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EDLT 570/672 Syllabus Fall 2013
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Advanced Learning Design & Technology

This course is cross-listed as:

Syllabus

Fall 2013

Short url for this Syllabus document - http://bit.ly/edlt570672 

Short url for the Schedule document - http://bit.ly/edlt570672sched 

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Syllabus Quick Links

Readings | Technology Prerequisites | Learning Theory & Instructional Strategies/Methods | College of Ed Conceptual Framework | Overarching Themes that Impact this Course | Netiquette & Communication Standards | Objectives, Assignments, & Assessment | Late Assignment Policy | Withdrawal | Incomplete Grades | Plagiarism | ADA & Title IX Resources | Accessibility of eLearning Tools | Other NMSU Student Resources | Document Changes

Course Information

Description

This course supports masters and doctoral level students in developing the skills to apply basic as well as transformative instructional design models appropriately to a variety of learning environments. This is a cross-listed course - EDLT 570 Advanced Instructional Strategies: Applies instructional strategy development supported  by technology for classroom curriculum”  and EDLT 672 Advanced Curriculum Development: “Integration of technology into content areas.” This course is designed using collaborative co-design and HyFlex design.

Getting Started Course Learning Objectives 

(See below for student designed learning objectives, activities, and assessments information)

Readings

This is the general text information. Feel free to buy used versions, the electronic versions, use rental versions, etc. I provide an Amazon store for convenience at http://astore.amazon.com/edlt-20 

Required

ISD From the Ground Up (2nd Ed): A No-Nonsense Approach to Instructional Design

Optional

Design For How People Learn (Voices That Matter)

Curriculum 21: Essential Education for a Changing World

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Additional readings will be co-contributed by learners and instructor in Canvas.

Technology Prequisites

This course will provide you the opportunity to experience a variety of online computer tools for research. This list is a minimum of what you will need for this course.

Learning Theory & Instructional Strategies/Methods

Drawing from research about the scholarship of teaching and learning that embraces a commitment to more shared responsibility for learning among students and instructors and a more democratic intellectual community, this course will be a joint effort between the instructor and students. Together, we will decide the objectives of this course, the course readings and resources, how to achieve the course objectives, as well as the assignments and assessments. I believe that the partnership between students and the instructor where power and responsibility are shared and where students have control over their learning is central to meaningful learning and effective teaching.

In this course, we will be responsible learners, creating the optimal learning experience by engaging with a variety of learning theories and instructional strategies and methods including Technology-based Pedagogy (Gao, Choy, Wong, & Wu, 2009), Social Constructivism (Vygotsky, 2005), Connectivism (Siemens, 2005), Transformative Learning Theory (Mezirow, 2000), Connected Learning Community (Nussbaum-Beach & Hall, 2012), Critical Media (Kellner & Share, 2005), and Hybrid Pedagogy (Stommel, 2012) that support learners who are culturally and technically diverse. I want you all to help construct your own learning in this class; help each other and work together as a learning and knowledge building community; make new connections across the variety of nodes and networks that are available to you; and experience as much transformation as possible.

Co-design, dialogue, hands-on practice, experiential learning, and learner choice are primary instructional strategies in this course. Specific learner and learning-centered strategies used and modeled include project-based learning, face-to-face and online discussions; and group/team work. Instructional methods include tutorials, discussions, demonstrations, webconferencing, student presentations and more.

 

I want you to know that it is very important to me that we create a true learning and knowledge building community (Connected Learning Community as noted by Nussbaum-Beach & Hall, 2012) and support each other at all times. This means that communication, collaboration, knowledge creation, sharing, kindness, interaction, engagement, transformation, and hard work will guide us on our Research Adventures.

College of Education Conceptual Framework Theme: PREPARED

The EDLT program and this course supports the College of Education's Conceptual Framework Theme: PREPARED.  The EDLT program and this course prepares you to be technology practitioners (NM Information and Technology Coordinators) and leaders. The projects, activities, interactions, and assessments in this course directly support your development in the areas of reflection, effectiveness and professionalism, pedagogy (as well as andragogy and heutagogy), assessment and evaluation, research, and diversity.  

See the PREPARED resource

Overarching Themes that Impact this Course

All of our EDLT program competencies are under revision. Until those competencies are available, here are the themes that I draw from.

This course takes into consideration the recently released National Educational Technology Plan, the yearly released Horizon Report, and the ISTE NETS. These are resources you should know about as an educational technology expert.

On November 9, 2010 the final version of the new National Educational Technology Plan was released by the Department of Education.  eSchool News reported, “the new National Educational Technology Plan includes a focus on individualized instruction and connectivity”.

The final version outlines five goals:

  1. using educational technology to fundamentally change the learning process by making it more engaging and tailored to individual student needs and interests;
  2. using ed tech to develop a new generation of assessments;
  3. connecting teachers with their peers and experts so they are always up-to-date on the resources available to them;
  4. building infrastructure that lets schools support access to technology in and out of the classroom; and
  5. harnessing the power of educational technology to increase school district productivity and student achievement.

The full National Educational Technology Plan and executive summary can be viewed by visiting: http://www.ed.gov/technology/netp-2010.

The 2012 Horizon Report notes key trends and emerging technologies. Key trends include:

  1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles.
  2. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.
  3. People expect to be able to work, learn, and study whenever and wherever they want to.
  4. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
  5. There is a new emphasis in the classroom on more challenge-based and active learning.
  6. The world of work is increasingly collaborative, driving changes in the way student projects are structured. (pp. 3-5)

Top 6 Technologies to watch:

  1. Mobile Apps (<1yr)
  2. Tablet Computing (<1yr)
  3. Game-Based Learning (2-3yrs)
  4. Learning Analytics (2-3yrs)
  5. Gesture-Based Computing (3-5yrs)
  6. Internet of Things (3-5 yrs)

Others that made the short list:

  1. Cloud Computing (<1yr)
  2. Social Reading (<1yr)
  3. Adaptive Learning Environments (2-3yrs)
  4. Augmented Reality (2-3yrs)
  5. Digital Identity (3-5yrs)
  6. Haptic Interfaces (3-5 yrs)

Read the full Horizon Report 2012 by creating an account for free and downloading it at http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition

The 2013 Horizon Report is coming soon!

The ISTE NETS provide National Educational Technology Standards for Administrators, Teachers, Students, and Computer Science Teachers. As educational technology experts, we should be aware of these and learn more as we need. The overarching purpose of the NETS is  - “to set a standard of excellence and best practices in learning, teaching, and leading with technology in education. The benefits of using the NETS include:

Access all the ISTE NETS standards at http://www.iste.org/standards.aspx

Netiquette & Communication Standards

First, what you can expect from me:

Next, what I expect from all of us:

First, a definition (from wikipedia):

"Netiquette (neologism, a morphological blend formed from "Internet etiquette") is a catch-all term for the conventions of politeness and respect recognized on Usenet, in mailing lists, in live chat systems, and on other electronic forums such as Internet message boards. These conventions address the relationship between personal behavior and group phenomena, (emphasis added) and outline a dynamic set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction."

To that end, please follow these netiquette guidelines:

Politeness
Communication Style

Course Goals & Assessment

All goals and assessments will be co-designed by learners and instructor. Resources will be accessible in the Learning Modules area of the online course room. See the Assignments tool for the Assignment Groups and Weighting.

Course Goals & Learning Objectives (LOs)

Learning Designers will:

  1. Co-design this course.
  1. In groups, discuss and post answers to Canvas discussion for the question - What are your goals & questions? What are your learning objectives? 
  2. In groups, discuss and post answers to Canvas discussion for the question - What activities & assessments can you do to achieve your goals & objectives?
  1. Develop personal and professional learning networks relevant to the role of learning designer.
  1. Keep the ideas fresh – not rote and boring.
  2. Use social media to enhance classroom learning
  3. Collaborate to discover available resources that might be untapped sources of information. PLN -- Compile a blog list -- teachers who reflect on how they use technology in their classes.
  4. Complete an activity, which increases our level of comfort for implementing technology into the classroom.
  5. Teach about tech tool and then use it. Have individuals choose a new tech tool to present to the group and then have each person add it to their PLN.
  1. Investigate and apply the basics of designing learning experiences aka instructional design (essentially this means the process of creating curriculum).
  1. Collaborate to discover available resources that might be untapped sources of information.
  2. To feel comfortable and confident, while effectively implementing the technology we are utilizing in the classroom.
  3. Incorporate audio/video into the curriculum.
  4. Learn about the ADDIE Model and other models for instructional/learning design
  5. Learn about the Impact of Technology Trends on Pedagogy & Learning Design
  6. Posit scenarios from classroom experience and talk through/justify technology use -- where technology could have been used, where technology didn’t need to be used
  1. Investigate and apply the basics of design for physical learning environments.
  1. Research & Create a “Classroom Learning Design & Technology Inventory” - “technology” inventory, building use, survey “observation” tool
  2. Visit different schools and conduct the “technology” inventory, building use, survey “observation” tool
  3. Visit an innovative classroom and view what technology is available and discuss utilization ideas.
  4. Design our dream classroom, design a classroom showing limited resources.
  5. Collaborate to discover available resources that might be untapped sources of information.
  1. Explore innovative Learning Design.
  1. Attain the capacity to work at the nexus of formal learning design and innovation/transformation.
  2. Exchange individual work and peer evaluate, evaluate other works, Have students evaluate or give input as to what they would like to do
  3. Apply Goals/Learning Objectives 1-4 to complete group innovative learning design projects.
  4. Apply Goals/Learning Objectives 1-4 to complete individual innovative learning design projects.

Modules

Brief Activity & Assessment Description

Points/Weighting

1.a. Co-Design Course

Addresses LO1

In groups, discuss and post answers to Canvas discussion for the questions - What are your goals & questions? What are your learning objectives? What activities & assessments can you do to achieve your goals & objectives? Grading is Complete/Incomplete.

10pts/5%

1.b. Preparing to Collaborate

Addresses implicit LO - to foster learning & knowledge building community, and includes collaboration & technology skill development.

  1. Readings and Set Up Collaboration Toolkit, Grading is Complete/Incomplete.
  2. Complete Group Contract, Complete/Incomplete.

  1. 10pts
  2. 10pts

20pts/5%

2. PPLN Development

Addresses LO2

  1. Individually, 3 reflections posted in Canvas, #1 is Complete/Incomplete, #2 & #3 graded with rubric.
  2. In groups, Twitter Top 5 - Learning Design Focus, graded Complete/Incomplete
  3. Individually, Learners Share/Teach about a PPLN Tool, graded Complete/Incomplete
  1. 30pts
  2. 20pts
  3. 10pts

60pts/20%

3. Learning Design Fundamentals

Addresses LOs 3, 4, and 5

  1. The Basics of Instructional Design - Readings, Class & Canvas conversations.
  2. Multimedia Activity addressing the question - What does an Instructional Designer do?
  3. Learners Create Scenarios.
  4. Learners engage in learner-created scenarios.
  5. Learner reflect on the learning design of the scenarios.
  1. 10pts
  2. 5pts
  3. 10pts
  4. 20pts
  5. 5 pts

 50pts/40%

4. Innovative Learning Design - Group Project

Addresses LOs 3, 4, and 5

This is a 6-part project that culminates in the development of an article.

100pts/30%

Notice that points only matter for purposes of completion. Activities are part of Weighted Assignment Groups so percentages take precedence but both points and percentages impact the final grade.

240pts/100%

NEW! NMSU Grading Policy Aligned with Course Points

The Grading policy for this course (CEL/EDLT 560) follows the grading policy as approved by the NMSU Faculty and Board of Regents (Proposition-10-11-12). Below is the assigned points to assigned grade to NMSU GPA alignment.

Course Points

Letter grade

Percentage

Grade points per unit of credit

233-240

A+

97-100

4.0

223-232

A

93-96

4.0

216-222

A-

90-92

3.7

209-215

B+

87-89

3.3

199-208

B

83-86

3.0

192-198

B-

80-82

2.7

185-191

C+

77-79

2.3

175-184

C

73-76

2.0

168-174

C-

70-72

2.0

161-167

D+

67-69

1.0

151-160

D

63-66

1.0

144-150

D-

60-62

1.0

<144

F

<60

0.0

Course Assessment Policies

Assignments will be graded and feedback provided to you immediately when possible and within 10 working days of you turning in assignments. If not, I will certainly explain the situation to you and provide you with a likely time frame in which you will receive feedback.

Late Assignment Policy

I recognize that sometimes things happen which make it difficult to complete assignments on time. So, you can turn in your assignments late - but only up to a week late and no later. Ten percent is automatically deducted for late assignments.

Exceptions to this policy are at the discretion of the instructor and may be made for certain circumstances, but you must contact me to make arrangements before the assignment is late. I will make exceptions to the prior arrangements requirement in the event of tragic events such as car accidents, a major family emergency, etc. Again, this is at the instructor's discretion.

Withdrawal

You are responsible for Dropping or Withdrawing from this course if you find it necessary to do so.

Incomplete Grades  

For an Incomplete, you must provide evidence of a documented illness or family crisis that genuinely precludes your successful completion of the courses.

Plagiarism

Plagiarism, the passing off of others' words or ideas as your own, is unacceptable in this course and at this university. While it may be naive, I tend to think that most people end up plagiarizing because they are unfamiliar with APA or other formatting guidelines for citations and references. This course emphasizes using citations and references in the APA format to avoid plagiarism. Visit NMSU's Plagiarism and Best Practices to Avoid Plagiarism sites for some excellent resources on avoiding plagiarism. Here is the Curriculum and Instruction Statement on Plagiarism.

“Plagiarism is using another person’s work without acknowledgment, making it appear to be one’s own.  Any ideas, words, pictures or other intellectual content, taken from another source must be acknowledged in a citation that gives credit to the source.

This is true no matter where the material comes from, including the internet, other students’ work, unpublished materials, or oral sources.  Intentional and unintentional instances of plagiarism are considered instances of academic misconduct.  It is the responsibility of the student submitting the work in question to know, understand and comply with this policy.”

From http://lib.nmsu.edu/instruction/index.html 

It is the policy of the Department of Curriculum & Instruction that students found to have committed an act of plagiarism, one or more of the following consequences will occur; and, a written statement outlining the offense and consequences will be placed in the student’s permanent file by the Department Head/Hearing Officer.

  1. Failure of the course assignment;
  2. Failure of the course;
  3. Academic suspension for one or two semesters;
  4. Dismissal or expulsion from the program.

There is no statute of limitations for an act of plagiarism.  Once committed, a student can be held accountable at any time even after the semester has ended.

All students and instructors are obliged to follow the procedure for documenting the offense as described in the Student Handbook under Section II:  Academic Misconduct.  http://www.nmsu.edu/~vpss/SCOC/student_hand_book.html

Americans with Disabilities Act & Title IX Resources

Please make sure to provide me with any information and documentation I need to support you as an individual learner. If I have not provided learning instruction in the format you need, please let me know right away, I am happy to provide alternate information including transcripts, audio files, etc.

If you feel that you may be disabled, please visit or contact Student Accessibility Services for professional diagnoses, support, and accommodation. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) covers issues relating to disability and accommodations. If you have questions or need accommodation in the classroom (all medical information is treated confidentially), contact:

                                Trudy Luken,

                                Student Accessibility Services (SAS) – Corbett Center Rm 244

                                Phone:  646-6840                Email: sas@nmsu.edu

                                Website: www.nmsu.edu/~ssd/

 

NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status.  Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation.

For more information on discrimination issues, Title IX or NMSU’s complaint process contact:

                                Gerard Nevarez or Agustin Diaz

                                Office of Institutional Equity (OIE) – O’Loughlin House

                                Phone:  646-3635                Email:  equity@nmsu.edu

                                Website:  http://www.nmsu.edu/~eeo/

Accessibility of eLearning Tools

Section 508 of the Rehabilitation Act

In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Inaccessible technology interferes with an ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology, open new opportunities for people with disabilities, and encourage development of technologies that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. ‘794 d), agencies must give disabled employees and members of the public access to information that is comparable to access available to others.

~Retrieved from Section 508 of the Rehabilitation Act.

A Voluntary Product Accessibility Template, or VPAT, is a standardized form developed by the Information Technology Industry Council to show how a software product meets key regulations of Section 508 of the Rehabilitation Act. These are the VPATS for the primary eLearning tools in this course.

Learning Management System (CANVAS) Accessibility Statement

Canvas provides a user experience that is easy, simple, and intuitive. Special attention has been paid to making Canvas screen-readable. The Rich Content Editor encourages users to create universally accessible content. Canvas is designed to allow limited customization of colors and schemes to be accessible for all users. The National Federation of the Blind granted Canvas the Gold Level Web Certification in 2010 - https://nfb.org/node/1037.

Find more information here: http://www.instructure.com/canvas_vpat 

Emerging Technologies

In addition to the primary eLearning tools discussed previously, this course demonstrates and provides support for the use of a variety of emerging technologies. I’m working on providing accessibility information for these tools but please bear with me as this will take some time:

Other NMSU Student Resources

Document Changes

I reserve the right to change syllabus, course content, and instruction to meet the needs of the learners. Thus, this document is subject to change. Any changes will be clearly identified by Course Announcement, color change in document, and with notification at the beginning of this document.

Acknowledgements                                                

The format and content of this syllabus is based on the collaborative efforts of many over time. Thank you to Carmen Gonzales, Bethany Bovard, Holly Rae Bemis-Schurtz, Susie Bussmann, Sandy Johnson, Mariam Abdelmalak and all my students for the support, collaborations, interactions, and synergistic activities that help me be successful in online teaching and learning.                                         

Developed by Julia Parra for the College of Education

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