COURSE SYLLABUS ‘ADE 6020 E-Learning and the Art of Communication PROFESSOR INFORMATION Instructor: Federico Lastra email: fiasi001@fiuedu office: (305) 348-2441 Office: (MMC) GL 120 Office Hours: Thursdays, 2:00 p.m. ~ 4:00 p.m. - By appointment TEACHING PHILOSOPY My teaching philosophy embraces empowering the learner to use knowledge for the betterment of his. or her self, and immediate and global communities. Education is @ tool to give peaple the opportunity of embracing a strong foundational knowledge that can be built upon in creative and innovative ways for the advancement of the communication of learning. Ultimately, all knowledge in varying degrees serves to empower the individual and subdue the influence of ignorant thought and promote conversations, which serves to diminish the opportunities of maintaining the status quo; therefore, knowledge is an empowering tool, that when applied effectively may serve to promote change, and promise towards a better and enlightened tomorrow. COURSE DESCRIPTION AND PURPOSE E-learning and the Art of Communicating is a graduate level course, covering the concepts of teaching online as an instructional designer! certified performance technologist to give you the tools needed for the design of effective online leaming. This framework has been developed so that you may use these Practices as an instructional designer! certified performance technologist for workforce learning, in educational academic settings; transfer of existing programs or new in the creation of new learning ‘experiences. You have the option of creating a course from scratch or using pre-existing material Topics explored in this course include strategies for developing instructional materials, the art of ‘communication by means of technology, and the evaluation of learning in an online setting COURSE PREREQUISITES There are no prerequisites for this course. Page 1of 15Discussion Forums | Keep in mind that your discussion forum postings should be meaningful interactions that add value to the teaming community. Care should be taken when determining what to post. When commenting on other student's post, please ensure that you contribute to the leaming experience by posting meaningful comments, Adobe Connect Meetings Information ‘Adobe Connect is an online meeting room where you can interact with your professor and fellow students by sharing screens, sharing files, chatting, broadcasting live audio, and taking part in other interactive online activities. We will be utilizing this tool to review examples of engaging online courses so that you May use this information for your own assignments. ‘Meetings will be available on the following dates: Meeting 1: Available Date/Time — Date/Time (TBA prior to semester start date) Meeting 2: Available Date/Time ~ Date/Time (TBA prior to semester start date) Meeting 3: Available Date/Time — Date/Time (TBA prior to semester start date) Meeting 4: Available Date/Time — Date/Time (TBA prior to semester start date) Requirements for using Adobe Connect: 1. Disable any window pop-up blocker. 2, Adobe Flash Player is required to successfully run your Adobe Connect meeting. You can test your computer to make sure your computer and network connections are properly configured to Provide you with the best possible Adobe Connect meeting experience. 3. Use of a combination headset and microphone with USB connection is recommended to ensure quality sound and reduce technical difficulties Reference Adobe Connect (Tutorials & Help) to learn about the tool, how to access your meeting rooms and recordings. POLICIES Please review FIU's Policies Webpage, The policies webpage contains essential information regarding Guidelines relevant to all courses at FIU, as well as additional information about acceptable netiquette for online courses. | PLAGIARISM Plagiarism is not accepted, for more information about plagiarism take the plagiarism tutorial which can be found posted at http://education fiu.edu/olagiarism/ Page 4 of 15E-Learning and the Science of instruction: Proven Guidelines for Consumers = and Designers of Multimedia Learning ‘Author: Ruth C. Clark, Richard E. Mayer Publisher dom ISBN: 978-0470874301 Conquering the Content: A Blueprint for Online Course Design and Development (Jossey-Bass Guides to Online Teaching and Learning) Author: Robin M. Smith Publisher (2014) ISBN: 978-1118717080 ‘You may purchase your textbook online at the FIU Bookstore. Instructional Design that Soars: Shaping What You Know into Classes That Inspire CS emveygin Author: Gulla Muir ae ©) C22" Publisher (2013) me ISBN: 978-1118717080 Assignment Expectations: Itis expected that all of your work be completed in a timely fashion. If there are extenuating circumstances, please inform the instructor before the assignment’s due date. Assignment 4 This assignment is worth 50 points (20% of your final grade). You are transfer content (from scratch or using pre-existing material) and begin creating your online course using one of the open source Learning Management Systems (LMS) previously suggested, In order to plan for your online course, be sure to chunk the content with accessibility and usability in mind, You are to take the content and follow below guidelines to begin creating the course: 1. Determine what elements and content you will include in your course. 2, Use outlines or concept maps to plan flow of content. Page 6 of 15,ACCESSIBILITY AND ACCOMMODATION Instructors will work with the Disability Services Office (or counselor) to determine effective and appropriate accommodations. Itis the responsibilty of any student needing an accommodation to inform the institution of their disability, how it creates a leaming impediment, and the type of accommodation needed. Please note that Adobe Connect is not fully ADA compliant, please inform the instructor if ‘accommodations for the Adobe Connect sessions is required. Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course. http://online. fiu.edu/htm/blackboardleam/mastertemplate/accessibility/ For additional assistance please contact FIU’s Disability Resource Center. Page S of 153. Familiarize yourself and/or seek training to learn what is possible with the course management system you are using, 4. Develop a navigation scheme that is based on your outline or concept map. This is an ongoing assignment that will culminate in the final complete online course. A link to your online course is to be placed on the Assignments dropbox before the assignments due date Assignment 2: This assignment is worth 50 points (20% of your final grade). Now that you have laid out the framework and begun your online class, its time to improve the design. ‘Add testing ‘Add quizzes Build online projects. Include accommodation methods for various types of learners, a. If content is visual, make it auditory b. Ifcontent is aucitory, make it visual 5, Ensure all documents are placed in accessible formats 6. Review your overall design (visuals, colors, fonts, graphics) This is an ongoing assignment that will culminate in the final complete online course. A link to your online ‘course is to be placed on the Assignments dropbox before the assignment's due date. Completed Online Course: This assignment is worth 75 points (30% of your final grade). You are to take the content provided along with concepts, theories, and philosophies you acquire from this course to complete your online course. You will be expected update your course with the provided feedback from your peers and the professor. ‘A link to your online course is to be placed on the Assignments dropbox before the assignment’s due date. In addition a link to the online course is to be uploaded to TaskStream to serve as a learning artifact, for your end-of-program virtual-portfolio, Glass Participation: This assignment is worth 50 points (20% of your final grade), After each assignment, you are to also place a link to the assignment discussion form in order to receive feedback from your peers and from the professor. Each student is to make at least one significant comment on each student's post in order to receive full participation credit In addition, each student is to attend all four (4) Adobe Connect Meetings. If for some reason you are tunable to attend one of the meetings, you are to view the meeting recording and write a one (1) page summary, single space and upload it to the assignment dropbox. Reflective Blog Post This assignment is worth 25 points (10% of your final grade). You are to write at least § reflective post after the weekly modules. During these post, you are to reflect regarding the readings, assignments, Page 7 of 15,land the connections you are making with your previous knowledge. You may choose to write § post on any of the 12 available modules. Assignment 1 ! 1 50 50 Assignment 2 | 1 50 50 Complete Oniine Course 1 75 75 Class Participation & Adobe Connect a Be 50 Meetings Reflective Blog Post (5) 5 5 25 Total 10 NA 250 20% 20% 30% 20% 10% 100% A Above 93 Be 81-83 D+ A 91-92 ce 77-80 D Be 87-90 c 74-76 D- B 84-86 co 14-73 iF 67-70 64-66 6163 <61 Page 8 of 15,‘Module 4 Leaning Objective: * Ofientation/Introduce Yourself © Foundation of instructional design Required Readings: © Clark & Mayer Ch. 1, 2, 13 Tasks: © Post a brief introduction on Discussion Board Module 2 Learning Objective: Orientation/Introduce Yourself * Foundation of instructional design ‘* Synchronous vs. Asynchronous Communication ‘* Submit your proposal for your content Required Readings: 1 Clatk& Mayer Ch 1, 2,19 ‘* Huang, X. & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1). ttp:#a0.galearoup.corn/ps/retrieve.do?retrieveForm: erGroupName=miam 1 5068tablD= [002&workid=PI-AIGK.2012-SPROG.1DSI- 14.JPG%TCPI-3IGK-2012-SPRO0-IDSI-15 JPG%TCPI-3IGK-2012-SPR00- IDSI-16.JPG%TOPI-3IGK-2012-SPRO0-IDSI-17.JPG%TCPI-3IGK-201: ‘SPROO-IDSI-18,JPG%7CPI-3IGK-2012-SPROO-IDSI-19,JPG%7CPI-3IG 2012-SPROO-IDSI-20,JPG%7CPI-3IGK-2012- 5-21. JPG%7CPI- SIGK-2012-SPROO-IDSI-22,JPG%7CPI-3IGK-2012-SPRO0-IDSI- ‘SPR00-IDSI-27,JPG%7CPI-3IGK-2012-SPROO-IDSI-28 JPG%7CPI-SIGK- 202-SPROO-IDSI. 29.JPG8dool SALE% 7CA297555183€callistoContentSet=PER&isAcrobatav Tasks: Adobe Connect Meeting 4 Module 3 Learning Objectives: r content to an LMS larize yourself with course management software Required Readings: © Smith Lesson 4 © Jones, |. M. (2011). Can you see me now? Defining teaching presence in the ‘online classroom through building a learning community. Journal of Legal Page 9 of 15,Tasks: ‘Studies Education, 28(1), 67-176. http:/dfouh2we8b. search serialssolutions.com/7ctx_ver=Z39,68- 2004&ctx_enc=info:ofienc:UTF-B&ctx tim=2015-03- 23TOOXSA0S%SA14IST&u ver=Z39.88- 20048url_ctx fmteinfofi/imtkev.mbcctx8.f_id-info:sid/primo.exiibrisaroup.com sprimo3-Avticle- eficBrft_val_tmt=info-ofifmtkev:mbcarticle&ift genre=articleS rt afitle=Can%20 ‘You%20See%20Me%20Now%3F%20Definina%20Teaching’20Presence%20 in%20the%200n jine?20Classroom’420throuah%420Bullding%20a%20Learnin ‘9%20Community&rf. title= Joural%2001%20Lenal%20Studies%20Education& =rft aulast=Grit auinit=&rt auiniti= =8rfausuffie=Srft al ‘ones%20%201de%20M &rft.aucoro=&rit date=201 18rft volume=@rft issue=1&rf t rt=4ift. quarter=&rft. ssn=&rft spage=67 rf. epage= 1 16&rf, pages=8rf anu m=Brftissn=0896- 581 14rfteissn=£rhisbn=Brft sicic8rft coden=8rit _id=infordoV/10.1111/)1744- 1722.2010.01085.x&rft object id=8.rt_ dat=/3Ceric%3EEJO168. lerio%3 Earfteisbn=&rf_ id=infooal63E Flosi, A, & Bandyopadhyay, K. (2009). An empirical investigation into factors relating to the use of course management software by post-secondary faculty International Joumal of Business information Systems, 4(6), 597-621 http catalog. fola.edu/f sp7st=An+empiricalinvestication+into+factorstrela tingto+the+use+of+course+management+softwaretby+Dost- secondary facultyBix= kw8fi=ar&\V=D&S=02014271195113218I=O#Htop Adobe Connect Meeting 2 Module 4 Learning Objectives: Required Readings: Develop a concept map Determine the order in which concepts will be presented ‘Smith Lesson 2,3,4 Shyu, H., Hsieh, S., & Chou, Y. (2004). Integrating concept mapping into designing a course management system. Journal of Educational Multimedia & Hypermedia, 13(4), 483-506. htto://go.aalearoup.comipsiretrieve.do?retrieveFormat=PDF_FROM CALLIST O&scossslevel=FULLTEXT WITH GRAPHICS&inPS=trueSprodid=AONE&us 4151. JPG%7CPI-OIUG-2004-WINOO-LASON-152,JPG%7CPI-OIUG-2004- WINOO-LASON-153.JPG%7CPI-OIUG-2004-WINOO-LASON-154,JPG%7CPI- 1UG-2004-WINO0-LASON-155.JPG%7CPI-OIUG-2004-WINO0-LASON- 1156.JPG%7CPI-01UG-2004-WINO0-LASON-157.JPG%7CPI-OIUG-2004- WINO0-LASON-158 JPG%7CPI-0IUG-2004-WINO0-LASON-159 JPG%7CPI- O1UG-2004-WINOD-LASON--160. JPG%7CPI-OIUG-2004-WINOO-LASON- 4161. JPG%7CPI-1UG-2004-WIN00-LASON- 162, JPG%7CPI-OIUG-2004- WINOO-LASON.163.JPG%7CPI-OIUG-2004-WINOO-LASON-164,JPG%7CPI- 01UG-2004-WINO0-LASON- 165. JPG%7CPI-O1UG-2004-WINOO-LASON- 166.JPG%7CPI-DIUG-2004-WIN00-LASON-167, JPG%7CPI-DIUG-2004- WINOO-LASON.168.JPG%7CPI-O1UG-2004-WINO0-LASON-169,JPG%7CPI- 1UG-2004-WINO0-LASON-170,JPG%7CPI-IUG-2004-WINOO-LASON- 171,JPG&doold=GALE%7CA132304040&callstoContentSet=PER&isAcrobatA vailable=false Page 10 of 15Tasks: Hwang, GJ, Shi, Y-R., & Chu, H.C. (2077). A concept map approach to developing collaborative mind tools for context-aware ubiquitous learning, Brtish Joumal of Educational Technology, 42, 778-788, htiovldfSuhawe8b, search serialssolutions,com/2cbx_ver=Z39.68- 20Dé8.ckx enc=infoiof/ene UTE-8&cix tim=2015-03- 23TOSt%IA18%3A481STEurl ver=Z39 88- 20048uri_ctx_fmt=infofifmt:kev:mbx.ctxérfr_id=info:sid/primo.exlibrisgroup.com ‘primod-Aticle= fic&rft_val_imt=info:ofi/fmt kev: mbcarticle&rft. genre=article&rftatitle=A%20C0 ncept%20Map%20Approach%20!0%20Developing%20Collaborative%20Mindt (01s%20fer%20Context- Aware%420Ubiquitous?:20L earning itle=British%20Journals2001%20E duc ational%20Technology&irft bitle=&rft aula auinit=8rftauinitt=8rft auinitm iwang%2C%20Gw jolume=&rft issue=5érft part=&rft quarter cftarinum=8rftissn= =&rft 8535,2010.01102.x8rft object id=8rft_dat=%3Ceric%3EEJ936945%3C/eric%3 Eérfi.eisbn=8rft_id=info:oal%3E ‘Submit Assignment 4 Module § Learning Objectives: Required Readings: ‘Segmenting and Pretraining Determine the order in which concepts will be presented Clark & Mayer Ch, 40 Eran, D., Bengio, V., Courvile, A, Manzagol, PA, Vincent, P. & Bengio, S (2010}. ity does unsupervised prodrainng help deep learning? The Jourial of Machine Leaming Research, 11, 625-660. htto/limir_org/oapers/volume 1 4/erhan0a/erhan10a.pdt Aller H., Richter. C., & Nejd, W. (2004). Lifelong learning and second-order learning objects. Bntish Joumal cf Educational Technology, 35, 701-715. hitovicfoun2weab search seralssolutions convetx ver=249,88- 2004&ch enc=infocoflenc:UTF-B&0b im=2015-05- 23T09%43A25%3A151STaurl ver=Z3968- 2oDéBurl ctx fmtsinfoflfmtkevmbcckxGrir id=info:sid/erimo exlibriscroup.com pimo3-Aricle- ricki val fmt=info-ofvfmtkev:mbcartcle&rf genre=articleftatile=Lifelona 2%20Leaming?%20and%20Second- 20Leaming%s20 a"20TechnologySr bi r ‘Lausuffie=8rft eu=Aller20%420Heidrunérft aucorp=6rf date=200411&rf vol ume=354rfssue=68,f.part= 7/58rft pages=&rf.arinum=rtissn=0007- To13&rfLeissn=Ark son=arhs: 04, 00428 xérf. ob Earfteisbn=8rft_id=info:oai/%3E Page 11 of 15,Module 6 Learning Objectives: ‘¢ Incorporating tests/ quizzes in LMS © Building online centered projects Required Readings: ‘© Smith Lesson © Clark & Mayer Ch. 16 * Rath, V. & Goel, A. (2071). A methodology for e-quiz content production for e- learning in emerging applications of information technology, 2011 Second Intemational Conference, 145-148. http /fieeexplore.ieee.ora/stamp/stamp |sp7tp=&amumber=5734915 + Revere, L. & Kovach, J. V. (2011). Online technologies for engaged learning Quarterly Review of Distance Education, 12(2), 113-124. dimollymckee. wiki westaa edu/fie/view/ONLINE+TECHNOLOGIES+FOR+ ht ENGAGED+LEARNING+A+Meaningful+Synthesis+for+Educators.pdf ‘Adobe Connect Meeting 3 ‘Submit your peer review by end of week, check the “My Grades” section for due date. ‘Module 7 Learning Objectives: Apply the Multimedia Principle, Contiguity Principle, Redundancy Principle Required Readings: © Clark & Mayer Ch. 4,6 ‘+ Mayer, R. & Moreno, R. (2002). Animation as an aid to multimedia learning, Educational Psychology Review. 14(1), 87. i/fouh2we8b, search serialssolutions.comv7ctx_ver=Z39,88- 20048ckx_ enc=infocofienc; UTF-B&eb« tim=2016- 23T10%3A21%3AZ6IST&url_ver=Z39.88- 2 ‘obx_fmt=infofifmt kev: 1=info:sid/primo exlbrisaroup.cor rimo3-Article- Springer jourfrft_val_fmt=info:of/fmtkev:mb< 8rft genre=articleBift atitle=Anim ation%s20as%20an%20Aid%2010%20Mulimedia%20Leamingaarft title=Educati ‘onal%420Psycholoqy’420ReviewArft.bitle=8rft aulast=Mayer&rft auinit=&rf aul ni ate=200203&rft volume=148/f. issue=: 10878 evage=998r. 0a 726Xérft cissn=1573- S36X4rftisbn=8rit sici=Burft.coden=arft_id=info:doi/10,1023/4:1013184611077 Srftobiect id=Arft_dat=%3Cspringer_jour3E1013184611077%3C/springer_ uresHarReisbn=Brtt id=info:oai%3E Module & Learning Objectives: Implement audio! visual design principles: Required Readings: ‘® Clark & Mayer Ch. 7,8 © Boffey, R., Gerrans, P., & Kennedy, S. (2010). Using Digital Lectures to Assist Student Learning, eCULTURE, 3(1) hitpi/ro.ecu.edu.au/eqi/viewcontent.caiZarticle=1114&context=eculture © Jamet, E. & Le Bohec, O. (2007). The effect of redundant text in multimedia instruction. Contemporary Educational Psychology, 32(4), 588-598. Page 12 of 15,Tasks: DlipyafOuh2we8b search serialssolutions com/70k ver=Z30.86- 20048ctx_enc=info:ofvenc: UTF-8&ctx tim=2016-03- 23710%3A32%3A44IST&url_ver=Z39 68- 20048uri_ctx_fmt=infofifmt Kev.mbx.cbxé.rfr_id=info:sid/primo.exlibrisqroup.com iprimo3-Atiole- gtic&rtt_val_fmtsinfo:ofifmt kev:mbcarticles&rft genre=articleBsrftatitie=The%20 Effect®#200f%20Redundant%20Text%20in%20Multimedia%20Instruction tt {le=Contemporary%20Educational%20Psycholoay&rtt bitle=&rft eulast=8rft aul Qf ssn= rftissn=0367- 76X: ft sici=6rf. coden=&rft_id=info-doi/10.1016/.cedosy ‘ch.2006.07,0014rft.object_id=Grft_ dat=%3Ceric%3EEJ776927%3C/erio%3ESr feisbn=8rft_id=inforoa/%3E McCrudden, M. T., Hushman, C. J., & Marley, S. C. (2013). Exploring the boundary conditions of the redundancy principle. The Journal of Experimental Education, 1-18, httov/6f9uh2we8b search serialssolutions com/7ctx_ver=Z39.88- 20048ctx_eno=info:ofienc:UTF-B&ctx tim=2015-03- 23710%3A36%3A18IST&url_ve 20048url_ctx_fmt=infofifmt:kev:mbcctx&rfr_id=info:sid/primo.exiibrisqroup.com iprimo3-Article- tayfrané&rft_val_tmt=info:ofi/tmt:kev:mbcjoumal&rft.genre=articles&rftatitle=Exp lorina%20the%20Boundary%20Concitions%200f%20the%20Redundancy%20 | Principlerft title= The%20.Journal%200f%20E xperimental%20Education&rf ti t t=McCrudden&rft auinit = ‘au=Mocrudden%2C%20Matthew%20T.&rft aucorp=8ift.date=201410028rft.vo iume=824rft issue=48rf, part=8,rft quarter=8rh ssn=8rft,spage=537arft page= ‘5548,ft pages=&rft artnum=8rkt issn=0022-09738rft eissn=1940- 06838rftisbn=8rt si info:dol/10.1080/00221 3.84 32688rftobiect id: i=%3Ctaviranc%3E 10.1080/00220973,2013.813368 %3Cltaytrancs3E&rit eisbn=Erft_id=info:oal/%3E Make changes to your online course using the professor and peer feedback provided. Learning Objectives: Modality Principle Personalization Principle Required Readings: Clark & Mayer Ch. 9 Moreno, R.E. & Mayer, R. E. (1999). Cognitive principles of multimedia learning: the role of modality and contiguity. Journal of Educational Psychology, 91, 358-368. hitb: //psycnet apa ora/iournals/edu/91/2/358,pdf Mayer, R.E. & Moreno , R. (2002). Aids to computer-based multimedia teaming. Learning and instruction, 12, 107-119. httpv/ac.els-< '$0959475201000184/ 1959475201000184- main,pdf? tid=7876787a-d175-1164-b240- 00000aabO27&acdnat=1427126499 ddcdéd1eba6510a486db86528342722d Kartal, G. (2010). Does language matter in multimedia learning? Personalization principle revisited. Journal of Educational Psychology, 102(3), 615-624 | Page 13 of 15,to ipjvone. ana orfoumals/edu O23 15 pat " Adobe Connect Meeting 4 ‘© Submit Assignment 2 Tasks. Module 10 Learning Objectives: ‘* Computer- Supported Collaborative Learning (CCL) © Online etiquette * Effective online communication Required Readings: ‘© Muir Part 1, 2 * Kwon, K., Liu, ¥., & Johnson, L. P. (2014). Group regulation and social- emotional interactions observed in computer supported collaborative learning ‘comparison between good vs. poor collaborators. Computers & Education, 78, 185-201 httpu/ac.els-cdn,com/$0360131514001377/1-s2.0-S0360131514001377- main.pdf?_tid=249a70ca-0176-1164-9177- 00000aacb35d&aodnat=1427126787_aadedS1244fa1c476d47e30e8O4ft366 * Gress, ©. L., Fior, M., Hadwin, A., & Wine, P. (2010). Measurement and assessment in computer-supported collaborative learning. Computers in Human Behavior, 26(5), 808-814. http:/lac.els-cdn, com/S0747563207001239/1-s2.0-S0747563207001239- main.pdf? tid=a7"42c70-d176-11¢4-2643- 00000aabOI02&acdnat=142712700B_da20319624d6246260cGa73276086365 © Belts, K. (2009). Lost in translation: importance of effective communication in online education. Online Journal of Distance Learing Administration, 12(2). http: //df8uh2we8b.search.serialssolutions.com/?obx ver=Z39.88- 20048ctx_eno=info:oflenc; UTF-8&ctx tim=2015-03- 23711%3A09%3A00IST&url_ver=Z39 88- 20048url_ctx_fmtzinfofifmtkev:mbsch<&rfr_id=info:sid/primo.exibrisgroup com primo3-Aticle- ic&rft_val_fmt=info:ofi/imt-key.mbcarticle&ft genre=article&rt.atitle=Lost%20i 1n%20Translation:%20Importance%200f%20E ffective%20Communi 20) 1n%200nline%20Education&sttitle=Online%20Journal%200f%20Distance%20 Learnina%20Administration&rt title st=rft auini nit =Brft.au au=Betts%2i ristendrft aucorp=&rt date tvolume=Erft issue=28rit oart=8rf,quarter= &rft ssn=Erit soage=&rft.epage=Vo 1:12(2)8rf.pages=87f arinum=8rft issn=1556- 38478rfteissn=8rft isbn=8rft sici=&rft coder Tasks: ‘* Submit your peer review by end of week, check the “My Grades” section for due dato. Page 14 of 15Learning Objectives: ‘* Computer- Supported Collaborative Learning (CSCL) © Online etiquette © Effective online communication Module 11 Required Readings: ‘© MuirPart3, 4 Tasks: * Make changes to your online course using the professor and peer feedback provided. Learning Objectives: + GBA Required Readings: ‘© Hakkinen, P. (2002). Challenges for design of computer-based learning Environments. British Journal of Educational Technology, 33(4), 461-469. httov/¢fuh2wo8b search serialssolutions conV?cbx ver=Z30,88- 20044c eno=infocofVlenc:UTF-B&ckx tim=2015-05- 23T11%3A18%3A07IST&url_ver=Z3988- 20048url_cbx fmtsinfoflfmtkev:mbcctxrtr id=infosid/rimo exlbrisaroup.com primo3-Article- Module 12 eric&rft_val_fmtzino.ofifmt-kevimbcartcle&rft aenre=arlcledrftatte=Challena 28%20for%420Design%200f%20Computer- Based’420Leamina%20Environments.&rf title= Brtish9420Journal%200f%20E Gucational%20 Technology bitle=&rft aulast=&rft. avinit=8rft.aviniti=8rft aul %2C%20P aividift aucorp=8irt,date=2002 FLvolume=33&rf issue=48rft part=8.rft quarier=8,rft.ssn=Arft. spage=46 18. ege=698rft pages=&rft arinum=rftissn=0007- 10138rit.eissn=&rftisbn=&rf sic Tasks: © _ Submit Completed Online Course Page 15 of 15,