2010 Winter ETT 501 Intensive 12-Week Online Syllabus

Instructor: Lisa Yamagata-Lynch, Ph.D
Hompage: http://www.lisayamagatalynch.net/
Moodle: http://moodle.cedu.niu.edu/
*Upon discussion with students, the instructor reserves the right to make revisions to the course syllabus.
**You must have access to NIU student email, Blackboard, and LiveText in order to succeed in This class. We will experiment with Adobe Connect as well.

Catalog Description
Overview of history, definitions, theoretical issues, career options, professional organizations and required competencies in the field of IT.
   
Objectives
  1. Analyze and apply multiple definitions of instructional and performance technology (I/PT)
  2. Analyze and apply theories underlying instructional and performance technology, especially learning and communication
  3. Assess competency levels in I/PT using multiple lists of established standards in the field
  4. Analyze and report on current issues in the I/PT field.
  5. Attend and report on professional association meetings in the I/PT field
  6. Apply ethical principles to real situations
  7. Identify a career path within the field of I/PT
  8. Begin development of professional portfolio

AECT Standards
This course meets the following standards of the Association for Educational Communications and Technology:
  • AECT 1.1.c Identify learning theories from which each model is derived and the consequent implications.
  • AECT 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
  • AECT 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
  • AECT 3.4.1 Identify and apply standards for the use of instructional technology
Course Format
This course will be facilitated through a primarily online format. As you are a graduate student, I am going to assume you are a professional and I will treat you as such. That means I am not going to tell you what you need to know, check attendance or try to motivate you. I assume that you are going to take responsibility for your own learning in this course.

Required Texts
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: The National Academies Press.
  • Mayer, R. (2011). Applying the Science of Learning. Boston, MA: Pearson.
  • Reiser, R., & Dempsey, J.(Eds) (2007); Trends and issues in instructional design and technology. 2nd Ed. Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.
Readings Posted on Moodle
  • AECT. (2008). Definition. In A. Januszewski & M. Molenda (Eds.), Educational Technology: A Definition with Commentary. Lawrence Erlbaum.
Assignments
Definition Concept Map and Professional Statement 150 pts |See Guide| |See Rubric|

What we Know about How people Learn Matrix and Reflections 200 pts |See Guide| |See Rubric|

Current Issues and Trends Group Paper 300 pts |See Guide| |See Rubric| |See Peer Evaluation Form|

Current Issues and Trends Group Paper Presentations 100pts upon completion |See Guide|

Assignments and Total Possible Points

Assignments StructurePossible Points
Online Participation Individual work/Group250
Definition Concept Map and and Professional Statement
Individual work150
What we Know about How People Learn Matrix and ReflectionsIndividual work200
Current Issues and Trends Group PaperGroup Work
300
Current Issues and Trends Group Paper Presentation
Group Work
100

Total Possible
 10000

Assignment of Final Grade
A = 1000-900; B = 890-800; C = 790-700; D = 690-600; F < 590 pts.

Criteria
A= Superior, B= Satisfactory, C= Marginal, D= Deficient, F= Seriously Deficient

For more information please visit: http://catalog.niu.edu/content.php?catoid=13&navoid=355&returnto=search#grad_syst

NIU Conceptual Framework
http://www.cedu.niu.edu/assessment/framework.shtml

NIU Dispositions Assessment
http://www.cedu.niu.edu/partnership/dispositions

Writing Center
It is imperative that ALL teacher certification candidates meet the Illinois Language Arts Standards for All Teachers. Therefore, students who would like assistance in or further developing their writing style and skills can do so through the NIU Writing Center located in Stevenson South Towers - Lower Level, 815-753-6636. Website: http://www.engl.niu.edu/writing_center

NIU Academic Integrity Policy
To make authoritative statements without giving credit to the author of those statements is considered plagiarism and violates the academic integrity policy of Northern Illinois University:

Good academic work must be based on honesty. The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or assignment written, in whole or part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources without identifying and acknowledging those sources or if they paraphrase ideas from other sources without acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university (2003-04 Undergraduate Catalog, p.48).

Students with Special Needs
Northern Illinois University abides by Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education solely by reason of a handicap. Disabilities covered by law include, but are not limited to learning disabilities and hearing, sight or mobility impairments.

Your success as a student is of utmost importance to me. If you have a disability or any other special circumstance that may have some impact on your work in this class, and for which you may require special accommodations, please contact me early in the semester so that accommodations can be made in a timely manner. The NIU Center for Access-Ability Resources (CAAR), located on the 4th floor of the University Health Service (753-1303), is the designated office on campus to provide services and accommodations to students with diagnosed disabilities. You need to provide documentation of your disability to this office. For more information, visit the CARR website: http://www.niu.edu/caar/index.shtml.

Course Schedule
*Please note that readings must be completed by the date they appear in the schedule.
*All Assignments are due 11:59pm the day it is due.
*All online discussion postings are due 5pm the day it is due.

WeekDateTopic/ActivityReadings/Assignment
111/20
Face-to-Face
Introduction to the Course
  • Syllabus,
  • Moodle,
  • Ground rules
  • Start Definition Concept Map
  • Start Learning Theory Matrix
  • Library Article Search
  • APA6 Zotero
  • Introduction to MSEd Portfolio
Readings
AECT (2008) Ch. 1 (15 pages)
Mayer (2011) p. 15-25 (10 pages)

Class Participation
What we know about learning matrix draft
211/25 Thanksgiving Break
 
312/2
Online Asynchronous
Definition of the Field and Professional Associations
  • Professional Associations and Competencies Scavenger Hunt and Matrix
  • Work on finishing Definition Concept Map Reflection
  • Participate in online discussions about professional competencies, history, and definition of the field
Finish Definition Concept Map and Reflection assignment by 12/9
Readings
Reiser & Dempsey (2007) Ch. 1, 2, 3 (35 pages)
Reiser and Dempsey (2007) Ch. 26 and 27 (27 pages)

Class Participation
Professional Association Matrix and Discussion Board Activity
 4
12/9
Online
Synchronous
How People Learn
  • Participate in online discussions about How People Learn and Learning and Transfer
  • Synchronous Q&A about How People Learn
Readings
Bransford, Brown, Cocking (2000) Ch. 1, & 9 (48 pages)

Assignment
Definition Concept Map and Reflection

Class Participation
Discussion Board Activity
5
12/16
Online Asynchronous
How People Learn
  • Independent Work on What we Know about Learning Matrix and Reflections
  • Participate in online discussions
Readings
Bransford, Brown, Cocking (2000) Ch 3 (27 pages)

Read other chapters in Bransford, Brown, Cocking (2000) and Mayer (2011) to the extent that it will help you complete your assignment
612/23Winter Break
 
7
12/30
Online Asynchronous
Current Issues and Trends
  • Generate ideas on what we know about the field
  • Participate in online discussion to identify current issues topics of interest
  • Commit to a current issues topic and a group
  • Instructor will announce groups
Readings
2009 Reiser Presentation

Reiser & Dempsey (2007) Ch. 28-32 (66 pages) and select one chapter from Section 5 - Ch. 18-23 (15 pages or so)

Assignment
What we Know about Learning Matrix and Reflections
8
1/6
Online Synchronous
Current Issues and Trends
  • Group communications and idea sharing
Readings
Any required for preparing annotated bibliography
9
1/13
Online Asynchronous
Current Issues and Trends
  • Continue Current Issues and Trends Article Search and Annotated Bibliography
Readings
Any required for preparing annotated bibliography

Class Participation

Current Issues and Trends Group activity as determined by group

Assignment
Current Issues and Trends Annotated Bibliography post on designated forum
10
1/20
Online Asynchronous
Current Issues and Trends
  • Continue Independent and Group Work
Readings
As determined by group

Class Participation
Current Issues and Trends Group activity as determined by group
11
1/27
Current Issues and Trends
  • Current Issues and Trends Group Paper Due
Assignments
Current Issues and Trends Group Paper
12
2/4
Face-to-Face
Current Issues and Trends
  • Presentation
Assignments
Current Issues and Trends Group Presentation

Last Updated January 2, 2011