2009 Spring ETT 501 15-Week Blended Course Syllabus

Instructor: Lisa Yamagata-Lynch, Ph.D
Hompage: http://www.lisayamagatalynch.net/
Blackboard: http://webcourses.niu.edu/
LiveText: http://college.livetext.com/college/index.html
*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

NIU Conceptual Framework
http://www.cedu.niu.edu/assessment/framework.shtml
   
Required Texts
  • Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. New York: Lawrence Erlbaum
  • Reiser, R., & Dempsey, J. Ed. (2007); Trends and issues in instructional design and technology. 2nd Ed. Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.
  • Discroll, M. (2005). Psychology of Learning for Instruction, 3rd Ed. Boston: Pearson A and B.

Readings Posted on Blackboard
  • ALA/AECT (1998). Information Power. Chicago: ALA.
  • Cases for Case Analysis

LiveText.
You must have an active LiveText account (http://college.livetext.com/college/index.html) in order to submit your assignments.

Professional Associations (Standards and Competencies)

  • AECT: http://www.aect.org/standards/initstand.html
  • ISTE NETS For Administrators and Teachers: http://cnets.iste.org/
  • State of Illinois: http://www.isbe.state.il.us/profprep/pcstandardrules.htm
  • ALA ethics statements : http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm
  • National Board of Teaching for SLM: http://www.nbpts.org/pdf/ecya_lm.pdf
  • AASL: http://www.ala.org/ala/aasl/
  • IBSTPI: http://www.ibstpi.org/
  • ISPI: http://www.ispi.org
Assignments
Class and Online Participation 200 Points
As major evidence of the successful completion of this course, each student will attend and participate in class lectures, discussions, online activities, demonstrations, and other activities. Participation should be consistent, active, collaborative, helpful, and respectful of peers, instructor, and guest speakers. Reading assigned materials and preparing for class activities in advance as assigned are required for participation. Quality participation is characterized by:

* active, enthusiastic participation in class discussions and activities
* active, enthusiastic participation in online discussions and activities
* demonstrating your understanding of class readings by using course content to help explain or justify comments
* asking thoughtful questions
* responding to others' comments in a responsible and constructive manner
* contributing regularly to discussion without dominating
* thoughtful and effortful completion of ALL tasks

We will set specific ground rules for online participation together in class.

Definition Memo 100 Points

Write a memo to your employer explaining the field you are studying and why it will help you.

Lesson/Training Analysis I 400 Points
200 Points Upon Submission of Learning Theory Matrices
200 Points Based on Performance of Analysis
Critique a lessons/training using principles from Behaviorism, Cognitivism, or Situated Cognition.

Lesson/Training Analysis II 200 Points
Critique a lessons/training using principles from a theoretical perspective of your choice.

Current Issues Paper 120 Points
Annotated Bibliography 60 Points
Peer Evaluation Form 20 Points
Total Points for this assignment is 200 Points

Locate and review at least 5 articles (for each member in your group) beyond those assigned to you in class, from peer reviewed journals in order to discuss current issues and trends in the field.

Current Issues Poster Session Paper Presentation 100 Points
Your group will conduct a poster session presentation of your current issues paper in class
   
Course Assessment
Assignments and Total Possible Points
 Assignments  Structure 
 Possible Points
Class and Online Participation  Individual work/Group  
 200
Definition Memo  Individual work  200
Lesson/Training Analysis I  Individual work
 100
Lesson/Training Analysis II  Individual work  200
Current Issues Paper  Group work
 200
Current Issues Paper Presentation  Group work
 100

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

Criteria
A= outstanding competence
B= above satisfactory competence
C= satisfactory level of competence
D= marginally satisfactory competence

Borderline grades will be decided (up or down) on the basis of class contributions throughout the semester.

Schedule

Week Course/Mode Topic Readings Assignments
1
1/12

Face-2-Face

Syllabus Overview, Blackboard, LiveText, and Email, NIU Conceptual Framework and Dispositions, setting ground rules
   
2
1/19
MLK Day--No Class
3
1/26    
 OnlineCareers in Educational Technology/Instructional Design and Professional Associaitons
Readings
Reiser & Dempsy Ch 24, 25, 26
 
4
2/2
Face-2-Face
History and Definition I
Readings
Januszewski & Molenda Ch 1 and 10
 
 5
2/9
 Face-2-Face History and Definition II
Readings
Reiser & Dempsy Ch 1, 2, 3, 14, Information Power from Blackboard
 
6
2/16
Online
Standards and Competencies
Readings
Reiser & Dempsy Ch 27
 
7
2/23
Online
What is a Learning Theory
Readings
Januszewski & Molenda Ch 2, Reiser & Dempsy Ch 4, Driscoll 1
Assignment
Definition Memo
8
3/2
Face-2-Face
Understanding Behaviorism, Cognitivism, and Situated Cognition
Readings
Driscoll 2, 3, and 5

Spring Break

9
3/16
Face-2-Face
Understanding Interactional Theories of Cognitive Development, Biological Bases of Learning and Memory, Gagne's Theory of instruction
Readings
Driscoll 6, 7, and 10
Assignment
Lesson/Training Analysis I
10
3/23
Online
Online Case Analysis

 

 
11
3/30
Online
Current Issues I
Readings
Reiser & Dempsy Ch 28-32
Assignment
Lesson/Training Analysis with Learning Theory Matrices
12
4/6
Face-2-Face
Current Issues II

 

Assignment
Post your reflections from Dr. Reiser's lecture on Blackboard Discussion
13
4/13
Online
Work on Group Current Issues Paper
Readings
Reiser & Dempsey Ch 31

14
4/20
Face-2-Face
Ethics
Guest Speaker Dr. Sharon Smaldino

Class time working on Current Issues Paper finalizing annotated Bibliography

Readings
Januszewski & Molenda Ch 11
Assignment
Annotated Bibliography for Current Issues Paper
15
4/27
Face-2-Face
Current Issues Presentations
 
Assignment
Current Issues Paper

Current Issues Presentation

16
5/4
No Class Online or Face-2-Face     Assignment
Submit your Current Issues Paper on LiveText
     


Last Information Update April 20, 2009
Last Maintained January 7, 2011