items) for this class and follow the directions in the Welcome information view video, review the questions that you should be able to answer after reviewing the syllabus, review and complete Week 1 Activities in the Folder for Assignments from the Menu. Time management is very important for success in the class. Online classes require good reading skills, selfdirected study, and a greater time requirement than the face-to-face (ftf) class environment. COMMUNICATION AND SUPPORT: A Blackboard Discussion is set up for questions related to the assignments or the syllabus so that the entire class can read questions posed and the responses. Assignments will require the use of a Journal, beginning assignment Blackboard Announcements (with s) will be used to send up-dates, notifications, etc. s will occasionally be sent to individual students on an as-needed basis Interaction with Instructor: If you believe there is a need for privacy and the individual nature of some questions, do not hesitate to me. I do check regularly. I will usually respond within 24 hours, but often sooner (excluding weekends and holidays). Only the UCM account is used for student s. Everyone is encouraged to take a one-day break during the week from the computer and electronic devices, a Digital Sabbath. Be sure to click and include the messages for a trail when a conversation is ongoing on a topic. s to me should have a subject line to include your name, course ID INST#### (course number), a 3-5 word subject, an appropriate Salutation/Address with my name, and closing (when using Bb or responding to a Bb , remove the excess coding related to course and add information as noted): Subject Line/RE: Student APA, INST 5330, Another Contact Mode Hi Dr. Bland: Could I use another mode to contact my group members for this assignment? The mode I will use is cell numbers instead of s. Thanks. Student name (indicate how you would like to be addressed--sue, Ms. Jones--with or without a title) INST

8 As a reminder, s without an appropriate salutation/address to the instructor will not be acknowledged (this also includes the content such s may be deleted). Mailing List: Each student is expected to subscribe to the listserv maintained by the department. Important information may be missed by students who are not subscribed. For more information see Facebook: You are also invited to join UCM Ed Tech on Facebook: COURSE AND UNIVERSITY PROCEDURES/POLICIES: University Policies and Notices The instructor of this course will follow all UCM policies and procedures that have been designed to contribute to student success. Specific policies and resources are listed at Academic Honesty: Your instructor will enforce UCM s Academic Honesty Policy as described in the Student Calendar/Handbook. Student Conduct: Each student who enrolls at Central Missouri assumes an obligation to abide by the rules and regulations of the University as well as the local, state, and federal laws. A description of student rights and responsibilities is available in the Student Handbook, and online: Early Alert: As part of the College of Education and Professional Education commitment to building a positive, studentcentered learning community that supports the success of every student, our faculty members participate in the UCM Early Alert Program. ADA: Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) (660) Library Services: Get your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library s website at For research assistance, you may contact the Reference Desk: Phone: (660) reference@libserv.ucmo.edu AIM: JCKLReference RefChat: Course Specific Policies: Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. INST

9 Papers in this course may be subjected to "SafeAssign" or a similar electronic tool designed to detect plagiarism. Misrepresenting work completed by someone else as your own or claiming a thought or idea without proper documentation is a form of plagiarism. It is imperative that all sources are properly cited in papers/documents/assignments. The university policy clearly addresses the importance of academic honesty. Repercussions of dishonest academic behavior may include a zero on the assignment or instructor recommendation for removal from the course or degree program. Late Work and Assignment Policy (also see Assignment Format): Late work is deemed unacceptable. Therefore, lacking substantial mitigating circumstances (with documentation provided) or unless PRIOR arrangements are made with the instructor, late work will be reduced one letter grade per day late (possible A to B, B to C, C to D) or a 10 percent reduction for each day late (93 to 83, 83 to 73, etc.). No late work will be accepted beyond THREE days after an assignment is due. Even though Blackboard may have a glitch that allows a student to post an assignment beyond the three-day period, work will not be graded once the no-credit timeline has been reached if permission has not been granted by the instructor and documentation provided that is acceptable by the instructor. No, late papers cannot be submitted in a bundle at the end of the semester for grading. Contact, in some format and in some way, should be made with the instructor as soon as possible when a substantial mitigating circumstance happens. Assignments must be submitted early if you know you will be unavailable when something is due (planning a family vacation, wedding, etc.). It is to your benefit to submit assignments earlier rather than at the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will NOT be issued upon request. NOTE: If Blackboard is down and it prevents you from posting assignments, please send the assignment as an attachment in an appropriately worded to show it was completed on time, and then post as soon as possible after Blackboard is back up/again operating. Blackboard failures, while rare, are possible and you will not lose points if late for that reason, provided the assignment has been submitted as directed. Please send an to bbhelp@ucmo.edu when experiencing problems. Blackboard is the official site for assignments to be documented, not in an to the instructor. Also, determine a backup plan for your personal computer use (public library, school close to where you live, etc.) INSTRUCTOR S RIGHT FOR MODIFICATIONS* *The instructor reserves the right to make adjustments to this syllabus under the following stipulations: 1) to better accommodate student learning and 2) in light of new information which changes anticipated learning outcomes or 3) faculty emergency. Assignment and Point Summary (Total possible points = 100) Item Points Report Points 5-Source Annotated Bibliography 10 5-Source Annotated Bibliography and Outline 15 Chapter Chapter 2 w/30 Sources & Chapter Preliminary Pages, Appendices Final Paper after Revisions Reflection 15 TOTAL INST

10 INST 6960: Educational Product Development COURSE CALENDAR* *Tentative Calendar Subject to Change by Instructor Please contact the instructor immediately if there are errors in the dates with days (both are provided to better offer directions) Week/s Beginning Topics Due Dates 1 August 17 Course Expectations; Research Process, Library Databases, and Access; Selection of Topic and Constructive Peer Review; Determine and secure an outside reader* *See Page 3 of syllabus *Review Bb, Syllabus, Self-Introductions, and Course Completion Form Due by 11:59 p.m. Thursday, August 20 *Determine Research Process, Library Databases and Access, Selection of Topic Due by 11:59 p.m., Friday, August 21 and Peer Review by 11:59 p.m. Monday, August 24 *Course Completion Form: Due by 11:59 p.m. Thursday, August 20 (this is not an optional assignment) **Determine and secure outside reader before Chapter 1 due date 2 August 24 5-Source Annotated Bibliography; *Due by 9 a.m., Friday, August August 31 and September 7 5-Source Annotated Bibliography and Outline (this will be a total of 10 sources found by this date) *Due by 9 a.m. Friday, September September 14 and September 28, October 5 and 12 Chapter 1 *Peer Review and Review by at least one (non-inst instructor) outside reader before Submission Chapters 2 & 3 w/20+ Sources/Reference Page; *Peer Review and Review by at least one (non-inst instructor) outside reader before Submission *Due by 9 a.m. Friday, September 25 *Due by 9 a.m. Friday, October 16 ****It may take longer than one week for papers to be reviewed October 19 and 26 Preliminary Pages, Appendices * Due by 9 a.m. Friday, October 30 INST

11 12 November 2 Student Review/s November 9 and November 16 Revisions / Final Paper *Due by 9 a.m. Friday, November 20 or Flex date of 9 a.m. Monday, November 30 or anytime between. HAVE A GREAT-FUL HOLIDAY BREAK November November 30 and December 7 Reflections *Due by 9 a.m. Monday, December 7 *Additional planning needed so papers can be reviewed before submission to the instructor. INST