Syllabus: IDT 516 - Section I01 - Fall 2011(INTERNET RES)

Instructor Information
Instructor: Jim West Contact Information IDT Department Office: Horrabin Hall 95A Phone: 309-298-2963 Office Hours: Monday and Wednesday 9:30 11:00; Tuesday 2:00 - 3:00 Email: ja-west2@wiu.edu

What You Can Expect From Me

When I am online: I will be checking the class throughout each day. Thursday is my research day, so it will be less often. Fridays will depend on whether or not I am teaching over the weekend. Weekends: I may or may not be online over the weekends or on holidays and breaks. All assignments are due before the weekend, so you should have no problems contacting me if you need assistance with the class. Communications: Email is my preferred method of communication. You can be confident that I will respond to your emails within 24 hours (except weekends and holidays). You can also reach me in my office during office hours that I have posted.

What I Expect from You

This is a 3 credit graduate level course, and the amount of time spent on the class should reflect that. You should be prepared to access the course several times throughout each week. Especially make sure you have a clear understanding of how Discussion assignments will be graded. Also, be sure to pay close attention to the group project guidelines when they become available. Do not hesitate to email me with any problems or questions you may have. Fall 2011 (Internet Resources for Education and Training)

Section Information

Course Description

This course focuses on developing skills in utilizing resources on the World Wide Web to locate, evaluate, and integrate internet resources into educational or training situations. You can check your grades by accessing the Gradebook link next to your name on the "Grades" page (accessible via the left nav menu on the 516idt.wordpress.com site). The grading scale is as follows: A. B. C. D. 540-600 480-539 420-479 360-419

Grades

All assignments are due by midnight on the specified due dates unless otherwise noted in the assignment guidelines. Late assignments lose 20% of their value for each weekday they are late. For example, an assignment due on Friday but submitted Monday is one day late. An assignment due on Wednesday but submitted Friday is two days late.

All assignments are due by midnight on the specified due dates unless otherwise noted in the assignment guidelines. Late assignments lose 20% of their value for each weekday they are late. For example, an assignment due on Friday but submitted Monday is one day late. An assignment due on Wednesday but submitted Friday is two days late.

Students with Disabilities

In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructors attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e., fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 309-298-2512 for additional services.

Students Rights and Responsibilities

Please refer to the WIU Students Rights and Responsibilities website at http://www.wiu.edu/provost/student/ for information on WIU policies on academic dishonesty, grade appeal, etc.

Assignments
Discussion Topics There will be 6 graded discussions for the semester. These will pertain to the particular module that we are working on. These discussions are separate from the individual assignments that you will have. Each discussion is labeled "Discussion..." and can be accessed directly on the menu at left, or within each specific Learning Module. These are truly discussions and not make a post assignments. There will be many discussion posts, and you should plan to read them all. I strongly recommend reviewing the Rubric for Discussion Posts, found in the Introduction to the Course module. Each discussion is worth 10 points, for a total of 60 points.

Quizzes

There will be a total of four quizzes. The quizzes relate directly to the vocabulary and concepts in the class materials. Each quiz is worth 10 points for a total of 40 points.

Group Project

Each of you will participate in a group project that will consist of researching a particular issue regarding Internet Resources. Each group will be based on the particular track you have chosen for this class: Teachers, Trainers, or Higher Ed. The Group Project is worth a total of 100 points.

Online Searching WebQuest

This is an individual project for all class members. You will explore various search engines and determine what search features are available and how they are used. This assignment is worth 50 points.

Website Evaluations

This is an individual assignment. You will evaluate web sites according the guidelines described in class. This assignment is worth 50 points.

Copyright

This assignment will explore the various aspects of copyright as it pertains to resources on the internet. The assignment is worth 50 points.

Web Portal

For this assignment, you will create an annotated list of web sites that you have evaluated for a topic of your choice. This assignment is worth 50 points.

Web 2.0 Research and Practice

The assignment will have multiple parts and is designed to allow you to explore various aspects of Web 2.0. The assignment is worth 100 points.

Final Project

For the Final Project, you will have multiple options, depending on the track you are in or your area of interest. For the Final Project, you will demonstrate how to incorporate Web 2.0 technologies in educational or training settings. The Final Project is worth 100 points.

Learning Modules
Introduction to the Course The Introduction will give each of you the opportunity to introduce yourselves and share your personal goals for the class. You will explore the course materials and how they are organized, and ultimately get a feel for how this online class will proceed.

Module 1: Online Searching

In this module, you will explore the search process, and identify why different searches and search engines give you different results when you are looking for information on the web.

Module 2: Evaluating Web Sites

In this module, you will examine how to critically evaluate web sites, and discuss the importance of digital literacy.

Module 3: Using Internet Resources in Teaching and Training

In this module, you will identify web sites that are appropriate for your learning audience.

Module 4: Copyright and the Internet

In this module, you will explore various facets of copyright law as it applies to resources on the internet.

Module 5: Web 2.0 Research and Practice

In this module, you will explore various technologies that are part of Web 2.0.

Textbook
Textbook Required A textbook is not required for this course. All of our required readings will come from the web. Check each module for the links.

Textbook Recommended

There is one recommended (not required) textbook: Using Wikis for Online Collaboration (ISBN: 978-0470-42355-4), by James West and Margaret West. This is available through amazon.com or other online retailers.

Objectives
PreK-12 Learning Objectives 1. 2. 3. 4. 5. List online resources available to you and your students. Define the jargon of the Internet and WorldWide Web. Discuss methods of integrating the Internet and Web into your curriculum. Discuss the concept of a schools culture and or attitude toward technology and how attitude effects Internet integration. Discuss the economics, the pitfalls, and positive aspects of creating Web supported instructional sites for students, either school-wide or for individual classroom use. Conduct online research on a variety of topics related to e-books, distance learning, digital libraries, adaptive technologies, and the digital divide. Create a web portal consisting of an organized set of at least 50 web sites. Describe trends regarding how teachers nationwide are integrating the Internet in the classroom. Create your own teaching materials using resources on the Web.

6.

7. 8. 9.

resources on the Web.

Elearning and Training Learning Objectives

1. 2. 3. 4. 5. 6.

7.

8. 9.

Identify online resources that support web site design for instruction, training-assessment, and instructional design. Define the jargon of the Internet and WorldWide Web. Describe the roles knowledge managers play in both for-profit and non-profit organizations. Discuss the future of elearning and its relationship to ecommerce. Explain the role of technology in life-long learning in the workplace. Compare the economics, pitfalls, and positive aspects of using Internet enabled training methodologies with face-to-face training and information dissemination. Evaluate corporate websites as to their design and content. Emphasis should be on the structure of the site, corporate culture, and information provided. Create a web portal consisting of an organized set of at least 50 web sites. Design an instructional or informational web site. The design should include a description of the purpose of the site and the intended audience, as well as an outline of the content that the site will contain.

Higher Education Learning Objectives

1. 2. 3. 4. 5.

6.

7.

Identify online resources that support web site design for instruction, training-assessment, and instructional design. Explain the role of technology in life-long learning and professional development for teachers. Discuss methods of integrating the Internet and Web into your curriculum. Discuss the concept of a schools culture and or attitude toward technology and how attitude effects Internet integration. Discuss the economics, the pitfalls, and positive aspects of creating Web supported instructional sites for students, either school-wide or for individual classroom use. Conduct online research on a variety of topics related to e-books, distance learning, digital libraries, adaptive technologies, and the digital divide. Create a web portal consisting of an organized set of at least 50 web sites.

8.

Discuss the impact of the internet on higher education.

General Due Dates and Module Activities

Introduction to the Course Friday, August 26 Review the Course Syllabus Friday, August 26 (by midnight) Complete the Introduce Yourself discussion

Module 1

Friday, September 2 Complete Quiz 1. Friday, September 2 Complete Discussion 1. Wednesday, September 7 Post Assignment 1: Internet Web Quest report. Friday, September 9 Complete Assignment 1: Internet Web Quest discussion.

Module 2

Friday, September 16 Complete Quiz 2. Friday, September 16 Complete Discussion 2. Monday, September 19 Complete Assignment 2: Website Evaluation, Part 2.A. Wednesday, September 21 Complete Assignment 2: Website Evaluation, Part 2.B. Friday, September 23 Complete discussions for Assignment 2: Website Evaluation.

Module 3

Friday, September 30 Complete Quiz 3. Friday, September 30 Group Project Checkpoint 1. Monday, October 3 - Complete Discussion 3. Friday, October 7 Complete Assignment 3.A: Web Portals Identify 20 Web Sites. Friday, October 7 Group Project Checkpoint 2. Friday, October 14 Group Project Checkpoint 3. Friday, October 21 Group Project Checkpoint 4. Sunday, October 23 - Complete Group Project. Monday, October 24 - Complete Assignment 3.B: Web Portals Post Sites to the Class Wiki.

Module 4

Friday, October 28 Complete Quiz 4

Friday, October 28 Complete Discussion 4 Sunday, November 6 Complete Assignment 4: Copyright

Module 5

Thursday, November 11: Complete your Final Project Proposal (this is in the form of a survey) Wednesday, November 16: Complete Assignment 5, part A. Wednesday, November 16: Complete Discussion 5. Ongoing from November 11December 8: Complete Assignment 5, part B. This is one blog post each week for four weeks. (See Assignment 5 for details.) Friday, December 9: Complete all requirements for the Final Project, including Final Project discussion posts. Wednesday, December 14: Complete Discussion 6. Wednesday, December 14: Course Evaluation.