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EDT-520 Design of Technology-Based Learning Winter 2009 • Course Syllabus Course/Resources Access Course Website: Virtual Office Hours: Monday 1:00-4:00 PM Tuesday 1:00-3:00 p.m. Face-to-Face Office Hours by appointment

Instructor Dr. Stein Brunvand School of Education e-mail: Telephone: 313-583-6415 Office: D-7 School of Education

Course Overview This course is designed to present you with the basics in the design of instructional materials to be delivered in an online environment. In this class you will plan for each stage of the design process up to the actual development of the online modules or artifacts (that is another course all in itself, EDT522). In this class you will select several performance problems that require a learning intervention and design appropriate technology-based solutions for those problems. Course Objectives Objectives in this course are grouped into two categories: Problem Solving Upon completion of this course, you will be able to • Evaluate an instructional problem and make media selection that is appropriate for content, audience, economic resources, and learning environment. [MI Standards 2.6.1] • Evaluate the strengths and weaknesses of storyboarding and consecutive prototyping. [MI Standards 2.6.3] • Recognize the relationships between web-based learning and the disciplines and technology of content management, knowledge management, and eLearning. [MI Standards 2.6.3] • Evaluate the use of several development tools and identify their strengths, weaknesses and appropriateness of use to the instructional problem. [MI Standards 2.6.5] • Plan for and track the tasks, timing and resources to design technology based learning modules. [MI Standards 2.2.2] Instructional Design Upon completion of this course, you will be able to • Design learning modules for a variety of technology delivery platforms that may include traditional web-based learning, software simulation, and virtual classroom Internet delivery. [MI Standards 1.4.1, 2.5.3, 2.6.2, 2.64 and 2.6.9] • Sequence instructional content and apply appropriate levels of interaction to meet instructional goals. [MI Standards 2.6.2, 2.64, and 2.6.9] • Apply appropriate screen design to each instructional solution. [MI Standards 2.6.2, 2.64, and 2.6.9] • Develop storyboards and design documents for instructional solutions. [MI Standards 2.6.2, 2.64, and 2.6.9] • Design an implementation and assessment plan. [MI Standards 2.6.14] • Create and present an e-Portfolio consisting of the completed project deliverables from EDT520. [MI Standards 2.3.5 and 2.6.7]

Course Topics 1. 2. 3. 4. 5. 6. 7.

Identifying Instructional Problems Designing for Instructional Problems Evaluating Technology Tools Assessing Tech-Based Learning Learning Module Design Creating Storyboards Implementation of Learning Modules

Course Deliverables 1. Video Tutorial Design Guide (30 pts.) 2. Supported Research Design Guide (30 pts.) 3. Student Choice Design Guide(s) (75 pts.) 4. Online Classroom Environment Design Guide (25 pts.) 5. Electronic Learning Modules Design Guide (75 pts.) 6. e-Portfolio (25 pts.)

Design Documents As stated in the objectives for this course, the primary focus of this class is to give students the chance to design a variety of solutions to various instructional problems that are relevant to their classrooms. Therefore, the assignments you will be completing in EDT 520 are largely centered around different Design Documents where you describe the instructional problem you are trying to address and provide a detailed explanation of the solution you have created for that problem. This explanation should include discussions about the tool(s) you will use, the learning needs of your students and a clear rationale for your proposed solution. I realize that you probably wouldn't go through this thorough of a process if you weren't taking this class but I think the creation of these documents will be beneficial and help you as you design future electronic and online learning solutions beyond EDT 520. CTools A course website has been created in the online course management system known as CTools. You are automatically granted access to this site as a result of your enrollment in the course. In order to access the site you need to go to and login using your uniquename and Kerberos password. Your uniquename is usually some combination of your first initial and last name. This is assigned to you and can also be referred to as your username or login ID. Your Kerberos password should have been mailed to you when you were initially accepted into the university. It is the password you would use to access your UM-D mail account through the Webmail service or to register for classes online. It may not necessarily be the same password that you use to login into the computers in the labs. If you don’t know your Kerberos password you will need to either go to the ITS offices located at 1140 Computing Wing or call them at 313-593-5519 to reset your Kerberos password. Students who know their email password can reset their Kerberos Passwords on-line at by clicking on MY ACCOUNT, authenticating with their email password, then choosing Password from the menu on the left. You can also reset your password using the Password reset terminals in the Library labs as well as the computer labs in the School of Education and Computer Wing. Weekly Modules Each week there will be a new module in ctools with information and resources for you to review. Included in these modules will be a weekly podcast where I discuss different topics, provide information about upcoming assignments and share various thoughts. You can subscribe to these podcasts through iTunes U in ctools if you would like to do so. Please make sure to review the different content sections in each week's module and let me know if you ever have trouble accessing any of the videos, podcasts or other instructional items presented in these modules.

iTunes U You may be familiar with the iTunes software if you use it to keep track of the music on your computer. Ctools has a tool called iTunes U that works in conjunction with the iTunes software you may already have loaded on your computer. If you would like to download iTunes for free you can do so at I upload a variety of content to iTunes U such as my weekly podcasts and the many different video tutorials I create and place in the weekly modules. The benefit of iTunes U is that you can subscribe to this content and have it downloaded automatically to your iTunes library on your personal computer each time I add something new to iTunes U in ctools. Weekly Forum Discussions During most weeks we will have an online discussion using the Forums tool in ctools. I will always post the week's topic by the previous Friday. You are expected to respond to my initial posting during the weeks we have these discussions by midnight on Wednesday. I encourage you to read the responses of other students and respond to them where you feel appropriate. This is one of our main forms of communication and sharing so it will be important for people to participate in these weekly discussions on a regular basis. Chat Sessions In addition to the weekly forums we will have periodic real time chat sessions during the term. There will be 4 of these chat sessions and they will focus on different topics of interest to the group. You are expected to participate in 3 of the 4 chat sessions. During the weeks that we have a scheduled chat session there will be no weekly forum posting. Chat sessions will be scheduled on a day and time that is agreeable to the class so that everyone has the chance to participate. Additional chat sessions may be scheduled if desired by the class. Virtual Office Hours I will be holding virtual office hours on Mondays from 1-4 and Wednesdays from 2-4. During these times I will be available in the chat room in ctools. I will also promise to respond to e-mail within 10 minutes during these office hours. If you would like to talk by phone during this time you just need to provide me with a number where I can reach you. If you would like to meet face-to-face at any point we can arrange that as well. I will not necessarily be in my office on campus during these office hours so please contact me ahead of time if you want to meet in person. UMD Ed Tech Wiki I maintain a Wiki at You may find it useful to check out this Wiki as many of the tools we will be learning about are linked on this site. Due Date Policy All assignments are expected to be submitted by their assigned due dates and times. Getting behind on an assignment will make it difficult to complete future assignments so it’s vital that you stay on top of things. Any graded assignment collected after the due date is subject to a 20% reduction of the grade. If you know that you will not be able to turn in an assignment on time contact the professor by voice mail or e-mail before the due date and state the reason for the delay. The professor will consider the circumstances and make a decision to accept the assignment without penalty or enforce the penalty policy described above.

Evaluation Students will be expected to take part in all assigned online classroom discussions and activities. Final grades will be determined from the completion of the above assignments, yielding a total of 260 points. An additional 40 points will be awarded for class participation during weekly forum discussions and chat sessions for a total of 300 points. Grades will be assigned as follows based on the percentage of total points earned. Recommended Supplies


94-100% of total points 90-93% of total points 88-89% of total points 84-87% of total points 80-83% of total points 78-79% of total points 74-77% of total points 72-73% of total points 70-71% of total points 67-69% of total points 65-66% of total points less than 65% of total points

The majority of the technology you will be learning about and using is freely available online and will not need to be purchased. However, you may find it necessary to purchase or otherwise obtain various pieces of software and hardware depending on the technology you plan to use. These purchases will be at your discretion and your responsibility. You may find it helpful to purchase some or all of the following items. •

A USB flash drive that has at least 1G of storage. These can be purchased at any office supply store as well as major chains such as Target and Walmart. I would encourage you to look for a sale or rebate since there is almost always some kind of deal to be found on these devices.

A headphone/microphone unit for recording narration and creating different multimedia projects. You can find examples of these at Target, Walmart, Meijers, Staples, OfficeMax and other similar stores. Some examples of microphone headsets can be found online at Walmart or Target. Stories usually have more variety online then they do on the physical shelves so you might do better to shop on the web for these devices. Please feel free to contact the instructor if you would like more advice on what type of headset to purchase.

Assorted pieces of software or subscriptions to online services as needed. Students should be able to complete all requirements of the course without having to purchase any additional software by using free or trial versions of different resources but you may decide to pay for a full version of a software that you find particularly useful.

There is no required textbook for this course.

Teaching for Understanding The School of Education at the University of Michigan-Dearborn has adopted the Teaching for Understanding model as a framework for educating future teachers. It is a distinct method of teaching and learning, rooted in a specific way of looking at and explaining the world. Teaching for Understanding begins with the assertion that knowledge is constructed. This means that people shape, form, or “construct” their own worlds. People determine what is “real,” what is “necessary,” and what has meaning. In Teaching for Understanding teachers and students change the ways in which they approach information, each other and the learning experience. No longer “fountains of knowledge and

information,” teachers are called on to be learners in their own classrooms. No longer “empty vessels” of passive receiving, students are called on to be teachers of self and of others. Cooperative relations among students and an interactive relationship between students and the instructor are a means for students and the instructor to construct knowledge. Teaching for Understanding includes the following approaches to discourse and social interaction. Classrooms are places where: • Students and teachers acquire and construct knowledge collaboratively • Orthodoxies of pedagogy and “facts” are continually challenged • Conceptual understanding of subject matter is a goal • Teachers function as guides, coaches and facilitators by posing questions, challenging thinking, and leading in the examination of ideas and of relationships between concepts and experience. Based upon the Teaching for Understanding model, courses in the School of Education promote active student learning and the construction and development of knowledge through lectures, readings, small and large group discussions, small group activities, field based learning, and projects that require the application of knowledge. Academic Integrity The University of Michigan-Dearborn values academic honesty and integrity. Each student has a responsibility to understand, accept and comply with the University's standards of academic conduct as set forth by the Code of Academic Conduct, as well as policies established by the schools and colleges. Cheating, collusion, misconduct, fabrication and plagiarism are considered serious offenses. Violations will not be tolerated and may result in penalties up to and including expulsion from the University. Any student who is found guilty of academic dishonesty twice (in any UM-D class) will be removed from the School of Education. Religious Observances I am sensitive to the religious observances of my students and if such observances or commitments should conflict with a class requirement I will make reasonable accommodations with the proviso that I am notified a minimum of two weeks in advance. Disability Resource Services The University will make reasonable accommodations for persons with documented disabilities. Students need to register with Disability Resource Services (DRS) every semester they are taking classes. DRS is located in Counseling and Support Services, 1060 UM. To be assured of having services when they are needed, students should register no later than three weeks after the first day of classes.

State of Michigan Standards for Education Technology (NP) Covered in EDT 520 MI Standard


1.0 Foundations Professional studies culminating in the educational technology endorsement prepare candidates to use computers and related information technologies in educational settings in an exemplary way in alignment with the “Seventh Standard” of the Entry-Level Standards for Michigan Teachers. All candidates seeking this endorsement would have opportunities to meet these educational technology foundation standards and to surpass the basic requirements of the “Seventh Standard.” 1.4 Assessment and Evaluation Candidates apply educational technology to facilitate a variety of effective assessment and evaluation strategies. 1.4.1 Apply educational technology in assessing student learning of subject matter using a variety of assessment techniques, including focusing on the assessment of each student.

Students design technology-based learning and assessment modules that take into consideration the grade level and learning styles of their students.

2.0 Specialty Content Preparation for Educational Computing and Educational Technology Professional studies in educational computing and educational technology prepare candidates to exhibit leadership in the identification, selection, and management of hardware and software and the uses of computers and related technologies appropriate to the candidate's teaching field(s). 2.3 Telecommunications and Information Access Candidates will use telecommunications and information access resources to support instruction. 2.3.5 Use local mass storage devices and media to store and retrieve information and resources.

Students use USB drives and other appropriate storage devices to store, retrieve and deliver project design materials.

2.5 Research and Theories Candidates will identify and apply educational and educational technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and educational technology in education. 2.5.3 Apply theories of learning, teaching, and instructional design and their relationship to meaningful and appropriate ways of using educational technology in instruction.

Students create learning modules using storyboarding techniques. They demonstrate their use of instructional design principles as well as use of appropriate technology to deliver multiple media formats. Students apply the research of learning theorists that are particularly relevant to technology based learning in their design.

2.6 Problem Solving, Instructional Design, and Product Development Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed. Candidates will evaluate authoring and programming environments for use in the classroom. They will apply instructional design principles to develop, implement, and test interactive multimedia instructional products using authoring environments.

2.6.1 Identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.

Students demonstrate instructional design principles, specifically targeted to technology delivered learning solutions by selecting learning strategies and design tactics that are appropriate for technology-based delivery. Students demonstrate capability through the selection and use of appropriate media formats in their design of content delivery using active learning techniques and performancebased assessment activities.

2.6.3 Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.

Students research and select the use of a range of tools to design course deliverables for technology delivered content.

2.6.4 Participate in collaborative projects and team activities.

Students work in collaborative teams for the purposes of peer design review of individual projects. Students use collaborative team to critique project deliverables, work through design problems and brainstorm creative and design concepts.

2.6.5 Identify examples of emerging, authoring, or problem solving environments.

Students research and report on current technology products that are viable for the delivery of technologybased learning used for delivering web-based modules over the intra/intranet. Research includes software used for traditional web-based delivery, software simulations, as well as use of virtual classroom (distance education) applications. Student present their learning modules to the class using projection equipment, using screen content to support the presentation and demonstrate the appropriateness of their intervention designs to selected instructional problems.

2.6.7 Use a computer projection device to support and deliver oral presentations. 2.6.9 Develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use educational technology to support these processes.

Students develop storyboards and other design documents for various learning modules. During the process they assess their audience for skills and knowledge, design strategies and tactics to ensure that learning occurs and develop activities and assessment that are performance based and is appropriate for technology delivery.

2.6.11Describe the characteristics and uses of current authoring environments and evaluate their appropriateness for classroom applications.

Students research and report on current technology products that are viable for the delivery of technologybased learning used for delivering web-based courses over the intra/internet. Research includes software used for traditional web-based delivery, including software simulations, as well as use of virtual classroom (distance education) applications.

2.6.13 Apply instructional design principles to the design of screens, text, graphics, audio, and video in instructional products under development.

Students use instructional and screen layout design principles in the design of instructional graphics and screen layout. Design of graphics, audio, and video content must be supportive of instructional goals and learning strategies.

2.6.14 Describe and practice strategies for testing and evaluating instructional products designed.

Students design an Implementation and Assessment Plan for the learning modules.

3.0 Professional Preparation in Educational Computing and Educational Technology Professional studies in educational computing and educational technology require knowledge about use of computers and related technologies to support teaching and learning. Advanced programs preparing educators for a specialty in educational computing and educational technology require studies of, and experiences with, concepts and skills related to use of educational technology-based systems in K-12 education. 3.2 Teaching Methodology Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational technology across the curriculum. Candidates will apply effective methods and strategies for teaching the use of educational technology tools. 3.2.5 Design and implement integrated educational technology classroom activities that involve teaming and/or small group collaboration.

Students design and demonstrate an instructional module that uses group collaboration through white boarding and/or other application sharing techniques.

EDT 520 W09 Syllabus  

This is the syllabus for EDT 520 during the 2009 winter term.

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