COURSE SYLLABUS

Course Prefix/Number: = EME 3402

Co= urse Title: Instruct= ional Technology

Co= urse Credit Hours: 3=

In= structor Name and Contact Information: Vance Burgess; vburgess@uwf.edu; 474-3371; building 77, room 146.

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Pr= erequisites or Co-Requisites: EME 2040

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Co= urse Description: In= structional Technology support personnel assist educators, trainers, and other individu= als in creating network-based learning systems that integrate technology into a wide variety of education and training environments. This integration requi= res students to operate, select, produce, and manage instructional technology materials and systems in a variety of settings.

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The c= ourse is designed to assist educators and related technology support personnel in acquiring the knowledge, skills, and abilities necessary to exploit network-based instructional technology in education and training environmen= ts. It is designed to provide practice opportunities for students to use a vari= ety of technologies, as well as to provide a foundation for other Interdiscipli= nary Information Technology eLearning System Support courses. Students completing this course will develop skills that facilitate making competent instructio= nal technology choices based on a framework of expertise.

Go= als: Upon completion of the course, students will identify applications and issues associated with the componen= ts critical to the effective implementation and support of technology-rich learning environments. Students will also be able to promote the use of technology in educational and training environments. This course will begin= the process of creating network professionals that will be responsible for transforming the traditional role of network supporter into the role of a k= ey contributor, to the evolution of technology based instructional organizatio= ns.

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Ab= out this Course: This co= urse is delivered completely online. You must have consistent access to the Internet.

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Learn= ing at a distance may be a very different environment for many of you. You will generally set your own schedules, participate in class activities at your convenience, and work at your own pace. You may spend some additional time online during the first few weeks while you become acclimated to the online class format and you may feel overwhelmed. You should also be prepared to s= pend approximately 6 - 8 hours per week online completing lessons, activities, a= nd participating in class discussions. Finally, you may want to incorporate th= ese tips to help you get started:

Set yourself a schedule -- = check the course web site early in the class week to see what tasks you'll n= eed to work on for the week.

Become very familiar with t= he site and how to use it. It is a tool to help you learn!

Team up with your classmate= s to discuss class assignments and questions you might have. Check the “Classlist” link ? for biography info and email addresses.

Ask questions when you need answers. If you have problems, contact your instructor ASAP! I will help you come up with a solution!

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To= pics:

Program Overview and Class Introduction

Technology and Learning

Principles of Instructional Design

Multimedia Applications and Training

5.    Principles of Telecommunications and its Application to Distance Learning

Foundations of Networking

7.    Computer-mediated instr= uction and integrated distance learning systems

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St= udent Learning Outcomes:

1. De= scribe technical skills requirements to participate in this on-line course (Topic 1 and Topic 5)

Download and install compon= ents to participate in distance learning environment

Develop skills in asynchron= ous and synchronous participation that establish a learning community.

2. De= fine requirements for professional careers (Topic 1)

Define framework of require= ments for supporting education and training initiatives
Distinguish the five areas = of competency for a technology support professional

Define key terms associated= with competencies of technology support professionals

3. De= termine societal changes that require an increased focus on the integration of technology into education and training (Topic 2)

Define terminology associat= ed with instructional technology

Define major implications of instructional technology

Determine how technology is utilized in education and training

Determine the effectiveness= of technology in education

Determine components of eff= ective technology/project plans

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4. De= termine the relevance of instructional design and project management to the support= of network-based instructional resources (Topic 3)

Review instructional design principles

Review the theories that un= derlie instructional design

Review learning theories

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5. Il= lustrate the aspects of multimedia and its integration into education and training (Topic 4)

Define terminology associat= ed with multimedia, authoring systems, and web pages
Determine the benefits of multimedia

Describe the components of multimedia

Define the uses of multimed= ia and authoring systems in the classroom

Apply the instructional des= ign process to create a multimedia product and HTML web page

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6. De= fine the principles of distance learning and determine their application to instruct= ion and training (Topic 5)

Define the benefits of telecommunications

Define aspects of asynchron= ous and synchronous environments

Define terminology associat= ed with distance learning

Define how distance learnin= g is being used in the business, military and educational environments

Determine the advantages and disadvantages of using distance learning

Determine the future techno= logies associated with distance learning

7. De= fine computer network components and evaluate their application to instructional environments (Topic 6)

Define open-standards based technology

Define the four major compo= nents of the Internet

Define network topologies

Define Telecomm Infrastruct= ures

Define various Internet Ser= vice Providers

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8. Id= entify types computer-mediated instruction and define integrated distance learning systems (Topic 5 and Topic 7)

Define different types of computer-based instruction

Review advantages of comput= er based instruction for instructors and students

Evaluate integrated distance learning systems and identify their common characteristics<= /span>

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Te= xts:

Required texts: None<= o:p>

Recommended texts: None<= o:p>

Re= quired Materials:

Internet Access
E-mail Account

Gr= ading / Evaluation: Tes= ting, product development, web-based research exhibit and weekly participation activities demonstrate student proficiency and expertise in the topics list= ed above. Students will complete activities related to the student learning outcomes.

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The c= ourse grade will be determined as follows:

        &= nbsp;   Weekly Participation Activities (Program Goal 1)&n= bsp;            = ;          30%

Complete on time, weekly discussions, email assignments,
or dropbox entries as assigned in the content

        &= nbsp;   Multimedia Instructional Lesson (Program Goal 9) =             &nb= sp;     10%

Design and develop non-linear instructional l= esson using
PowerPoint based upon principles of instructional design

        &= nbsp;   HTML web page (Program Goal 5)   =             &nb= sp;            =             &nb= sp;      10%

Develop a basic personal web page using only HTML

        &= nbsp;   Research Exhibit posted on the web (Program Goal 3)&= nbsp;          30%=

Research and write a thorough summary of a topic related
to technology integration into education or training. Convert
to web page format using APA = style and post on the UWF
student web server=

        &= nbsp;   Final Exam (Program Goal 1)   &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; 20%

Complete comprehensive online exam based on all topics

En= gineering Technology Program Goals:

Re= ferences/Bibliography:

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Bayles, D.L. (1998). Extranet= s: Building the Business_to_Business Web. Upper Saddle River, NJ: Prentice Hall.

Bloomfield, B.P. (1997). Information Technology and Organizations: Strategies, Networks, and Integration. NY: Oxford Univer= sity Press.

Brandt, B.L. & Nash, M. (199= 6). Microsoft Windows NT Server: One Step at a Time. Redmond, WA: Microsoft Press.

Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Joss= ey-Bass/Pfeiffer.

Clarke, D.J. (1997). Novell's= CNE study guide IntranetWare/NetWare 4.11. San Jose, CA: Novell Press.=

Comer, D. (1997). Computer Ne= tworks and Internets. Upper Saddle River, N.J.: Prentice Hall.

Computerized Teaching in the Physiology Department. (1998). [online] Available http://www.physiol.ox.ac.uk/~trp/teaching/strategy.html.=

Connick, G. P. (1999). The Distance Learner's Guide. Western Cooperative for Educational Telecommunications. Upper Saddle River, NJ: Prentice-Hall. (Optional, available Barnes & Noble or Amazon.com).
Dashti, A. Kim, S.H. Shahabi, C.= & Zimmerman, R. (2003). Streaming Media Server Design. NY: Prentice Ha= ll PTR.

Dean, P. J. (1999). Designing be= tter organizations with human performance technology and organization developmen= t. In H. D. Stolovitch, & E. J. Keeps (Eds.) Handbook of human performa= nce technology: Improving individual and organizational performance worldwide (= 2^nd Ed.). pp. 321-334. San Francisco, CA: Jossey-Bass/Pfeiffer.<= /span>

Ebers, M. (1997). The Formati= on of Inter_organizational Networks. NY: Oxford University Press, 1997. =

Educom Networking and Telecommunications Task Force. (1995). Broadband Networks for University Research and Instruction New Media Project Workshop Report [online] Availab= le: http://educom.edu/web/nttf/newmedia/ne= wmedia1.html.

Esque, T.J. (2001). Making an Impact: Building a Top-Performing Organization from the Bottom Up. Silv= er Spring, MD: ISPI.

FCIT. (1997). An Educator’s Guide to School Networks: Solving the Networking Puzzle. [online] Available= : http://fcit.coedu.usf.edu/n= etwork/.

FIRN. (nd). Florida Information Resources Network. [online] Available: http://www.ed.gov/Technology/TechConf/firn.html.

Gibbs, M. (1993). Absolute Beginner’s Guide to Networking. Indianapolis, IN: SAMS Publishing= .

Gilbert, S. D. (2001). How to= be a successful online student. New York, NY: McGraw-Hill.=

Greer, M. (1992). ID Project Management: Tools and Techniques for Instructional Designers and Developers= . Englewood Cliffs, NJ: Educational Technology Publications.

Greer, M. (1999). Planning and managing human performance technology projects. In H. D. Stolovitch, & = E. J. Keeps (Eds.) Handbook of human performance technology: Improving individual and organizational performance worldwide (2^nd Ed.). pp. 96-121. San Francisco, CA: Jossey-Bass/Pfeiffer.

Gunawardena, C., Plass, J., & Salisbury, M. (2001). Do we really need an online discussion group? In D. Murphy, R. Walker, & G. Webb (Eds.), Online learning and teaching wi= th technology: Case studies, experience and practice (pp. 36-43). London: Kogan Page.

Gustafson, K.L. (2002). The futu= re of instructional design. In R.A. Resiser & J.V. Dempsey (Eds.) Trends a= nd issues in instructional design and technology. Upper Saddle River, NJ: Merrill/Prentice Hall.

Harrison, T.M. & Stephen, T.= (ed.) (1996). Computer Networking and Scholarly Communication in the Twenty_First_Century University. Albany, NY: State University of New Yo= rk Press.

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McClelland, D. Eisman, K. & = Stone, T. (2000). Web Design Studio Secrets. NY: John Wiley & Son<= /o:p>

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Moore, M.G. & Kearsley, G. (= 1996). Distance Education: A System View. NY: Wadsworth Publishing Company.=

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Nielson, J. (2000). Designing= Web Usability. Indianapolis, IN: New Riders.

Palmer, M.J., (1997). Advanced Networking Concepts. Cambridge, MA: Course Technology.

Rice, J.C., Coleman, M.D., Shrad= er, V.E., Hall, J.P., Gibb, S.A. & McBride, R.H. (2001). Developing Web-Bas= ed Training for a Global Corporate Community. In B. Khan (ed). (pg. 191-202). = Web-Based Training. Englewood Cliffs, NJ: Educational Technology.

Schwier, R.A. & Misanchuk, E= .R. (1993). Interactive multimedia instruction. Englewood Cliffs, NJ: Educational Technology Publications.

Shapiro, J. (1996). Collabora= tive Computing: Multimedia Across the Network. Boston: AP Professional.

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Smith, P. L. & Ragan, T. J. (1999). Instructional design. 2nd edition. New York: Macmillan Publishing Company.

Tweedle, S., Avis, P., Wright, J= ., & Waller, T. (1998). Towards criteria for evaluating web sites. Brit= ish Journal of Educational Technology, 29(3), 267-270.

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Sp= ecial Technology Utilized by Students: This course is totally online. All instructional content and interaction takes p= lace over the WWW. See About the Course, Topics, and Student Learning Outcomes for additional requirements.

Ex= pectations for Academic Conduct/Plagiarism Policy:

Acade= mic Conduct Policy: (Web Format) | (PDF Format) | (RTF Format)

Plagi= arism Policy: (Word Format) | (PDF Format) | (RTF Format)

Stude= nt Handbook: (PDF Format)

AS= SISTANCE:

       Students with special needs who require specific examination-related or other course-related accommodations should contact the Student Disability Resource Center (SDRC), sdrc@uwf.edu, 850.474.2387. SDRC will send an ema= il to the instructor that specifies any recommended accommodations.

Please check http://www.= uwf.edu/sdrc/faculty.cfm.

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