Mission Statement of Educational Technology

University Catalog Course Description

Rationale/Purpose of the Course

Major Learning Outcomes/Objectives or Course Goals

	Design:	1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
	Development:	2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
	Utilization:	3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.2 Diffusion of Innovations 3.2.1 Identify strategies for the diffusion and adoption of innovations in learning communities. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating ECIT innovations in various learning contexts. 3.4 Policies and Regulations 3.4.1 Identify and apply standards for the use of instructional technology. 3.4.2 Identify and apply policies which incorporate professional ethics within practice. 3.4.3 Identify and apply copyright and fair use guidelines within practice. 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. 3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.
	Management:	4.0.1 Demonstrate leadership attributes with individuals and groups (e.g. interpersonal skills, group dynamics, team building). 4.1.1 Develop and apply project management techniques in various learning and training contexts. 4.2.1 Develop and apply resource management techniques in various learning and training contexts. 4.3.1 Develop and apply delivery system management techniques in various learning and training contexts. 4.4.1 Develop and apply information management techniques in various learning and training contexts.
	Evaluation:	5.1.1 Identify and apply problem analysis skills in appropriate ECIT contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts. 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts. 5.4.1 Develop a long-range strategic plan related to any of the domains or subdomains.

Course Organization

The course will meet weekly over the ICN for discussion, projects and presentations. Students will work independently on some projects and participate collaboratively for other projects. The final project may be performed individually or collaboratively.

The course will use WebCT for sharing course information, assignment descriptions, and personal grades. 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.

Assignment Submission: Electronic assignments will be submitted to the appropriate assignment dropboxes (or placement of submissions as defined on the assignment description). They are to be submitted by 10:00 PM the night before the date listed in the Assignments table. They are to be submitted to Dr. Z by the beginning of class on the dates listed (unless otherwise requested by Dr. Z).

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.

Course Assignments

Bibliography

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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