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| Seminar: Writing a Research Paper - Spring 2010 |
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Thursday 5:00 - 6:00 |
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SEC 130A |
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| Professor's
Contact Information |
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Professor: |
Dr. Leigh Zeitz |
E-mail address: |
Email: zeitz@uni.edu |
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Office Location: |
SEC 411
(inside SEC 405) |
Office Hours: |
Monday: 3:00 - 5:00 Wednesday: 1:00 - 3:00
Skype Online Office hours will be the same.
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Telephone: |
(319) 273-3249 (office)
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Additional Hours: |
- You can also contact me through email and I will try
- to respond within 48 hours. If necessary, individual
- meetings can be scheduled through telephone,
- voicemail or email. Students may meet with me
- face-to-face, over the telephone, through instant
- messaging, video conferencing or Second Life.
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Contact Info: |
Blog: drzreflects.com
Skype: leighzeitz
Twitter: zeitz
Second Life: Leigh Writer
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Mission Statement of
Educational Technology |
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- The mission of Educational Technology is to
prepare
professionals who demonstrate capable performance and insightful
leadership, and to provide advanced study and professional growth
opportunities for practicing professionals.
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- Based upon research and emerging technologies, the
Division of Educational Technology is committed to:
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- Advancing the study of effective learning
techniques
- Designing instruction that integrates
appropriate application of technology
- Advancing message development knowledge and
skills
- Advocating effective integration of technology
to support learning
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Rationale/Purpose of the
Course |
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Place in the program: |
This course is designed to assist graduate
students who
are considering writing their graduate paper. Its work complements the
seminar in evaluating research offered in the fall semester. |
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Meaning to student: |
This course will prepare the student to research,
organize and write a graduate paper in APA format. Students will gain
skills in organizing their ideas and materials and develop a strategy
for creating a finished product. |
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Major Learning
Outcomes/Objectives or Course Goals |
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Outcomes: |
Students will: |
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- Identify the reasons for writing a graduate
level paper;
- Discuss topics related to educational
technology;
- Define a specific topic for personal research;
- Develop research questions to direct ensuing
research;
- Use research skills to find relevant material
on the selected topic;
- Organize the researched material in an outline
format which corresponds to the UNI graduate requirements for a
literature review;
- Create an outline for the intended paper;
- Write a graduate-level paper (10-page maximum)
on the selected topic;
- Organize the paper using APA format;
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Design: |
1.1 Instructional Systems Design
1.1.4.a Conduct basic and applied research related to technology
integration and implementation.
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Assumptions: |
Students have:
- Skill using a web browser and navigating the
Web.
- Skill using email programs.
- Reasonably good command of written English
grammar.
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Expectations: |
- Attend all of the course classes.
- Complete all of the reading.
- Complete all assignments to the best of her/his
ability
- Submit assignments ON TIME.
- Participate in class through discussion.
- Participate asynchronously through email and
forum discussions.
- Work with other students informally (through
face-to-face or some sort of telecommunications system) as well as in
formal assignments.
- Students will use Microsoft Word®
and Inspiration® for their assignments.
This software may be run on either a Windows or Macintosh computer
platform.
- Work will be submitted, reviewed, and returned
electronically.
- Contact Dr. Z if any questions arise about what
is
expected or about how to use technology that is necessary to complete
assignments.
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Required texts: |
- American Psychological Association. (2009). Publication Manual of the American
Psychological Association. (6th
edition/2nd printing) American Psychological
Association:Washington D.C. ISBN1-4338-0562-6
- Rodrigues, D. & Rodrigues, R. (2003). The
research paper: A guide to library and internet research. (3rd edition)
Prentice Hall: Upper Saddle River, NJ. ISBN
0-13-098256
- UNI Masters Degree Handbook http://www.uni.edu/coe/ci/_pdf/Grad_Handbook.pdf
- Readings, Watchings, Listenings, and Doings
will be posted on the web.
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| Course Outline/Schedule |
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Date
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Class Activity
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Readings Due
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Projects Due
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1/14
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Course intro and intro to writing.
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1/21
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Writing Well
--Discuss Abstracts
--Introduce the Write an Abstract assignment |
Harris Article
APA: Ch 1 & 3
RWLD
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Find 4 examples of research paper abstracts. Post to Discussion group. |
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1/28
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Review Student Abstracts
--Discuss Types of Research
--Identifying a Topic
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Review Abstract Assign. RWLD
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Submit Write an Abstract Assignment
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2/4
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Research
Strategies and Tools
--Developing Research Questions
--Organizing Research |
Rodrigues:
Ch. 2 & 3
RWLD |
Read Lit Reviews
Post 15 Possible Topics |
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2/11
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More Research Tools
--Research Resources
--Optimizing Research through a PLN
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RWLD |
Meet with Dr. Z
Submit Proposed Topic |
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2/18
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Organizing the Paper
--Parts of the Paper
--Creating an Organizational Outine
--Intro to Outline Assignment |
Rodrigues:
5 & 6
APA: Ch. 2
RWLD |
Post Research Questions on Google-Docs
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2/25
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Using APA/Formatting the Paper
Envisioning Your Final Product |
RWLD
APA: Ch 4 |
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3/4
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Writing
Strategies
--Turning Your Research into a Written Report
--Setting the Stage for Writing
--Writing an Introduction |
Rodrigues:
Ch. 7
RWLD |
Outline for Paper |
3/11 |
Writing the Analysis and Discussion |
RWLD
APA: Ch. 6 |
Introduction |
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3/18
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Spring Break
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Read a Novel or
Newspaper
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| 3/25 |
Online Discussion |
RWLD |
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4/1 |
Writing the Methodology |
RWLD
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Analysis and Discussion |
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4/8
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Writing the Conclusions and Recommendations |
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Methodology |
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4/15
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Compiling and Formatting the References |
RWLD |
Conclusions and Recommendations
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4/22
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Work
week and independent consultations. |
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References/Abstract |
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4/29
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Paper Presentations |
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Final Paper
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5/6
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Finals Week - Individual Consultations |
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| Course Organization |
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The course will meet weekly. Students will work
independently
on some projects and participate collaboratively for other projects.
The final paper will be written individually.
The course will use WebCT to post course information,
assignment descriptions, and personal grades. RWLDs (Readings, Watchings, Listenings and Doings) will be posted online. Web pages will provide
detailed information for individual lessons with "entry points" linked
to related Web sites, books and essay lists as starting points for
lesson activities. Note: Due to the ever-changing nature of the web,
please understand that some links may be inactive but they will be
corrected ASAP. Students will also be expected to use the WebCT email
and forums for interclass communications.
Student work will be evaluated based upon the assignments submitted and participation in class.
This course will involve both individual and group assignments. Rubrics
will be used to provide students with an understanding of Dr. Z's
expectations for each assignment. It is the student's responsibility to
refer to the rubric as well as the assignment explanation to best
understand teacher expectations. While Dr. Z does his best to make the
rubrics and assignment descriptions understandable, sometimes words
don't convey the intended information and a misunderstanding may occur.
Please contact Dr. Z
about any questions you may have.
Assignment Submission: Electronic
assignments are to be
posted in the appropriate discussion group or submitted to the appropriate WebCT drop boxes. They
are to be submitted by the beginning of class on the
date listed in the Assignments table.
Late Assignments: Late assignments
will lose 10% of the final grade for each day late (weekends included).
Final Grades: Final grades will be
assigned using the grading table listed in the Assignments table and
posted on WebCT.
Attendance: Students are expected to
attend ALL
classes. Attendance will be taken every class. Four (4) points will be
deducted for every unexcused absence (Excused absences include dire
sickness (Doctor excuse is required), family death or professional
activity (e.g., parent-teacher conferences). The student is responsible
for obtaining the information covered in class from other students. Furher clarification with Dr. Z can be made through an out-of-class appointment. |
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Course Assignments |
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Assignment
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Due Date
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Points
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| Write an Abstract |
1/28 |
20 |
Electronic |
| Post 15 possible
research topics |
2/19 |
10 |
Electronic |
| Meet with Dr. Z |
2/26 |
10 |
Flesh/Electronic |
| Submit Topic Proposal |
2/26 |
20 |
Electronic |
| Submit Outline for Paper |
3/26 |
20 |
Electronic |
| Submit Introduction |
4/16 |
10 |
Electronic |
| Submit Analysis and Discussion |
4/1 |
20 |
Electronic |
| Submit Methodology |
4/8 |
10 |
Electronic |
| Submit Conclusions and Recommendations |
4/15 |
10 |
Electronic |
| Submit References |
4/22 |
10 |
Electronic |
| Submit Abstract |
4/22 |
10 |
Electronic |
| Submit Final Paper |
4/29 |
70 |
Electronic |
| Participation |
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20 |
Flesh |
- Attendance
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20
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Total Possible
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260 |
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Min % |
Points |
Grade |
Min % |
Points |
Grade |
Min %
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Points |
Grade |
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96% |
200-192 |
A |
84% |
173-168 |
B- |
72% |
149-144 |
D+ |
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93% |
191-186 |
A- |
81% |
167-162 |
C+ |
69% |
143-138 |
D |
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90% |
185-180 |
B+ |
78% |
161-156 |
C |
66% |
137-132 |
D- |
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87% |
179-174 |
B |
75% |
155-150 |
C- |
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131-0 |
F |
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Bibliography |
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- Alessi, S. & Trollip, S. (2001). Multimedia
for learning: Methods and development. Needham Heights, MA:
Allyn and Bacon.
- Anglin, G.J (1995). Instructional
technology. Past, present, and future. Englewood, CO:
Libraries Unlimited, Inc.
- Bloom, B. S. (Ed.) (1956). Taxonomy
of educational objectives. New York: David McKay Company, Inc.
- Brooks J.G. & Brooks M.G. (1993). The
case for constructivist classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
- Dick, W & Carey, L (2000). The
systematic design of instruction. New York: Harper Collins
College Publishers.
- Driscoll, M (2000). Psychology of
learning for instruction. Needham Heights, MA: Allyn and
Bacon.
- Ely, D.P. & Plomp, T (1996). Classic
writings on instructional technology. Englewood, CO:
Libraries Unlimited, Inc.
- Ely, D.P. & Plomp, T (2001). Classic
writings on instructional technology. (Vol.2) Englewood, CO:
Libraries Unlimited, Inc.
Gardner, H (1993). Frames of mind; The theory of multiple
intelligences. New York: Basic Books.
Heinich, R & Molenda, M & Russel, J & Smaldino,
S (2002). Instructional media and technologies for learning
(7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Jonassen, D.H. (2000). Computers as mindtools for schools.
Upper Saddle River, NJ: Prentice Hall Inc.
- Jonassen, D.H. (1988). Instructional
designs for microcomputer courseware. Hillsdale, NJ: Lawrence
Erlbaum Associates, Publishers.
- Jonassen, D.H (Ed.) (1996). Handbook
of research for educational communications and technology.
New York: Simon & Schuster Macmillan.
- Moore, D.M. & Dwyer, F.M (1994). Visual
literacy; A spectrum of visual learning. Englewood Cliffs,
NJ: Educational Technology Publications.
- Palloff, M & Pratt, K (1999). Building
learning communities in cyberspace. San Francisco: Jossey-
Bass Publishers.
- Reigeluth, C.M. (1999). Instructional
design theories and models; (Vol.2) Hillsdale, NJ: Lawrence
Erlbaum Associates, Publishers.
- Seels, B & Richey, R (1994). Instructional
technology: The definition and domains of the field. Washington,
DC: Association for Educational Communications and Technology.
- Williams, R (1994). The
non-designer's design book. Berkeley, CA: Peachpit Press.
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University's Equal
Opportunity Statement |
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The University of Northern Iowa is an Affirmative
Action Equal Opportunity Institution. The Americans with
Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students
requesting instructional accommodations due to disabilities must
arrange for such accommodations through the Office of Disability
Services (ODS). The ODS is located at 213 Student Services Center,
and the telephone number is
273-2676.
Students are encouraged to use the Academic Learning Center's free assistance with writing, math, reading, and learning strategies. UNI’s Academic Learning Center is located in 008 ITTC. Visit the website at http://www.uni.edu/unialc/ or phone 319-273-2361 for more information. |
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| Plagiarism |
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Incompletes |
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Work left incomplete at the end of a semester or summer session will be reported as F(Failure) unless a report of I (Incomplete) has been authorized by the instructor. The Incomplete is restricted to students doing satisfactory work in the class who, because of extenuating circumstances, are unable to complete the work of the course. The Incomplete is limited to assigned work during the final sixth of the term. If a course is reported as Incomplete, a student is not prevented from registering for another course for which the incomplete course is a prerequisite. |
Last updated on
1/14/10 |