Topics: Instructional strategies and the tools to make them work. The multiple
roles of facilitator, mentor, teacher, author.
Online Readings:
Pitt and Clark, "Creating a Powerful
Online Course Through the Use of Multiple Instructional Strategies," at
http://leahi.kcc.hawaii.edu/org/tcc_conf97/pres/pitt.html
Parson, "Ways of Learning on the
World Wide Web," at
http://leahi.kcc.hawaii.edu/org/tcc_conf97/pres/parson.html
Alexander, "Teaching and Learning on
the World Wide Web" at http://elmo.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/alexander
Week
Two: (Nov.18-24)
Creating a Course Environment
Topics: Course Environments: How is a course presented?
Integrated course software packages
versus mix- and- match approaches. Real-time vs. asynchronous, password
vs. public access. Review of the options for communication, preview of
what's on the horizon. What about MOO's and MUD's?
Visits to try out integrated software
such as WebCT, visits to other real class sites.
Online Readings: These readings are to make you aware
of the different types of online software environments that are available:
"Comparative Analysis of Online Educational
Delivery Applications" at http://www.ctt.bc.ca/landonline
and
Woolley, "Choosing Web-Conferencing
Software," at http://thinkofit.com/webconf/wcchoice.htm
Also have a look at Woolley's
"Conferencing Software for the World Wide Web," at http://thinkofit.com/webconf
which provides a catalog of conferencing
software.
The Woolley articles are densely packed
with information--these are readings you might want to skim through then
save for later reference.
Optional: A paper promoting Web-CT that
includes illustrations is at
http://homebrew1.cs.ubc.ca/webct/papers/nauweb/full-paper.html
Activities: Classroom visits--these are online classrooms
but many of them also have a live counterpart or a live component. Visit
as many of these sites as you can manage.
1. Classes in Educational Technology
at San Diego State in 1998:
EDTEC 540 at http://edweb.sdsu.edu/Courses/EDTEC540/Syllabus/home.html
Look especially at the "transcripts
of past chats" and try to coordinate these with the lessons.
Also EDTEC 541 at
http://edweb.sdsu.edu/Courses/EDTEC541/541_Home.html
Look at syllabi, assignments and transcripts
of previous and new chat sessions for 540 and discussion forum using Webcrossing
software as well as chat in the 541 class.
2.Compare two Washington State courses
from 1998 or 97 that share a common interface and format
Miraglia and Winther's "Pedagogy
and Practice" and Hook's "Social Inequality" or two others of your choice,
all accessed from http://www.salc.wsu.edu/classes.html
3. Jackson's "Business Law 1" at Fayetteville Technical Community College at http://www.faytech.cc.nc.us/infodesk/vcampus/bus115/desktop.html is an example of a relatively simple desk-top model that uses Hypernews and Chat.
4. A complex collaborative course based
in Israel with multiple partner sites that uses email and NetForum software
for discussion is Elaine Hoter's "English Through the Internet" at
http://mofetsrv.mofet.macam98.ac.il/~elaine//eti/welcome.htm
These pages load slowly so exercise
patience.
5. Compare three completely online marketing
courses, their approaches, organization and tools used:
The first, “Principles of Marketing”
at U. of Maine at Augusta.
Instructor: Jeff Klivans is at http://www.enm.maine.edu/courses/business/BUA263WEB/
The second is “Marketing 2370”, hosted
through the Dallas Community Colleges Dallas TeleCollege site.
Instructor: Gemmy Allen at
http://ollie.dcccd.edu/public/MRKT2370/
The third, "Marketing Principles," is
from Waukesha County Technical College and the instructor is Susan Sesolak,
at http://www.waukesha.tec.wi.us/busocc/market/index.html
Optional Activities: Things
to check out
Two samples of course discussions are
offered from the New School's DIAL program which uses Caucus software
at http://www.dialnsa.edu/c_sample/c1.htm
These are only partial transcripts.
To see how this software functions and how a course might be arranged,
try signing on through their guest access page and take part in their "Movie-Talk"--you
are allowed to remain on for seven days. You can reach guest access from
the sample page or directly from
http://www.dialnsa.edu/c_sample/c2.htm
Try out a sample course at the WebCT
site by applying for an instant guest student account at http://homebrew1.cs.ubc.ca/webct/try/
You might visit an educational MOO
site, Diversity University at
http://www.du.org/dumoo/loginto.htm
They offer different options for logging
in, including just observing. Try the integrated web/telnet connection
if you have java. Make sure you know the commands before you go in--the
most important is @quit for "I'm out of here."
(Another educational MOO hosting site
is DaMoo at Cal State Northridge,http://DaMOO.csun.edu:8888--log
in as a guest by following the telnet link or the web entrance.)
At either of these sites, you may or
may not have the luck to encounter participants. If you do, they are usually
pretty friendly and helpful You might also want to arrange for another
classmate to meet you there.
Or visit a MUVE--The Teacher Professional Development Institute, known as TAPPED IN, offers a unique version of this type of synchronous environment especially for the K-12 educator. Log in as a guest at http://www.tappedin.sri.com/
Assignment One: Worth 20 points, Due by end of Week
Three (Dec. 1st) in my email box, 2-4 page report on course environments:
After surveying
several sites, and comparing the mix of software tool and approaches, what
preliminary observations do you have about the impact that the online environment
(including software tools used) may have on the design of course curriculum
and on the way that a course is structured? Cite examples from your visits
and readings.
Apply these observations
to your own proposed course. What components are you likely to use to complement
your own course content and objectives?
Discuss
this week's visits and readings in our Embanet week two seminar folder.
Week
Three: (Nov. 25-Dec. 1st)
Approaches, Assignments,
and Assessment Online
Topics:
Testing and assessment methods, assignments for group and individual--more
case studies. Try out sample test system online.
Online Readings: Burke, "Collaboration=Community,"
at
http://leahi.kcc.hawaii.edu/org/tcc_conf97/pres/burke.html
Vargo, "Evaluating the Effectiveness of Internet Delivered Coursework," from AusWeb97 conference at http://ausweb.scu.edu.au/proceedings/vargo/paper.html is rather complex but interesting work-in-progress paper on evaluating online courses.
Activities: Visit and test out the online test generator at http://www.motted.hawaii.edu,
the University of Hawaii's "Ed Tech
Tools"--a free service for educators is their QuizCenter. Try their Quizmaker
Demonstration.
Continue visiting class sites from Week
Two or
review testing and assignments at classrooms
visited during week two.
Assignment Two, Worth 15 points.
Due by Dec. 7th, 1-2 page report to be posted in Embanet folder labelled
"Reports #2." Please write in essay format, choosing #1 or #2:
1. Now that you have had a chance to
look at examples of different types of assignments and testing methods
used online, what are the advantages, disadvantages and difficulties in
implementing each? Can you think of a way to adapt your own preferred testing
and assignment techniques to the online environment?
2. Some advocates claim that online
learning is an effective medium for "decentering" the classroom so
that the teacher's authority is no longer paramount. Do you think it is
desirable and possible for instructors to use the online medium to foster
collaborative and student-centered activities? What role should the instructor
reserve for himself/herself? To what extent should the instructor moderate,
facilitate or mentor as opposed to lecture, direct, and teach the students?
How do you see your own role and how will you incorporate this aspect into
your curriculum design?
When you post your assignment in the
Reports #2 folder, make sure you label your subject line in the message
using the formula of first name+last initial+#2, as in SusanK#2.
We will discuss these reports during Week Four and Five in Embanet. Use
"reply" in Reports #2 folder to respond to the posted reports of your classmates.
Weeks
Four and Five: (Dec. 2nd-8th and 8th-15th)
Interaction and Integration
Topics:
Integrating images and sounds into curriculum in meaningful ways. Design
considerations for course web pages. Adjusting
course content to fit an online schedule. Choosing the images, resources
and hyper-links that are right for you.
Online Readings: Schlosberg, "Why Multimedia
Still Sucks," at http://www.salonmagazine.com/march97/21st/multimedia970313.html
Johnston, "Weaving a Syllaweb: Considerations before Constructing an Online Syllabus" at http://leahi.kcc.hawaii.edu/org/tcc_conf97/pres/johnston.html
Rossen, "Using the Right Graphic" at http://www.oid.ucla.edu/fnmc/ftrgraph.htm
Activities: Search the globe by visiting World Radio
network which carries “on demand” RealAudio (RealPlayer) programs from
radio stations all over the world. Many of these offer RealPlayer video
as well. Download Realplayer 5.0 at http://www.real.com/products/player/50player/index.html?&src=download,v17
Visit the World Radio site at http://www.wrn.org/audio.html
or try the Webcorp Historical Speech
archive at http://www.webcorp.com/sounds
for historical materials using audio files formats such as wav and
au in addition to RealAudio. If you have trouble installing the latter,
listen to some of the files in the other formats.
Visit Michigan State's "Intro to C++", CPS 230 course by Richard Enbody which uses audio and/or video for lectures along with slides. You must download RealPlayer 5.0 if you do not have it, but it is free. You can download from the Help page in this course. If you don't or can't view the video and audio, take a look at the slides. Criticize the course organization and activities on the basis of stated course goals. The site is at http://www.vu.msu.edu/preview/cps230
Another site using a similar set-up
is University of Delaware's "Hotel, Restaurant and Generqal Food Service
Purchasing" taught by Professor Nelson at http://www.udel.edu/UMS/itv/hrim320
To view go to "complete archive of
this semester's lectures"
Assignment Three: Worth 15 points. Due
by Dec. 13th, 1-2 page case study to be posted online for discussion (starting
Dec. 13th and continuing through to Dec. 16th) in the "Reports#3" folder:
Choose one
of the classroom sites we visited and examine and criticize it in light
of its interactive and integrative aspects. Is this course site (or portion
of this course site) effective? If so or if not, why?
Discuss
this week's topics in our week five folder and Reports #3 in the Reports
#3 folder.
Assignment Four: Worth 20 points.
Email to me at my no later than Dec. 20th, the weekend following
the last day of class. 3-5 pages. If
papers are received after Dec. 20th, you are likely to receive an incomplete
for the course until I am able to grade your paper and file a change of
grade.
Make sure you provide an outside (non-Embanet)
email address if you have one so that I may contact you with your final
grade once the course is over.
Write a complete course plan, including the course concept, types of activities, testing methods and types of assignments; the main tools for communication such as asynchronous conferencing software, email, chat, etc. and give the pedagogic rationale behind the choices you make for your course. Give at least two examples of types of multimedia--images, audio or video--and links to website resources you might use to complement your presentation, lecture or discussion and explain what you expect these to contribute. You may provide an html document if you wish to show a sample of webpage layout for your course, but this is not required. (For those of you continuing with the Practicum, this course plan will form the basis of your work in that course.)
And beyond:
Check out these reference sites for future exploration:
Timecast RealMedia Guide at http://www.timecast.com
lists sites to visit in a variety of
categories that use RealPlayer for audio and/or video.
Rossen, Abilock "Web-search Shortcuts
Page" at http://www.oid.ucla.edu/fnmc/wbsearch.htm
is a handy aid in your search for Web Resources.
Two more extensive guides to finding
what you need on the Web are available from the University of Alberta.
These are Kenton Good's "Finding Information on the Web" http://www.atl.ualberta.ca/demos/complit/searching.html
and "Advanced Web Searching" at http://www.atl.ualberta.ca/demos/complit/advance.html
Yale C/AIM Web Style Guide at http://info.med.yale.edu/caim/manual/index.html
offers more than you probably ever
want to know about web design.
If you are an absolute beginner, but
would like to learn a little bit about HTML, here are two easy-to-use short
tutorials:
Dave's Site at http://www.davesite.com/webstation/html
and The HTML Crash Course at http://www.w3-tech.com/crash/HTMLMenu.html
These are both interactive tutorials,
featuring practice space or quizzes that allow you some hands-on experience.
Sites offering information and referrals on the issues of copyright and intellectual property as they relate to multimedia, distance learning and online education:
An informative page with links
specifically designed for academics is "Copyright Issues for Academics"
at
http://www.oid.ucla.edu/fnmc/fairuse.htm
A site dealing with web pages is "Copyright Considerations for your Webpage" at http://scilib.ucsd.edu/electclass/CopyrightTips.html
Stanford's "Copyright and Fair Use" site is dull but authoritative at http://fairuse.stanford.edu
A recent and rather amusing copyright
site is called "Copyright Bay" at http://www.nmjc.cc.nm.us/copyrightbay
The Dist-Ed Point section addresses
the issue of fair use and other questions as they relate to distance learning.
It provides a clear introduction to recent definitions and discussions
on these issues. Also see the site's Bibliography for some additional references
and updates.
Also at New Mexico Junior College is
Pannell Library's Copyright and Fair Use resource, http://www.nmjc.cc.nm.us/Pannell/avcopr.htm
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