EDCI 56900: Introduction to e-Learning
Department of Curriculum and Instruction
Purdue University
Syllabus
Instructor
Professor:
Dr. James D. (Jim) Lehman
Professor Emeritus, Learning Design and Technology, Purdue University
Email: lehman@purdue.edu
Phone: (765) 404-7905
WebEx: https://purdue.webex.com/meet/lehman Skype: lehman.purdue
TA:
Kimberly Usry
Teaching Assistant, Learning Design and Technology, Purdue University
Email: mkusry@purdue.edu
Instructor Presence
For most discussions and activities the instructor as-well-as students will actively participate. For the online discussions, I will check in at least 3 times per week. Keep in mind that it is not possible for me to respond to every posting every week (nor is it pedagogically appropriate), but I will do my best to respond to a variety of postings and students each week and attempt to assure equality in terms of responses to students. It should also be noted that some discussions or activities are set up for peer-to-peer interaction and feedback such as debates or review of each other’s work for feedback. In these cases, I will refrain from guiding the discussions allowing our community of inquiry and learning to take over.
There is a specific discussion forum (Ask a Peer, Ask an Instructor) that you can use to ensure that you have my attention – to ask questions or to call my attention to a particular discussion you are engaged in that you would like me to take a look at. If you feel you are being neglected in any way, please contact me.
Instructor Contact and Virtual Office Hours
I will be available to assist you throughout the course. Please feel free to contact me (e-mail is the best way to get in touch) whenever you have questions or concerns. I will respond as soon as I can (generally within 24 to 48 hours). When e-mailing, it helps me to manage my e-mail if you can put EDCI 569 and a brief summary of your topic (e.g., EDCI 569 - Assignment 2 Question) in your subject line.
I will hold virtual office hours via WebEx at https://purdue.webex.com/meet/lehman every Thursday evening from 7:00-8:00pm (Eastern time). You can access the WebEx room by clicking on the Online Office tab on the left menu of the course in Blackboard. These sessions are strictly optional but feel free to call in to ask questions or just chat with me. If that time does not work for you but you’d like to connect face-to-face, just send me an e-mail and I can arrange to connect with you via WebEx or Skype at another time.
Course Website
Blackboard Learn is our course management system. You can access the course website at mycourses.purdue.edu. It is strongly suggested that you explore and become familiar not only with the site navigation, but with content and resources available for this course.
Course Description
This course examines how design and development of instruction are impacted by the use of the computer as delivery system. A primary focus is on effective learning design strategies for computer-mediated instruction. Learners will identify and apply effective design with emphasis on project management, planning, and implementation issues. Education or training materials will be developed using appropriate authoring tools as determined by the instructional context. Learners will design an original lesson or unit of instruction for Web-based delivery in her/his discipline (storyboard), and will design, implement, and evaluate an online lesson or unit with team members.
(Note - EDCI 569 is a core course in the LDT online Master’s program and students must earn a B- or higher to pass the course.)
Course Instructional Goals
- Understand and demonstrate sound design processes for e-learning.
- Understand and implement instructional and learning theory relevant to creating effective e-learning.
- Design, develop, and evaluate an effective e-learning product.
Course Readings and Resources (subject to revision)
Required Text:
Horton, W. (2011). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer. Two copies of the textbook are available through the LDT Program Library Resources link in the 569 Course area: LDT Program Library Resources
The publisher provided additional book chapters. These chapters were placed on the publisher’s website. To access online chapter resources, visit: Horton E-Learning by Design Second Edition
Optional Textbook:
Merrill, D.M. (2013). First principles of instruction: Identifying and designing effective, efficient, and Engaging Instruction. San Francisco, CA: Pfeiffer
Additional Readings:
There are various other articles in the course and as we progress through the course, other resources maybe added. Most are listed in the schedule below. Generally, access to additional readings and online chapters will be through the Blackboard Course Readings Folder and also through the LDT Program Library Resources Link:
LDT Program Library Resources
Assignments
You will have a number of individual projects throughout the semester. Details on these assignments, along with rubrics to guide evaluation, and guidelines on discussion participation and evaluation, and their due dates will be posted on the course website in the Assignments area.
Reminder:
SafeAssign - All written assignments (other than discussions) will be submitted through SafeAssign when assignments are submitted in course. This will help you become a better writer, identify any potential issues and ensure a high level of integrity is maintained in the program. You should submit your assignments early enough that you can view the SafeAssign report, rectify any problems if there are any and resubmit the assignment before the due date/time has expired. Note, SafeAssign will typically have notation even when there is not an issue, such as when you may use a quote and properly cite it. Please do not be overly concerned about this. We review all SafeAssign reports to ensure the items noted are acceptable.
Assignments |
Percent |
ID Surveys – 1, 2, and 3 (Due week 1, week 4, and week 8) |
5% |
Individual Discussion Posts, Activities & Discussion Participation (2.5 pts each) |
30% |
E-Learning Project |
|
|
10% |
|
25% |
|
30% |
Total |
100 |
ID Surveys
These surveys are used to assess student knowledge, skills and attitudes at the beginning and end of the course for course development purposes. These help the instructor and course designers in meeting your instructional needs. Students are encouraged to complete the surveys honestly.
E-Learning Project
E-Learning Project Proposal – Part 1 & 2
Determine the learning objectives for your e-learning project. Clearly describe the context including the target learners and the potential learning environment of your
e-learning project.
E-Learning Project Design and Development – Part 1 & 2
Complete all design documentation including storyboards/concept maps, site and directory map, and all instructional content to help learners meet objectives, including instructional content, and learner assessment materials. Evaluate your design and instructional content plans using Merrill’s criteria.
E-Learning Project- Final Report & Digital Module
Digital Module - Develop a fully functional digital module. You are free to utilize whatever digital technology you wish, as long as it supports your identified objectives and instructional methods. While I will be available to provide some support in development, it is expected that you will have or acquire the necessary skills to make your vision a reality.
Final Report - Write a report describing your design and development process, including identification of project, description of target learners and context, learning objectives, any formative evaluation results, and any recommended revisions based on results. As your digital module may have changed since your design and content plans, you will again evaluate your digital module based on Merrill’s criteria.
Individual Discussion Posts, Activities & Discussion Participation
Active participation is a must in this course. Each week one or more key discussion questions, activities, peer feedback opportunities, debates, etc. will be posted. Generally, you will be required to respond to the main discussion and then also make comments (a minimum of 3) to the responses of others in the course depending on the discussion requirements each week. Please note, that the quantity of responses is not as important as the quality of the responses. Individual postings, activities, and discussions together represent 30% of the final grade of the course although individual weeks are graded using a point scale.
A running dialog about course topics and your projects will be maintained via the Blackboard discussion forums. It is expected that you will fully participate in the online discussions. This means posting your own thoughts about the weekly topics, commenting on others’ ideas, and responding to questions about your own postings. Class participation points will be based more on quality than quantity. While it is relatively easy to post numerous, non-substantive comments, it takes more thought and effort to post intelligent, meaningful comments that move the discussion forward. For example, meaningful posts tend to:
- Provide concrete examples, perhaps from your own experience
- Identify consequences or implications
- Challenge something that has been posted – perhaps by playing devil’s advocate
- Pose a related question or issue
- Suggest a different perspective or interpretation
- Pull in related information from other sources – books, articles, websites, courses, etc.
Consider your time commitment to our online discussions to be critical to your success as a learner, as well as to the success of the course. Because ongoing participation is expected, 30 pointsof your final grade will be based on participation. Participation scores will be based on three primary criteria:
- Frequency and timeliness of postings
- Content of your postings (the thoughtfulness/reflection that goes into your responses and the extent to which they address the topic for the week, including the assigned readings)
- Adherence to online protocol (see rubric in the course website)
Based on past experience, I estimate that you should spend approximately 3-4 hours online each week (reading and responding to others) and 8-10 hours off-line, reading and completing written assignments. Most weeks will have 2-3 discussion themes or activities that you need to participate in. Discussions will run from Monday to Saturday, after which discussion postings will not count for grades. You are expected to participate throughout the week in the discussions (with at least one posting per theme or activity by Wednesday) – do not clump them all together on one day (especially at the end of the week).
Time Management and Late Assignments
Deadlines are an unavoidable part of being a professional and this course is no exception. Course requirements must be completed and posted or submitted on or before specified due date and delivery time deadline. Due dates and delivery time deadlines are defined as Eastern Time (as used in West Lafayette, Indiana). Please note, students living in distant time zones or overseas must comply with this course time and time and due date deadline policy. Avoid any inclination to procrastinate. To encourage you to stay on schedule, due dates have been established for each assignment; 20% of the total points will be deducted for assignments received 1-6 days late; assignments received more than 6 days late will receive 0 points.
Etiquette
Although it is not expected to be a problem in a graduate level class, students are asked to behave in the discussions and other class interactions in a professional and civil manner. If you are in doubt, do not post it! Instructors reserve the right to remove any postings deemed inappropriate, unprofessional, or otherwise distracting from the course.
Grading Scale
| A | 94 - 100% of points |
| A- | 90 - 93% of points |
| B+ | 87- 89% of points |
| B | 84 - 86% of points |
| B- | 80 - 83% of points |
| C+ | 77 - 79% of points |
| C | 74 - 76% of points |
| C- | 70 - 73% of points |
| D+ | 67 - 69% of points |
| D | 64 - 66% of points |
| D- | 60 - 63% of points |
Course Schedule
Week |
Topics, Events, Readings & Videos |
Assignments |
Wk 1 |
Topics: Introductions, Review 569 Syllabus, Blackboard course, Assignments
Optional and highly encouraged:
Videos:
Discussion Activities: - Discussion week is Mon - Sat
|
|
Wk 2 |
Topic: Designing for knowledge, facts, skills and problem-solving.
Optional Reading:
Videos:
Discussion Activities:Discussion week is Mon - Sat
|
|
Wk 3 |
Topics: Designing to connect learners through Connect activities. Designing for social interaction and group work. Designing Storyboards and Wireframes.
Videos:
Optional:
Discussion Activities: - Discussion week is Mon - Sat
|
|
Wk 4 |
Topics: Evaluation. Standards, accessibility, & reusability. Visual design.
Optional Readings:
Videos:
Discussion Activity: - Discussion week is Mon - Sat
|
|
Wk 5 |
Topics:Development and evaluation activities. Web hosting.
Optional:
Discussion Activities: Discussion week is Mon - Sat
|
Due Sunday |
Wk 6 |
Topics: Usability and navigation. Formative evaluation.
Optional:
Videos:
Discussion Activity: Discussion week is Mon - Sat
|
|
Wk 7 |
Topics: Usability testing of online content. Open Source Learning and Future Trends. Readings:
Optional:
Videos:
|
|
Wk 8 |
Topic: Reflection and Sharing Readings: Discussion: Discussion week is Mon – Thurs Final discussion postings and any outstanding assignments due by Thursday. |
|
* Schedule and assignments subject to change. Any changes will be posted in Blackboard
Policies
PROGRAM COMMITMENT
All students are required to sign the Online MSEd LDT program’s Statement of Program Commitment.This document includes many important program policies we feel uphold the standards of our program. (In the past this document was completed during EDCI 660A.) You must sign this document and turn it in at the beginning of each course. We will not grade any assignments until you have completed this requirement and your assignments will be considered late.
SAFEASSIGN
All written assignments (other than discussions) will be submitted through SafeAssign when assignments are submitted in this course. This will help you become a better writer, identify any potential issues and ensure a high level of integrity is maintained in the program. You should submit your assignments early enough that you can view the SafeAssign report, rectify any problems if there are any and resubmit the assignment before the due date/time has expired.
INCOMPLETES
A grade of Incomplete (I) will be given only in unusual circumstances. To receive an “I” grade, a written request must be submitted prior to the 6th week in this course and approved by the instructor. Students must have a passing grade and a majority of the course must have been completed at the time of the incomplete request. Requests are accepted for consideration but in no way ensure that an incomplete grade will be granted. The request must describe the circumstances, along with a proposed timeline for completing the course work. Course work should be completed within three months of the course end date. You will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an Incomplete grade.
ADAPTIVE PROGRAMS STATEMENT
Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. It is the student's responsibility to notify the Disability Resource Center (Purdue Disability Resource Center) of an impairment/condition that may require accommodations and/or classroom modifications. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.
ACADEMIC DISHONESTY STATEMENT
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Plagiarism, whether intended or unintended, is an extremely serious offense in academia. Be absolutely sure you are properly citing all references. Instances of plagiarism will result in failure of the assignment in question. More than one instance will result in failure of the course. All incidents of plagiarism, whether intentional or not, will be documented with the Dean of Students office.
COPYRIGHTED MATERIALS
Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are permitted to take notes, which they may use for individual/group study or for other non-commercial purposes reasonably arising from enrollment in the course or the University generally.
Notes taken in class are, however, generally considered to be “derivative works” of the instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in such presentations and materials. No individual is permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so choose.
COMMERCIAL NOTE TAKING IN CLASSES
(University Senate Document 03-9, April 19, 2004.)
As used in this paragraph, the term "instructor" is defined as the individual who authored the material being presented as part of the course. Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are permitted to take notes, which they may use for individual/group study or for other non-commercial purposes reasonably arising from enrollment in the course or the University generally.
Notes taken in class are, however, generally considered to be "derivative works" of the instructor's presentations and materials, and they are thus subject to the instructor's copyright in such presentations and materials. No individual is permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so choose.
INTELLECTUAL PROPERTY
Online educational environments, like all learning environments, should provide opportunities for students to reflect, explore new ideas, post opinions openly, and have the freedom to change those opinions over time. Students enrolled in and instructors working in online courses are the sole proprietors of their work, opinions, and ideas. It is expected that other students will not copy, reproduce or post to any other outlet (e.g., YouTube, Facebook, or other open media sources) any work in which they are not the sole author or have not obtained the permission of the author(s). Based on the success of LDT graduates, students in this course will likely be or become K-12 or university instructional technologists, instructional designers, instructors or administrators, or corporate trainers. The open, public nature of these careers is certainly unavoidable; however, our online classroom is not an open “public forum”. Therefore, all opinions, ideas, and work conducted in a password-protected online educational environment like Blackboard are owned by the author, intended for educational purposes, and are not intended for public dissemination or consumption without the permission of the author(s). This includes all areas of the online academic environment, including, but not limited to email, papers, reports, presentations, videos, chats, blogs and discussion board posts.
COURSE EVALUATIONS
During the last two weeks of the course, you will be provided with an opportunity to evaluate this course and your instructor. Purdue now uses an online course evaluation system. You will receive an official e-mail from evaluation administrators with a link to the online evaluation site. You will have up to two weeks to complete this evaluation. Your participation is an integral part of this course, and your feedback is vital to improving education at Purdue University. I strongly urge you to participate in the evaluation system.
NONDISCRIMINATION
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Purdue’s Equal Opportunity, Equal Access and Affirmative Action (III.C.2) policy, which provides specific contractual rights and remedies. Any student who believes they have been discriminated against may visit Complaint for the Office of Institutional Equity to submit a complaint to the Office of Institutional Equity. Information may be reported anonymously.
EMERGENCY STATEMENT
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester/term calendar or other circumstances. Any changes in this course will be announced on our course Website (Blackboard) that will be sent to your Purdue emails. You are expected to read your @purdue.edu email on a frequent basis.
EMERGENCY NOTIFICATION PROCEDURES
Emergency notification procedures are based on a simple concept – if you hear a fire alarm inside, proceed outside. If you hear a siren outside, proceed inside.
• Indoor Fire Alarms mean to stop class or research and immediately evacuate the building. Proceed to your Emergency Assembly Area away from building doors. Remain outside until police, fire, or other emergency response personnel provide additional guidance or tell you it is safe to leave.
• All Hazards Outdoor Emergency Warning Sirens mean to immediately seek shelter (Shelter in Place) in a safe location within the closest building. “Shelter in place” means seeking immediate shelter inside a building or University residence. This course of action may need to be taken during a tornado, a civil disturbance including a shooting or release of hazardous materials in the outside air. Once safely inside, find out more details about the emergency*. Remain in place until police, fire, or other emergency response personnel provide additional guidance or tell you it is safe to leave.
*In both cases, you should seek additional clarifying information by all means possible…Purdue Home page, email alert, TV, radio, etc…review the Purdue Emergency Warning Notification System multi-communication layers at Warning Notification System multi-communication layers
EMERGENCY RESPONSE PROCEDURES:
• Review the Emergency Procedures Guidelines Emergency Procedures Guidelines
• Review the Building Emergency Plan (Building Emergency Plan):
- evacuation routes, exit points, and emergency assembly area
- when and how to evacuate the building.
- shelter in place procedures and locations
- additional building specific procedures and requirements.
MORE INFORMATION
Reference the Emergency Preparedness web site for additional information:
Emergency Preparedness
BEERING HALL EMERGENCY STATEMENT
Students are required to visit Response Procedures to review the response procedures for emergencies in Beering Hall. It is necessary that you review these directions within the first week of your Beering classes. If you have any questions see your instructor. Please note that ‘shelter-in-place’ directions on page 9 of the BRNG Emergency Plan. Students should subscribe to the Purdue ALERT warning system: Purdue ALERT warning system