Course Syllabus

Instructor

James D. Lehman, Professor Emeritus
Learning Design and Technology Program
Department of Curriculum and Instruction, Purdue University
Email: lehman@purdue.edu
WebEx: https://purdue.webex.com/meet/lehman
Phone: (765) 404-7905

Course location and time

Location: BRNG 3292
Day/Time: Thursdays, 1:30-3:10pm
Note: due to COVID-19, this course will be conducted in a hybrid format this semester. We will not meet face-to-face each week, and online activities will be employed when we do not meet in person. Please see the schedule for details including online activity timelines. If you would prefer not to come to campus for face-to-face sessions, you may connect via WebEx. If circumstances change, the course may shift entirely online.

Course website

Brightspace is our course management system; you can access the course site at https://purdue.brightspace.com/. It is strongly suggested that you explore and become familiar with the site navigation and the content and resources available for this course. Please consult the Brightspace site for the course schedule and all activities. During most online weeks, course activities will take place Monday through Sunday in Brightspace.

Description

This course is designed to introduce the novice researcher to the process of publishing research in the field of Learning Design and Technology. Emphasis is placed on practical aspects of the publishing process as well as familiarizing students with the role that editors and reviewers play in that process. Prerequisite courses include: EDCI 59100 Writing Literature Reviews and EDCI 59100 Writing Research Proposals. Students must bring a draft manuscript completed through the methods portion into the course, and students must have completed research and collected data to facilitate completion of a research-based manuscript for publication during the course.

Course learning outcomes

Upon completion of this course, the learner will be able to:

  • Analyze journal descriptions, requirements, impact metrics, and publishing trends to identify a suitable journal to target for publishing their specific research.
  • Differentiate writing strategies for various target audiences/journals.
  • Prepare a paper for publication. 
  • Analyze and provide feedback to peers through a collaborative learning experience.
  • Apply the process for responding to feedback from editors and reviewers.
  • Describe specific strategies for working with co-authors during the authoring and publication processes. 

Practical aspects of the course

Course activities and assignments are designed to help the learner develop the knowledge, strategies, and disposition to be successful publishers in the field. Furthermore, this course builds on prior knowledge and skills (and assignments) from the course sequence. Learners are expected to continue work on the research begun in prior courses and be prepared to successfully publish that research at the conclusion of this course.


Course readings and resources (subject to revision)

  • American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association. (ISBN 978-1-4338-3216-1)
  • Rocco, T. S. & Hatcher, T. (Eds.) (2011). The handbook of scholarly writing and publishing.  San Francisco, CA: Jossey-Bass, a Wiley imprint. (ISBN 978-0-470-39335-2)  Access at:
    https://ebookcentral.proquest.com/lib/purdue/detail.action?docID=706571
  • Goodson, P. (2017). Becoming an academic writer: 50 exercises for paced, productive, and powerful writing. Thousand Oaks, CA: Sage. (See Brightspace for select chapters.)

See Brightspace for additional readings. Prior course texts (below) may also be helpful.

  • Writing research proposals course text: Terrell, S. R. (2016). Writing a proposal for your dissertation: Guidelines and examples. New York: The Guilford Press. ISBN: 978-1-4625-2302-3.
  • Lit Review course text: Galvan, J. L. (2014). Writing literature reviews (6th ed.). Los Angeles: Pryczak.
  • Introductory research course text or equivalent: Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

Assignments and Grading

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 are posted on the course site.

Assignments

Points

Readings, Class Discussions, and Professionalism

Manuscript Overview paper

Journal Review

Draft Data Analysis/Results

Draft Discussion

Draft Conclusion/Abstract

Rough Draft Manuscript

Peer Review of Manuscripts

Revision Response Letter

Final Draft Manuscript

Conference Presentation

Final Reflection and Article Submission

15

5

10

5

5

5

5

10

10

10

10

10

Total

100

Participation: Readings, Class Discussions, and Professionalism (15 points)

The purpose of the readings and class sessions is to help you understand the relationship between Learning Design and Technology and the publishing process. Readings are selected to enable you to translate Learning Design and Technology issues into relevant research studies that will inform your work as well as the field of Learning Design and Technology. Professionalism is imperative in how you interact with your classmates (timeliness, respect, being prepared). It is assumed that you will read the assigned readings carefully and come to class prepared to discuss them. Active participation is a must in this course. To promote the disposition of professionalism, all students are expected to attend and be fully engaged during all class sessions, face-to-face and online. More than one (1) class absence will result in a deduction of 5% off the total final grade unless prior instructor approval. In all cases, please communicate early if there is a need to miss class. See course policies for related information on etiquette, late assignments, and penalties.

Manuscript Overview (5 points)

As your research study has potentially spanned several semesters, the goal of this assignment is to provide an overview of your study and paper. Post a brief summary of your study and the focus of your paper to the Week 2 Discussion in Brightspace. Attach the first part of your paper including the introduction, literature review, statement of purpose/problem, and methodology so that your peers can read and review the work.

Journal Review (10 points)

Each member of the class will be assigned one popular journal in the field of learning design and technology to review. You will review your assigned journal and prepare a brief summary including the name of the journal, the publisher, information regarding impact (e.g., impact factor, selectivity), scope of the journal (i.e., types of works published, areas of emphasis), a brief summary of author guidelines and requirements, and examples of recent publications. Share your review via the Week 3 Discussion in Brightspace.

Draft Data Analysis/Results, Discussion, Conclusion/Abstract (3 x 5 points each = 15 points)

Submit drafts of your paper with the (1) Data Analysis/Results, (2) Discussion, and (3) Conclusion/Abstract sections to receive feedback as you progress through manuscript write-up. Share drafts with your instructor(s) as Word documents or via links to Google Docs as a means to keep an ongoing record of feedback. As with previous courses these drafts are a check-in point to make sure you are progressing in a timely manner while providing basic feedback on each section. You will either receive 5 points for on-time submission or receive no points for each one.

Rough Draft Manuscript (5 points)

Attach a complete rough draft of your paper in the Week 8 Discussion to facilitate peer review.

Peer Review of Manuscript(s) (10 points)

Each learner will complete a peer review of a manuscript following the review form provided by the instructor. Reviewers for each paper will be assigned by the instructor. Each learner will conduct 2 peer reviews.

Revision Response Letter (10 points)

Write a detailed response to your peer feedback, identifying how you have addressed identified concerns. Samples will be shared with you.

Final Draft Manuscript (10 points)

Submit a final draft of your complete manuscript with changes based on the revision response letter per APA 7, including abstract, references, and appendices as appropriate. Note: if your targeted journal does not follow APA style please discuss with your instructor.

Conference Presentation (10 points)

Following the AECT guidelines, individuals will develop a 9-12 minute presentation that describes the purpose, design, and results of your study. These will be presented during one of the last two face-to-face classes before Thanksgiving.

Final Reflection & Article Submission (10 points)

First, discuss the perceived strengths and weaknesses of your article (~2 pages total). Next, reflect on the worth of this project to you by responding to the following questions (1 page total). 

  • Why did I choose the journal I submitted to?
  • What was the most difficult aspect of the submission process?
  • What information/knowledge in this course has been most important to me?  Why?
  • What have I learned about research? How do I feel about research? 
  • What do I want to get better at?

Finally, submit evidence of article submission, including the final version of your article that was submitted.


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 Outline / Schedule

Week/Date

Location

Topic(s)

Activities, Readings, & Assignments (see Brightspace for specific due dates)

Week 1

8/27

F2F

Course and participant introductions

Writing a cohesive paper

Read: Rocco chapter 9, Goodson chapter 2

Online: Personal Introductions

Week 2

9/3

Online

Writing the results section

Increasing the odds of getting published

Read: Goodson chapter 9; Rocco chapter 12, 13, or 14 depending on your study design; additional resources in Brightspace

Online: Week 2 Discussion

Due: Manuscript Overview

Week 3

9/10

Online

Where should I publish?

Identifying target journals in the field: Understanding author guidelines, impact factors, etc.

Read: resources in Brightspace

Online: Week 3 Discussion

Due: Journal Review

Week 4

9/17
F2F

Navigating author guidelines: Tailoring manuscripts to specific journals/audiences

Read: resources in Brightspace

Due: Draft Data Analysis/Results

Week 5

9/24
Online

Writing the discussion, conclusion, and abstract sections of your manuscript

Read: Goodson chapters 10 & 11

Online: Week 5 Discussion

Week 6

10/1
Online

The authorship question /

Working with coauthors

Read: Rocco chapter 20, APA authorship documents

Online: Week 6 Discussion

Due: Draft Discussion

Week 7

10/8
F2F

Why writers should also be reviewers

Reviewing manuscripts

Read Rocco chapter 17

Due: Draft Conclusion/Abstract

Week 8

10/15
Online

Understanding the roles of editors, associate editors, and reviewers

Read: resources in Brightspace

Online: Week 8 Discussion

Due: Rough Draft Manuscript

Week 9

10/22
Online

Responding to revisions and communicating with editors

Read Rocco chapter 18

Online: Week 9 Discussion

Due: Peer Reviews of Manuscripts

Week 10

10/29

F2F

Understanding the role of conferences: Research dissemination and building to publication

Read: resources in Brightspace

Week 11

11/5
No class

Class members may attend the AECT virtual convention

  

Week 12

11/12

F2F

Conference presentations

(half the class)

Due: Revision Response Letter

Due: Final Draft Manuscript

Due: Conference Presentation to class

Week 13

11/19
F2F

Conference presentations

(half the class)

Due: Conference Presentation to class

Week 14

11/26
No class

Thanksgiving Break

  

Week 15

12/3
Online

Tenure vs non-tenure: The role of research in various careers

Read: resources in Brightspace

Online: Week 15 Discussion

Week 16

12/10

Online

Creating a research plan:

Establishing a research agenda

Read: resources in Brightspace

Online: Week 16 Discussion

Due: Final reflection and article submission

Course and Program Policies

Etiquette

Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Our differences, some of which are outlined in the University's nondiscrimination statement below, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. 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 say it or post it! Instructors reserve the right to remove any postings deemed inappropriate, unprofessional, or otherwise distracting from the course. Further,

  • Do not dominate any discussion. Give other students the opportunity to join in the discussion.
  • Do not use offensive language. Present ideas appropriately.
  • Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting.
  • Avoid using vernacular and/or slang language. This could possibly lead to misinterpretation.
  • Keep an “open-mind” and be willing to express even your minority opinion.
  • Think and edit before you push the “Send” button.
  • Do not hesitate to ask for feedback.

Time Management, Late Assignments and Penalties

Deadlines are an unavoidable part of being a professional and this course is no exception.  Avoid any inclination to procrastinate. Assignments are due at the beginning of weekly class time unless otherwise specified.  To encourage you to stay on schedule, due dates have been established for each assignment; assignments that are late by 2 days will be penalized 20% of available points; 3 days or later will be penalized 50% of available points, after 1 week 0 points will be assigned. No points will be given for late drafts. Assignments and drafts with extensive spelling and grammatical errors (the ones which MS word would catch) will be assessed a 10% editing penalty. Any revision work (if agreed upon by the professor) must be submitted by the set deadlines. Revision work may not be submitted for credit without the PRIOR consent of the professor. Typically, this work must be submitted within a week of the original due date.

Personal Emergencies

Purdue University “expects both students and their instructors to approach problems with class attendance in a manner that is reasonable”.  If you have a personal emergency, please contact your instructor as soon as you reasonably can so that you can work out a solution together.  For additional information, please review Purdue’s Attendance Policy.

Incomplete Grade Requests

A grade of Incomplete (I) grades will be given only in extenuating circumstances.  To receive an “I” grade, a written request must be submitted prior to October 15, 2020 and approved by the instructor(s). The request must describe the circumstances, along with a proposed timeline for completing the course work. 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.

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.

Copyright

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 authors of the works they create in the learning environment. As authors, they own the copyright in their works subject only to the university’s right to use those works for educational purposes (Visit Purdue University Copyright Office). Students may not copy, reproduce or post to any other outlet (e.g., YouTube, Facebook, or other open media sources or websites) any work in which they are not the sole or joint author or have not obtained the permission of the author(s).

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.

Purdue University Policies

Nondiscrimination Statement

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.

Diversity and Inclusion

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 the pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity.  The University believes diversity among its many members strengthens the life.  Please read Purdue’s nondiscrimination policy for more information. 

Basic Needs Security

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. There is no appointment needed and Student Support Services is available to serve students from 8:00 – 5:00, Monday through Friday.

Accessibility and Accommodations

Purdue University strives to make learning experiences as accessible as possible.  If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options.  You are also encouraged to contact the Disability Resource Center at drc@purdue.edu or by phone: 765-494-1247.

Your Health and Well-Being

Purdue University is committed to advancing the mental health and well-being of its students.  If you or someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For help, such individuals on campus should contact Counseling and Psychological Services (CAPS) at (765)494-6995. After-hours support is available on a mental health crisis hotline (765) 494-6995, during and after hours, on weekends and holidays.

Additional Resources

  • If you find yourself beginning to feel some stress, anxiety, and/or feeling slightly overwhelmed, try WellTrack, / Sign in and find information and tools at your fingertips, available to you at any time.
  • If you need support and information about options and resources, please see the Office of the Dean of Students, http://www.purdue.edu/odos, for drop-in hours (M-F, 8 am- 5 pm).
  • If you’re struggling and need mental health services: Purdue University is committed to advancing the mental health and well-being of its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at (765)494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours.

COVID-19 and Protect Purdue

Students should stay home and contact the Protect Purdue Health Center (496-INFO) if they feel ill, have any symptoms associated with COVID-19, or suspect they have been exposed to the virus. In the current context of COVID-19, in-person attendance will not be a factor in the final grades, but the student still needs to inform the instructor of any conflict that can be anticipated and will affect the submission of an assignment or the ability to participate. Only the instructor can excuse a student from a course requirement or responsibility.

If you become quarantined or isolated at any point in time during the semester, in addition to support from the Protect Purdue Health Center, you will also have access to an Academic Case Manager who can provide you academic support during this time. Your Academic Case Manager can be reached at acmq@purdue.edu and will provide you with general guidelines/resources around communicating with your instructors, be available for academic support, and offer suggestions for how to be successful when learning remotely. Importantly, if you find yourself too sick to progress in the course, notify your academic case manager and notify me via email or Brightspace. We will make arrangements based on your particular situation. The Office of the Dean of Students (odos@purdue.edu) is also available to support you should this situation occur.

The Protect Purdue Plan, which includes the Protect Purdue Pledge, is campus policy and as such all members of the Purdue community must comply with the required health and safety guidelines. Required behaviors in this class include: staying home and contacting the Protect Purdue Health Center (496-INFO) if you feel ill or know you have been exposed to the virus, wearing a mask in classrooms and campus building, at all times (e.g., no eating/drinking in the classroom), disinfecting desk/workspace prior to and after use, maintaining proper social distancing with peers and instructors (including when entering/exiting classrooms), refraining from moving furniture, avoiding shared use of personal items, maintaining robust hygiene (e.g., handwashing, disposal of tissues) prior to, during and after class, and following all safety directions from the instructor.

Students who are not engaging in these behaviors (e.g., wearing a mask) will be offered the opportunity to comply. If non-compliance continues, possible results include instructors asking the student to leave class and instructors dismissing the whole class. Students who do not comply with the required health behaviors are violating the University Code of Conduct and will be reported to the Dean of Students Office with sanctions ranging from educational requirements to dismissal from the university.

Any student who has substantial reason to believe that another person in a campus room (e.g., classroom) is threatening the safety of others by not complying (e.g., not wearing a mask) may leave the room without consequence. The student is encouraged to report the behavior to and discuss next steps with their instructor. Students also have the option of reporting the behavior to the Office of the Student Rights and Responsibilities. See also Purdue University Bill of Student Rights.

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.

Purdue Honor Pledge

“As a boilermaker pursuing academic excellence, I pledge to be honest and true in all that I do. Accountable together - we are Purdue.”

Academic Integrity

Academic integrity is one of the highest values that Purdue University holds. Individuals are encouraged to alert university officials to potential breaches of this value by either emailing integrity@purdue.edu or by calling 765-494-8778. While information may be submitted anonymously, the more information that is submitted provides the greatest opportunity for the university to investigate the concern.

Emergency Notification Procedures

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 calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructor(s) via email or phone. You are expected to read your @purdue.edu email on a frequent basis.