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Course Syllabus, Summer 2004 

Professor:                Dr. L. K. Curda

Office:                    Bldg 77, Rm 144

Office Hours:          Tuesdays 10:00 - 12:00
Online Hours:            Mondays, 8:00 - 2:00
                               
Phone:                      474-2295 or

                               (888) 529-1823 (during business hours only)

Email:                      lcurda@uwf.edu     

I. Textbook
Trends and Issues in Instructional Design and Technology by Robert Reiser & John Dempsey, 2002

Instructional Technology Seminar is a research-oriented trends and issues course that is offered through the Internet. Using the capabilities of the World Wide Web, we will explore Instructional Technology. You will spend several hours on-line each week participating in class discussions. If you have any questions about the syllabus or assignments please let me know.

II. Course Description
In this course, students will synthesize the research on instructional technology as it relates to teaching and learning. Students will study the influence of research and theory in instructional technology to suggest a model or set of constructs for technology-based learning environments.

III. Purpose
This course is designed to acquaint students with the current research topics in instructional technology. This course will focus on building a strong knowledge base and a firm foundation in the definitions and domains of the field of instructional technology. Students will apply concepts from educational research in synthesizing current research articles for the development of a research project. Students will use the Internet as a primary source of current information by joining listservs, participating in online discussion groups, and completing searches. Students also may telnet to remote sites for even further study. As a result of this course, students may gain expertise in instructional technology research that will facilitate student research agendas for action research, thesis research, and dissertation research. 

IV. Major Goal and Objectives

The overall goal for this course is to learn about the field of instructional technology as a whole, what current trends and issues are developing within the field, the roles one may play in the world of IT, and current research that can be synthesized into usable concepts for the design of instructional learning environments. The specific objectives for this course are as follows:

Topic: Defining Instructional Technology
1. Students will analyze the nature of the definition, the evolutionary background, and the components of instructional technology as specified by the Association for Educational Communications and Technology (AECT).
2. Students will compare and contrast general and scientific definitions in the study of instructional technology as a field of research.
3. Students will evaluate the evolution of several definitions of instructional technology and review the current definition set forth by AECT and the implied meanings of instructional technology.

Topic: Models and Domains of Instructional Technology
4. Students will summarize the influence of research and theory in the field of instructional technology by critically examining the design, development, utilization, management, and evaluation domains of instructional technology.
5. Students will explicate current influences, trends, and issues effecting the study of instructional technology.
6. Students will research and summarize each of the domains of instructional technology and the influence of each domain on research of instructional technology.

Topic: The Impact of Instructional Technology
7. Students will assess the values and alternative perspectives of the field of instructional technology and examine the impacts made by instructional technology.
8. Students will compare and contrast several theories that contribute to the study of instructional technology to include general systems theory, psychological theory and research, instructional and teaching/learning research, and communications theory.
9. Students will evaluate alternative theoretical positions in the field such as constructivist theory and situated learning and suggest implications for further study of emerging technologies such as virtual reality, telepresence, hypermedia, cyberspace, and distance education.
10. Students will evaluate the ethical standards of instructional technology use and suggest implications for ethical versus unethical practices in the field.

Topic: Linking Theory to Practice
11. Students will define how to link theory of instructional systems into the practical application of technological use for education and training by studying the cognitive sciences and the instructional systems design process.
12. Students will compare and contrast the status and future of research in instructional technology.
13. Students will explicate a paradigm for research in instructional technology by studying several research paradigms employed in instructional systems and technology research to include experimental designs, quasi-experimental designs, meta-analyses, case studies/ethnographies, systems-based evaluations, cost effectiveness studies, model development studies, and technique development.
14. Students will synthesize research on several topics related to emerging instructional technologies. Such topics may include virtual reality, telepresence, hypermedia, cyberspace, and distance education
video transmission.

Topic: Using Technology Tools for Technology Research
15. Students will utilize e-mail, listservs, and discussion groups on the Internet at a medium for instructional communication and faculty/peer support.
16. Students will access the Internet to gain knowledge of current issues and research topics in instructional technology around the world.
17. Students will apply practical research skills when using the Internet research tools.

V. Course Requirements
All students in this course will be required to have an electronic mail account, join the IT listserv and have access to the Internet. Students will be required to interact throughout the semester using threaded discussions and e-mail for peer and faculty communication and the IT list for comparative analysis of topics, research issues, and proposed research agendas. Web pages will be used for course outlines, "e-lectures" (electronic lectures), and as a course bulletin board. Although the course is taught at a distance, students will be required to research relevant topics in near-by libraries.

Active Class Participation (30% of your grade)
The success of this course is based on active, continued class participation. Students will be expected to read assigned articles and to be prepared for in-depth discussion, synthesis, and analysis on a weekly basis.

Topic Discussion Leader (20% of your grade)
Individually or in pairs, you will be required to select a chapter of the text on which to lead the discussion. You will provide a chapter summary, website links to expand on the topic, and student activities for engaging your peers.  See assignment page for details.  I will be leading all topic discussions during the first two weeks of the course so you will have a model to follow.

Chapters will be selected and/or assigned during the third week of the class. Each pair will be responsible for submitting their material at least three days prior to the date the topic will begin (see schedule).  A web-based form will be provided to submit all necessary elements of your assignment.

Reaction Papers (2)  (15% of your grade)
Each student will be required to reflect upon your current knowledge of instructional technology as a field and the role it will play in your current or future job setting. You will also be expected to reflect upon course content.

Research Project (35% of your grade)
Each student is responsible for synthesizing current research in instructional technology (e.g., IT in various applications, virtual reality, telepresence, hypermedia, cyberspace, and distance education) to make an evaluation of instructional technology theory and practice.  First, each student will select a research topic related to emerging technologies and their role in instruction.  You will find four empirical research articles on your chosen topic.  You will analyze each article for its significance to your topic, methodology, and results.  Each analysis will be submitted using a web-based form that will be provided for you.  Finally, you will provide a synthesis of all four articles noting their similarities and differences, their contribution as a whole to the topic, and suggestions for further research.  Again, a web-based form will be provided.  Your peers as well as your instructor will review your research project.

Assignment specifications and grading criteria will be distributed on-line.

Assignments should be turned in on time. Late assignments will be assessed a penalty.

Grading for this course is as follows:

ATTENTION: In case of an emergency and you can not meet the deadline for a project, please get in touch with the instructor prior to the due date.  Alternate due date must be set up prior to your due date.

Course Policies

1. Students not completing any course assignments on time (this includes on-line and other assignments) will receive a grade of zero. If you are ill or have a serious problem that prevents you from attending class the day an assignment is due, please contact your instructor PRIOR to that day and we will arrange an alternate due date.
2. Scholastic Dishonesty: Students who violate the University rules on scholastic dishonesty are subject to disciplinary penalties including the possibility of failure in the course and dismissal from the University. All policies on scholastic dishonesty will be strictly enforced.
3. Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact your instructor personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.
4. Late Assignments- Your participation grade will suffer if you continually post to threads late. However, in relation to other assignments (i.e., reaction papers, article analyses, etc.), my late policy is this. For every day the assignment is late I take off 10% of the total possible points for that assignment. For example, if an assignment is worth 100 points and you turn it in 1 day late, the most points you can receive is 90. If you turn it in 3 days late, the most you can receive is 70. After 10 days, your assignment is worth 0 points so there is no reason for you to turn it in. If you have any questions about this policy please let me know. I am generally a pretty understanding person so it would behoove you to contact me BEFORE the DUE DATE if you know something will be late to receive an approved extension.  If an extension is approved by me then the late charges do not apply. The bottom line here is keep me informed!