EDET603syllabus



=EDET 603 - Design and Development Tools I=

SYLLABUS - Special Section: Educational Administration
//This area contains a syllabus from the last time I taught EDET 603 so candidates can look at it before they enroll or have access to the class Blackboard site. Please note that I modify the syllabus each time I teach the course - primarily the Specific Assignments (IV.B) and Evaluation and Grading (VI).//

For a PDF version of this syllabus, click [|here]. This section was for a cohort of doctoral candidates in the Educational Administration Program (Summer 2008).

Syllabus ** I - DESCRIPTIVE INFORMATION ** ** A. Course number and title: ** EDET 603 - Design and Development Tools I B. Description: ** This section of EDET 603 focuses on the use of technology to improve teaching/training and the professional productivity of candidates seeking advanced degrees. **Bulletin description:** Study of multimedia elements (e.g., graphics, animation, audio and video) including the creation and editing of materials. Instructional applications, copyright issues, and technology limitations will be explored. ** C. Course credit: ** 3 credit hours ** D. Prerequisite or co-requisite courses: ** none E. Intended Audience ** : EDET 603 is one of the required core courses in the M.Ed. in Educational Technology program, but this section is designed for individuals who are **not** in the Ed Tech Program. This might include doctoral candidates who will teach in higher education or graduate candidates who are interested in designing, developing, and modifying materials for instruction or training. Please note that it is unlikely that this section of the course will fulfill the requirements for the Educational Technology Program; see your advisor if you have any questions. // Please note that this course is offered online, so participants are expected to have previous experience using personal computers and related technologies and they are expected to have regular access to a computer with a reliable internet connection. // // Alternative Accessibility to Course Materials // Any candidate enrolled in this course with a documented disability should contact the Office of Student Disability Services at 803-777-6742 (TDD) or 803-777-6744 to make arrangements for alternative forms of course materials and other classroom accommodations //prior to the first class meeting//. For more information about the services offered by Student Disabilities Services, please see their web site at http://www.sa.sc.edu/dss/ Susan W Quinn Office of Instructional Support Training  Center College of Education, 274-H Wardlaw Building Columbia, SC 29208 phone: 803/777-8734 (office) or 777-4475 (Training Center Welcome Desk) e-mail: susanq@mailbox.sc.edu The goal of this course is to gain experience identifying and using a variety of techniques and tools to design, develop, evaluate and modify educational/ training materials, presentations, and other materials that can be used for instructional or administrative purposes. Issues related to current and emerging technologies will be explored. 1. Identify technology resources and evaluate them for accuracy and suitability. 2. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 3. Evaluate examples of emerging technologies that support personal and professional development, and make recommendations for integration in appropriate situations. 4. Use advanced features of applications such as word processing, database, spreadsheet, course management, communication, and other tools. 5. Integrate data from multiple applications. 6. Identify the hardware and operating system characteristics necessary for using selected materials. 7. Use electronic communications (e-mail, discussion groups, etc) to communicate with classmates and others with an interest in educational technology. 8. Plan, design and develop multimedia projects for administrative or instructional use. Use presentation, authoring, content management or hypermedia software or another appropriate tool. Include appropriate multimedia elements (graphics, animations, audio, and video.) 9. Apply instructional design principles to develop multimedia instructional projects. 10. Use appropriate multimedia development tools to capture and edit graphics, animation, voice, music, photographs, and motion video. 11. Design and model teaching/training strategies that support use of media-based tools such as television, audio, print media, and graphics. 12. Design and model teaching/training strategies that support use of web-based and non web-based authoring tools 13. Explore strategies for integrating technology into teaching/training, including web-based lessons, multimedia presentations, and/or telecomputing projects 14. Explore technology resources for assessment and evaluation of artifacts and data. 15. Demonstrate appropriate use of a variety of technology tools including the following: computer hardware and peripheral devices; operating systems; audio-visual equipment; presentation, authoring, and hypermedia productivity programs; utility tools; electronic communications; and Internet resources. 16. Use computer projection systems, web-based delivery technologies, and other types of presentation technologies. 17. Troubleshoot equipment, software, and operating system problems. 18. Follow the rules for legal and ethical use of all materials; practice professionalism. 19. Share work with classmates and others with an interest in educational technology. // Please note that quite a few of these objectives are from the ISTE / NCATE Standards for Educational Technology Programs or are based on these standards. See http://cnets.iste.org/ncate/ for additional information about the ISTE standards. //
 * EDET 603 – Design and Development Tools I (Web-Based) **
 * Special Section – ** Educational Administration
 * F. Instructor: **
 * II - STATEMENT OF COURSE GOALS **** AND **** OBJECTIVES **
 * A. Goal **
 * B. Objectives **

** III - REQUIRED COURSE TEXTBOOK, READINGS AND ** **OTHER MATERIALS**
The following required textbook is available at the South Carolina Book Store at 801 Main Street (803-799-7188), which is across the street from the Wardlaw  Building on the USC Columbia campus: O’Bannon, B. W. & Puckett, K. (2007). //Preparing to use technology//. Boston : Allyn & Bacon. ISBN 0-205-45617-0 Additional readings will be assigned by the instructor and posted on the class web site. Some of these readings may only be available on the Internet, so candidates enrolled in this course must have access to a computer with a reliable internet connection. The Rule of Academic Responsibility //(// // Student Affairs Policy STAF 6.25 //// ) // states that “it is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this rule or who knowingly assists another to violate this rule shall be subject to discipline.” The entire policy on Academic Responsibility can be found on the Student Judicial Programs page at http://www.sa.sc.edu/carolinacommunity/judicial.htm Violations include, but are not limited to, the following: the use of multimedia or other materials without appropriate permissions and citations; the use of information without appropriate citation; and the use of work done by others and submitted as your own. If the instructor reasonably believes that a violation of the Rule has occurred, he or she will share the evidence with the Program and Department Chairs, Academic Deans, and others as appropriate. A violation of the Rule may result in a failing grade for the project/assignment and/or a failing grade for the course in addition to the sanctions discussed in the Rule. Please note the following statement in the Rule: “Whenever a student is uncertain as to whether conduct would violate this Rule, it is the responsibility of the student to seek clarification from the appropriate faculty member or instructor prior to engaging in such conduct.” Also, please be aware that the instructor (and all instructors at the University of South Carolina ) has access to plagiarism detection tools. Candidates are required to complete all the assignments and submit them on time unless arrangements for an alternative task are made with the instructor prior to the posted due date/time. Examples of the activities include the following: All candidates will complete multiple online activities in which they use the various technologies required in the course, such as sending an e-mail message with an attachment, completing an online survey, and using various features within the class Blackboard site. Together, these activities will introduce the instructor to each candidate and confirm that each candidate can use the technologies required in the course.
 * IV - **** ACADEMIC COURSE REQUIREMENTS **
 * A. Academic Responsibility **
 * B. Specific Assignments **
 * 1. Introduction Activities ** :

All candidates will complete assignments within each of the course units. Each unit will have a survey to identify candidates’ experiences and prior knowledge of the topics and a survey at the end to evaluate the material. The activities within the units may include the following: read the textbook and/or online articles; watch presentations; watch demonstrations of resources, teaching tools, assistive technology, and other appropriate materials; and complete a quiz. In addition, most topics in the units will also include at least one activity. These are very short, such as a response to a reading related to the topic, a reflective journal entry about an issue discussed in class, or other small activity; others may be part of one of the larger projects. Optional open lab / work sessions will be scheduled on the Columbia campus during the semester. Candidates are encouraged to take advantage of these sessions to work on projects with assistance from employees in the Training Center and from other participants in the class. Each candidate will plan, design and develop a small web site using a wiki tool, web page template, or web authoring program. (Candidates in the Educational Technology Program cannot use a wiki tool; they must use a template and/or a web authoring program.) In addition to including basic information and products from some of the topic activities, there will be at least three other requirements:
 * 2. Activities in Units **:
 * 3. Project - Web Site **
 * 3a. Professional Library ** – All candidates will identify reference materials – textbooks, technical manuals, books, and other non-web-based reference materials – that will be useful as they design and develop instructional materials or use specific technologies in their personal and/or professional life.


 * 3b. Tool Shed** – All candidates will identify technology tools – application/productivity software, utility programs, and web services – that will be useful to them as they use computers and other technologies. The emphasis is on free and inexpensive tools.

A few surveys will be given throughout the semester to provide opportunities for the candidates to reflect on the information and skills they are learning, to discuss the materials and activities in the course that are most useful to them, and to make suggestions about how to improve the course in the future.
 * 3c. Reflections of Course Topics** – All candidates will reflect on the parts of each topic that were the most useful or interesting to them by describing resources or information that they might use again and creating lists of resources to refer to in the future. The information will be organized by topic and subtopics.
 * 4. Surveys **


 * 4a.** ** Midterm Update Survey ** - Each candidate will complete a short survey midway through the semester that is designed to help the instructor improve instruction and to provide an opportunity to assist any candidates who may be struggling at the midpoint of the semester.


 * 4b.** ** Course Evaluation Surveys ** - Each candidate will complete two online surveys. One is provided by the College of Education to evaluate the course and instructor; the other is from the instructor and is designed to provide an opportunity to make suggestions for ways to improve the course in the future.

All candidates are expected to communicate with the instructor and with their classmates the class in a professional manner and complete the activities and assignments using legal and ethical means. Points may be deducted for any activity or assignment in which the candidate does not participate in a legal, ethical or professional manner. This may be in addition to a penalty assigned as part of the evaluation criteria and scoring rubric for a specific assignment. The Graduate Bulletin* states: “All courses offered through telecommunications meet the same University standards of prerequisites, sequence, etc., that are required in residence work and are subject to the same academic regulations.” (Candidates enrolled at the undergraduate level should refer to the area of the Undergraduate Bulletin* titled “Correspondence Courses.”) Candidates are responsible for all assigned work and are responsible for any announced changes/additions/deletions to the syllabus and schedule. It is the responsibility of each candidate to check the class web site and their e-mail regularly during the course for changes and other announcements. It is each candidate’s responsibility to confirm that the e-mail address in the Blackboard system is the e-mail address he or she checks regularly. It is expected that candidates will follow all directions and will submit their work on time. All work must be submitted in the appropriate format by the posted due dates/times. Work submitted after the due date/time may not be scored, regardless of the excuse. Additional points may be deducted for assignments submitted after the due date/time but before the cut off date/time if a grace period is announced for a specific assignment. See the scoring guide/rubric for each assignment for additional information. A grade of “Incomplete” may be assigned at the discretion of the instructor. The guidelines from the Graduate Bulletin* will be followed. Please be aware that a grade of “I” can be given when certain conditions exist, such as “an unanticipated work-related responsibility, family hardship, illness, accident, or verified disability. The student [candidate] should notify the instructor without delay that one of these conditions exists or has arisen. In any case, notification must be given before the end of the term.” Refer to the appropriate bulletin for additional information. * The student bulletins are available online at the following URLs: Graduate Bulletin: http://www.sc.edu/bulletin/grad/GGradschool.html Undergraduate Bulletin: http://www.sc.edu/bulletin/ugrad/acadregs.html Points will be awarded for the following assignments up to the number listed below. Detailed instructions and specific evaluation criteria (scoring guides and/or rubrics) will be provided for each assignment. Introduction Activities (maximum points = 25) Activities in Units (maximum points = 350) Projects - Web Page (maximum points = 50) - Professional Library (maximum points = 20) - Tool Shed (maximum points = 10) - Reflections of Course Topics (maximum points = 200) Surveys - Midterm Update Survey (maximum points = 10) - Course Evaluation Surveys (maximum points = 15) Class Participation (maximum points = 20)
 * 5. Class Participation **
 * V - ADMINISTRATIVE COURSE REQUIREMENTS **
 * VI – EVALUATION **** AND **** GRADING **
 * GRADUATE LEVEL **
 * Assignments **

A = 630 – 700 points B+ = 595 – 629 points B = 560 – 594 points C+ = 525 – 559 points C = 490 – 42 points D+ = 455 – 489 points D = 420 – 454 points F = 419 points and below
 * Conversion to University Grading Scale (maximum = 700) **
 * UNDERGRADUATE LEVEL **
 * Not Applicable **
 * This is a special section of EDET 603 that is only being offered to candidates pursuing advanced degrees. **
 * VII **** . MAJOR TOPICS OF THE COURSE **

Courses topics may include the following:
 * Overview: What All Computer Users / Educators Need to Know
 * Legal Issues
 * Assistive Technology
 * Presentation Tools
 * Multimedia (Graphic Images and Animations; Audio; Video)
 * Instructional Materials (Planning and Design; Adaptations and Accommodations)
 * Productivity Tools (Word Processing and Desktop Publishing; Spreadsheets; Databases)
 * Assessment Tools
 * Web Authoring
 * Communication Tools

** VIII. MODES OF INSTRUCTION ** All of the instruction in this course, including lectures and demonstrations, will be available on a class web site within the USC Blackboard environment. Additional information and assignments will be available on the class web site or linked from that site. All the work will be done independently by the candidate on the class web site unless otherwise noted. Candidates enrolled in this course must have regular access to a computer with reliable internet connection and an e-mail account. All work will be submitted electronically. Thinking in terms of a traditional face-to-face course, approximately 38 hours (2280 minutes) will be spent ‘in class’ working with the materials in the course modules. This does not include ‘homework time’, which includes completing the Introduction Assignments, projects, and surveys or ‘tweaking’ class projects. Additionally, the candidate is expected to spend ‘homework time’ reading the textbook and other assigned readings as well as completing the short quizzes and surveys within the course modules. Optional open lab / work sessions will be scheduled on the Columbia campus during the semester. Candidates are encouraged to take advantage of these sessions to work on projects with assistance from employees in the Training Center and from other participants in the class.

** IX. BIBLIOGRAPHY **
Current lists of resources will be linked from the class web site. A few recommended resources include the following: Alessi, S. M. & Trollip, S. R. (2001). __ Multimedia for learning: methods and development __ (3rd ed.). Boston : Allyn and Bacon. Bittner, G. G., Pierson, M. E. (1999). __Using Technology in the Classroom__. Boston, MA: Allyn & Bacon. Geisert, P. G., Futrell, M. K. (2000). Teachers, Computers, and Curriculum: Microcomputers in the Classroom. Needham Heights, MA : Allyn & Bacon. Ivers, K. S. & Barron, A. E. (2002) __Multimedia Projects in Education: Designing, Producing, and Assessing__ (2nd ed.). Westport, CT : Libraries Unlimited. Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D. (1999). __Instructional Technology for Teaching and Learning__ (2nd ed.). Upper Saddle River, NJ : Merrill/Prentice Hall. Roblyer, M. D., Edwards, J., Havriluk, M. A. (1997). __Integrating Educational Technology into Teaching__. Upper Saddle River, NJ : Merrill/Prentice Hall.

** X. TENTATIVE SCHEDULE **
See the separate Schedule, which is located on the class web site, for information about due dates for specific activities and the times/places for any meetings in the current semester. Candidates are responsible for any announced changes/additions/deletions to the schedule. The University of South Carolina offers course web support using the course management program, Blackboard. Candidates enrolled in this course must have access to a computer with Internet access on a regular basis. All public libraries in South Carolina should have computers with Internet access. To access the courses using Blackboard, go to [|http://blackboard.sc.edu]. After successfully logging in, you will see your classes listed. You will need a Network Username and password to access all areas within a specific course web site. You can find your Network Username and reset your password in the VIP system. Log into VIP at [|http://vip.sc.edu] and select the Technology area. Then choose [Show Me] Network Username. Instructions for using Blackboard can be found on the “Blackboard Tips” handout available on the USC University Technology Services (UTS) web site at http://www.sc.edu/ars/handouts/bb.html You may also find information about using Blackboard on the software page in the ‘How To Guides’ area of the Instructional Support web site at http://www.ed.sc.edu/ois/howtoguides/software_programs.htm or at the College of Education’s Office of Instructional Support page with information about using Blackboard at http://www.ed.sc.edu/ois/howtoguides/software_programs.htm. Finally, another useful site for general information about Information Technology (IT) services for students at USC is available on the UTS web site at http://www.sc.edu/studentIT. The University also provides free virus protection for faculty, staff and students to put on their home computers. Information about downloading Trend Micro on your computer can be found at the USC Virus  Information  Center site at http://csd.sc.edu/virus/index.shtml (Mac users use the McAfee Virex, which the University provides.) It is especially important to have reliable virus protection for a course like EDET 603 that explores a wide range of technologies. Many of these tools are downloaded from the internet. Don’t forget to keep the virus protection up-to-date throughout the semester! Optional work sessions for candidates in distance education courses may be scheduled on the Columbia campus during the semester. Some may be scheduled in the evenings and some may be on Saturdays. Candidates may attend by themselves or plan to meet one or more classmate to help each other with the technology. Please see the Schedule for the current semester for these scheduled sessions. Assistance for specific programs may or may not be available at all times because of the skills of the available personnel. The Instructional Support  Training  Center on the USC Columbia campus (see information below) has a few computers available on a first-come basis between 8:00-5:00 Monday through Friday throughout the year. These stations are also available on evenings when events are scheduled in the center (which is usually Monday through Thursday in the Fall and Spring semesters). You may take a ‘tour’ of the center at http://www.ed.sc.edu/ois/about/Tour.htm. You may make an appointment to use one of the classrooms or other work areas whenever the center is open. To schedule a classroom for group work or to make an appointment with a trainer, please go to the online request form at http://www.ed.sc.edu/ois/instructionSupport.asp or call 803-777-4475. Be sure to mention that you are in this course in your request. Please plan to take advantage of the resources available in the Instructional Support  Training  Center to complete work in this class – and as you work on other projects throughout your program. For information about public computer labs on the Columbia campus, go to http://uts.sc.edu/ars/labs/index.shtml Instructional Support Training  Center, USC  College of Education 274 Wardlaw Building, 820 Main Street Columbia, SC 29208 phone: 803-777-4475 web site: http://www.ed.sc.edu/ois (The building takes up the block of Main, College, Sumter and Greene Streets. Room 274 is beside the Canteen.) Technical questions about connecting to the University and technical problems with Blackboard, University E-Mail, or Trend Micro (virus protection) can be answered by calling University Technology Services (UTS) at 803-777-1800. This phone is answered from 6:00AM-9:00PM weekdays. Recorded messages about known network outages and scheduled maintenance events are given 24/7. University E-Mail is a web-based e-mail system that the University provides for all faculty, staff and students. You may use an e-mail account from other provider, such as AOL, Hotmail, BellSouth, etc, but neither the instructor nor UTS can assist you with problems you might encounter with one of these other systems. Information about using University E-Mail can be found at http://www.sc.edu/universityemail/ The College of Education’s Office of Instructional Support also has information about using University E-Mail at http://www.ed.sc.edu/ois/howtoguides/software_programs.htm The direct link to the log in is https://webmail.sc.edu/ If you use another e-mail service you should identify someone at your work or home who can assist you with any problems or questions you encounter. It is a good idea to identify local support for any equipment or other technologies you use outside the class lab area. Much of the communication between the instructor and a candidate takes place through e-mail. Because the instructor gets a large number of e-mails and she will not have the opportunity to learn each candidate’s e-mail address, it is important for you to identify yourself in each message you send to the instructor. Please use your name as it appears in the University system, either by starting your correspondence with, “This is FirstName LastName. I am writing to…” or by signing your message with your name as it appears on the rolls. It’s also a good idea to put something relevant in the subject line so the message does not get identified as suspicious by a ‘junk/spam’ filter! If you are leaving a phone message for the instructor, it is important to include your complete name, a phone number (including area code) and times you may be reached at that phone number. Please remember that the appropriate technology for the assignment you are working on (Internet access, Blackboard, your e-mail account, etc.) may not always be available when you want it, so do not wait until the last minute to go to the class web site or submit an assignment.
 * ADDITIONAL NOTES ABOUT THIS COURSE **
 * Class Web Site **
 * Virus Protection **
 * Optional Open Lab / Work Sessions **
 * University Technical Support **
 * Communicating with the Instructor in a Distance Education Course **
 * One Final Thought – Technology **

Welcome to this section of EDET 603 for non-EdTech majors! SWQ