EDER 671, 91  Winter 2003

Conceptualizing Educational Technology

 

Course Outline

 

Instructor:       Dr. Qing Li                                           Telephone:       (403) 220-5507

Email:              qinli@ucalgary.ca                                   Duration:         13/01/03—17/05/03

Office Hour:    By appointment at EdT. 602B

                                               

 

Course Description

 

This course provides an overview of the field of Educational Technology in the context of practical applications.   Although "technology" is usually associated with equipment such as computers, video cameras, etc., we will address technology more broadly as the application of knowledge to solve practical problems, and we will think of the hardware/software as the products and tools of technology. In this course, you will work individually and collaboratively to examine concepts, questions, and issues that define the field, and to apply this knowledge in current teaching and learning environments.  A variety of instructional methodologies and technological tools will be used. EDER 671 serves as an introduction to the program of study for those who are new to the program.

 

I.      Learning Objectives

 

The focus of this course are to introduce you to important issues that help define the field of educational technology and to initiate or sustain them in the development of a program of lifelong learning in the field.  More specifically, you will

  1. Examine theories of learning and instruction, exploring implications, advantages, disadvantages
  2. Explore contemporary issues in educational technology.

3.      Examine the potential and limitations of educational technology use

4.      Develop a web site as an authentic means of formalizing and sharing developing ideas

5.      Research at least one current educational technology topic or theme in depth, and collaboratively develop and deliver an integrated instructional unit based on the topic.

6.      Analyze and evaluate the developed theme in terms of topic, technology, collaborative process, and instructional outcomes.

7.      Participate in a collaborative community to publish, exchange and consider emerging ideas

 

II.               Required texts.

 

·        Jonassen, D., Howland, J., Moore, J., Marra, R. (2003). Learning to Solve Problems with Technology: A Constructivist Perspective. Upper Saddle River, NJ: Prentice Hall.

·        Norton, P. & Wiburg, K. (2003). Teaching With Technology. Orlando, FL: Harcourt Brace.

 

I.      Schedule, Course Topics and Readings / Websites

 

Please regard the table below as an initial indication of the intended topics and readings. Web-sites, readings and topics may be added / modified during the course. Virtually all readings will have endless links to other interesting sites; you must pick and choose so that you are reading things that are personally meaningful and that both support and challenge your prior thinking.

 

Date

Topics

Readings

(for the week from this Friday to the next Friday)

Other

Jan. 17

 

 

Introduction, course overview, Educational Technology overview.

1.   Norton & Wiburg (2003). Ch. 1: Today’s Technological Challenges

2.   Instructional Design and Learning Theory http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

 

·   Visit class

·   Share pictures and a memorable story of yourself

·   WebCT intro

Jan. 24

 

Theories/research in learning and instruction—just the tip of the iceberg.

1.      Jonassen, et al (2003).  Ch. 1.  What is meaningful learning?

2.      Theories of Learning (Oxford Centre) http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html

3.      Norton & Wiburg (2003).  Ch. 3.  The FACT design

 

Jan. 31

 

Theories/research in learning and instruction

1.      Jonassen, et. al (2003).  Ch. 2: Problem solving is meaningful learning. 

2.      Norton & Wiburg (2003). Ch. 2:  Designing opportunities for learning

 

 

·   Web Sites That Suck

 

Feb. 7

Multimedia and virtual reality

1.      Jonassen, Howland, Moore, & Marra (2003).  Ch. 6. Learning by constructing realities with hypermedia.

2.      Jonassen, Howland, Moore, & Marra (2003).  Ch. 7.  Learning by exploring microworlds and virtual realities.

1.    

·   Some usable web graphics

Feb. 14

Technology & Literacy

1   Norton & Wiburg (2003). Ch. 6.  Designs for literacy. 

2.   Pool, C. R. (1997). A new digital literacy: A conversation with Paul Gilster. Educational Leadership, 55 (3) (On-line). Available: http://www.ascd.org/readingroom/edlead/9711/pool.html

 

Feb. 21

Reading Week

 

Aa             aaaaah….

 

Feb. 28

 

Distance education

 

1.      Teams Distance Learning: Copyright Issues http://teams.lacoe.edu/documentation/places/technology.html

2.      Norton & Wiburg (2003). Ch. 7. Design for learning information.

1.    

 

Mar. 7

 

Mindtools, cognition, and Knowledge

 

1.  Jonassen, et al. (2003).  Ch. 3: Learning from the Internet: Information to knowledge through inquiring.

2.  Norton & Wiburg (2003). Ch. 4: Designs for knowledge.

 

 

Mar. 14

 

Learning environment & learning community

 

1.   1.  Jonassen, Howland, Moore, & Marra (2003).  Ch. 8: Learning in problem-based learning environments.

2.   2.  Norton & Wiburg (2003). Ch. 8. Design for community.

 

 

·   Rogers' critique

Mar. 21

 

Equity & Critical issues

1.      Carvin, A. (2000). More than just access http://www.educause.edu/ir/library/pdf/ERM0063.pdf

2.      Equity http://www.netc.org/equity/index.html

3.      Critical Visions of New Technologies in Education http://www.mtroyal.ab.ca/critical_visions/papers/papers.htm

4.      Canadian Teacher’s Federation (CTF): Critical Issues in Education and Technology: http://www.ctf-fce.ca/e/what/restech/critical.htm

 

 

Mar. 28

Assessment

 

  1. Norton & Wiburg (2003). Ch. 9.  Designing system of assessment

2.      Evaluating What Really Matters in Computer-Based Education http://www.educationau.edu.au/archives/cp/reeves.htm

  1. Evaluation Tools http://mime1.marc.gatech.edu/mm_tools/evaluation.html

 

 

Apr. 4

Visual tools
  1. Jonassen, Howland, Moore, & Marra (2003).  Ch. 5: Learning by visualizing with technology: recording realities with video.
  2. DiLorenzo, P. (1999). Perfect practice makes perfect through digitized video: http://horizon.unc.edu/TS/default.asp?show=article&id=561

!

 

Apr. 11

 

Wrap up

 

 

 

II.    Grading

 

Mark

Criteria

A
  • Exceeds two or more of the assigned objectives
  • Meets all of the remaining objectives
  • The assignments demonstrate creativity and ingenuity
  • Organization, structure, and research / content are superior

A-
  • Exceeds one of the assigned objectives
  • Meets all of the remaining objectives
  • The assignment demonstrates creativity and ingenuity
  • Organization, structure, and research / content are superior

B+
  • Meets all of the assigned objectives
  • Properly employs the processes discussed during class
  • Final product is well researched and thought out.

B
  • Meets all of the assigned objectives
  • In general, applies the proper procedures and processes.

B-
  • Fails to meet one of the assigned objectives
  • Meets all of the remaining objectives
  • In general, applies the proper procedures and processes.

C
  • Fails to meet two or more of the assigned objectives
  • Meets all of the remaining objectives
  • In general, applies the proper procedures and processes.

Requires More Work
  • Fails to meet the majority of assignment objectives
  • Fails to follow proper processes and procedures
  • Poor organization and structure

All grades below a B- are indicative of failure at the Graduate level.)