EDC&I 505J ODL SP 12

College of Education

University of Washington

EDC&I 505

Seminar in Curriculum and Instruction

Online and Distance Learning

Instructor: Prof. Stephen T. Kerr	Office: 122 Miller Hall, Box 353600
Course meets: 215 Miller (SCR)	Telephone: (206) 685-7562
Wednesdays, 4:30 - 6:50 p.m.	E-mail: stkerr@u.washington.edu
Office hours: By appointment (normally W 2:00-3:30 pm and Th 10 am-Noon)	http://faculty.washington.edu/stkerr

Session	Date	Assignment for Session	Topic in Class
1	3/28/12	Bernard et al., 2004; Bernard et al., 2009; Means et al., 2009; Tallent-Runnels et al., 2006^‡	Intro 1: Introductions -- Course, participants; Overview and history of online and distance learning
2	4/4	H*, 1 Have ideas for course projects ready for discussion Brown et al., 2007	Intro 2: The Invisible Infrastructure: What do we move towards and away from when we move online? What do current and possible new tools afford and constrain? Course project definition. Planning the rest of the course.
3	4/11	H, 2, 9 Hsieh & Cho, 2011	Tools 1: Tools and design: Assessing the current universe of OL learning tools Collaborative exercise: Identify at least 3 new-to-you OL tools
4	4/18	H, 3, 8 Williams et al., 2011	Tools 2: Asynchronous meeting online [No face-to-face class meeting!] OL tool presentations and other activities Presentations: New Tools
5	4/25	H, 4, 10 Cui et al., In Press; Garrison & Cleveland-Innes, 2005	Tools 3: Emergent tools to enhance presence, foster interaction, and encourage communication Presentations: New Tools
6	5/2	P&P*, 1-3 Koh et al., 2007; Chang & Tung, 2008	Practices 1: What are “best practices” for online and e-learning? Collaborative exercise: Identify at least 3 new-to-you OL practices
7	5/9	P&P, 4-8 Heo et al., 2010; Benevenuto et al., 2009	Practices 2: Synchronous meeting online [No face-to-face class meeting!] Web conferencing and its application in online learning Faculty development and faculty as developers; intellectual property and copyright in digital environments. Presentations: Promising Practices Project check-in [online]
8	5/16	H, 5-6 Khan Academy materials; Yu & Wu, 2011; Chen et al., 2009	Practices 3: Designing to capture evidence of learning: Student assessment issues. Presentations: Promising Practices
9	5/23	H, 11 Panzarasa et al., 2009	Theory 1: How should we think about online and e-learning? What theoretical models, constructs are most helpful, and what do they give us? Presentations: Identify at least one theoretical approach Final project check-in; discuss format for final presentation
10	5/30	Final papers/projects due	Final paper/project presentations. Conclusions.

^‡ [Yes, it’s the first course meeting, and I don’t expect you to have read these already. But they are key recent reviews; try to read them all at some point during the course!]

* Texts:

[H] Horton, William. (2012). E-learning by design. San Francisco: Wiley-Pfeiffer.

[P&P] Palloff, Rena, & Pratt, Keith. (2011). The excellent online instructor: Strategies for professional development. San Francisco: Jossey Bass.

1. Purpose

In this course, we will examine those elements that contribute to successful online and distance learning programs. In particular, we will focus on such issues as the design variables that are most likely to support significant learning, the creation of community and connection among learners working at a distance, as well as the structures that can help support both learners and instructors in online and distance learning settings.

2. Course Requirements

There are four requirements for this course:

a. Readings and class discussion

You should do the readings regularly and come to class prepared to discuss them. We’ll use a variety of small-group arrangements for these discussions.

(Due throughout; 10% of final course grade)

b. Identifying and Presenting on One New Tool for Online Learning

Early in the quarter, we will identify a set of tools that are currently available or emerging for use in online learning. You’ll choose one of those tools and present on it in class (see dates marked "Presentations … New Tools" in the course calendar).

In class, make a brief presentation (10 -15 minutes) and lead a brief discussion about the tool. In your presentation, discuss: (1)what you think its uses would be for particular applications in online learning; (2) how it would (or would not) support learners in comparison with typical models of face-to-face instruction; and (3) what constraints or system-level problems might affect its use. (Note tat one of the sessions for doing these presentations is an asynchronous online session – a chance to practice what we preach! How we do this session is something we’ll discuss in class the week prior.)

Submit to Catalyst GoPost for the rest of the class a 1-2 page description summarizing the points above (and be sure to include the tool’s URL, if available online).

(Due 4/18 or 4/25; 20% of final course grade)

c. Identifying and Presenting on One Promising New Online Learning Practice

Identify and present on one promising new way of organizing or structuring online learning experiences for students. This could range from straightforward ways to present conceptual or theoretical material online, to ways of organizing small group activities, to methods for providing different sorts of feedback or arranging collaborative learning activities. The practice should be illustrated with examples you have located online; if it is your entirely new proposal, you should present a worked example of what it would look like in enough detail that other members of the class can get a clear picture of what you’re suggesting.

Your presentation should discuss: (1) the type of learning the practice is intended to promote (and how it differs, if it does, from how that sort of learning would be supported in a face-to-face environment); (2) the specifics of how it works online (who does what; the time scale; the products; assessment; etc.); and (3) your assessment of why the practice is “promising” – in other words, what makes it interesting, unique, etc.

Submit to Catalyst GoPost for the rest of the class a 1-2 page description of the practice, including links to examples elsewhere online.

(Due 5/9 or 5/16; 20% of final course grade)

d. Final project or paper

This should deal with an issue relevant to the design, development, piloting, operation, or evaluation of online or distance learning. While the scope, approach, and particular focus are up to you, the work should represent an effort to understand some aspect of online or distance education at a deep level, and it should represent your best thought.

The final project or paper could be a traditional academic "course paper," but it could also be:

- a conceptual design for a new course or program

- an evaluation of an existing program

- a review of practice or research

- a comparative study of different programs or approaches

- an analysis of a commercial platform or product

- development of new material for a project already underway

- a staff development program for those teaching online

- something else (check it out with your instructor!)

You will have a chance to discuss your ideas for the project early in the course, and then again as we go along. This will allow all of us to share ideas and provide feedback. Please don't hesitate to "use" the class to push forward projects or ideas that are important for you (including dissertation, thesis, or project proposals!)

Depending on what you choose to work on, the final form of your project may vary: for example, you might present a URL with distance learning/online materials, or links to existing distance learning/online programs you are evaluating, or newly created materials or documents linked to current programs. If you are doing a traditional academic paper, think in terms of 15 pages or so; if you're working in a different medium, plan on a comparable level of effort.

At the end of the course, submit your paper/project via the course Catalyst CollectIt site.

(Due May 30; 50% of final course grade)

3. Office Hours

I generally have office hours 2:00-3:30 pm on Wednesdays (same day our class meets) and 10 am – 12 Noon on Thursdays. I do schedule my office hours, so to make sure that I can see you on a particular day and reserve a half-hour time slot, please send me email at least a couple of days in advance. If you’re not able to come in during those times, send me the times that work best for you and I will try to accommodate you.

4. Other Resources

A list of relevant sources and materials is posted on the class web site. When you come across relevant materials, news stories, or web resources, please post to the “General Discussion” UW Catalyst GoPost.

5. Exploration

In addition to the texts, I expect that you will investigate relevant literature from online and distance learning, educational technology, and other related fields. You should share with each other and explore freely in the library and on line. Be sure to tell the rest of us about significant, interesting finds!

Throughout the course, we will look at a number of relevant web sites, systems, reports, articles, and short pieces that throw special light on the issues involved in designing and delivering online and distance learning programs. These materials will be linked from the course website or placed on the UW Libraries e-Reserves system. Please check with me if you are unable to be in class on a particular evening to see if anything has been discussed that you need to look at for the next meeting.

In a seminar of this sort, class participation is obviously of central importance. Please make every effort to attend, to be ready to present and discuss your own work, and to offer your constructive critique of others' work.

6. Course-Related Sites

UW Catalyst GoPost (for general discussion, questions, links, etc.):

https://catalyst.uw.edu/gopost/board/stkerr/27111/

UW Catalyst GoPost (for materials connected with presentations):

https://catalyst.uw.edu/gopost/board/stkerr/27112/

UW Catalyst CollectIt (for final projects):

https://catalyst.uw.edu/collectit/dropbox/stkerr/20828

UW Libraries E-reserves:

https://eres.lib.washington.edu/eres/coursepage.aspx?cid=9417&page=docs

Password: stkerr

7. Additional Course Readings

[Available directly via e-reserves site above, or via UW Libraries e-journals]

Benevenuto, F., Rodrigues, R., Almeida, V., Almeida, J., & Ross, K. (2009). Video interactions in online video social networks. ACM Transactions on Multimedia Computing, Communications and Applications, 5(4), Article 30. [UW Library E-Journal]

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. [UW Library E-Journal]

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. [UW Library E-Journal]

Brown, J., Broderick, A. J. & Lee, N. (2007). Word of mouth communication within online communities: Conceptualizing the online social network. Journal of Interactive Marketing, 21(3), 2-20. [UW Library E-Journal]

Chang, S-C., & Tung, F-C. (2008). An empirical investigation of students’ behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71–83. [UW Library E-Journal]

Chen, N-S., Wei, C-W., Wua, K-T., & Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education, 52, 283–291. [UW Library E-Journal]

Cui, G., Lockee, B., & Meng, C. (In press.) Building modern online social presence: A review of social presence theory and its instructional design implications for future trends. Education and Information Technologies. [UW Library E-Journal – Online First]

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148. [UW Library E-Journal]

Heo, H., Lim, K. Y., & Kim, Y. (2010). Exploratory study on the patterns of online interaction and knowledge co-construction in project-based learning. Computers & Education, 55, 1383–1392. [UW Library E-Journal]

Hsieh, P-A. J., & Cho, V. (2011). Comparing e-learning tools’ success: The case of instructor–student interactive vs. self-paced tools. Computers & Education, 57, 2025–2038. [UW Library E-Journal]

Koh, J., Kim, Y-G., Butler, B., & Bock, G-W. (2007). Encouraging participation in virtual communities. Communications of the ACM, 50(2), 69-73. [UW Library E-Journal]

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Project Report. Center for Learning Technology. Washington, DC: US Department of Education.

Panzarasa, P., Opsahl, T., & Carley, K. M. (2009). Patterns and dynamics of users’ behavior and interaction: Network analysis of an online community. Journal of the American Society for Information Science and Technology, 60(5), 911–932. [UW Library E-Journal]

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. [UW Library E-Journal]

Williams, D., Ursu, M. F., Meenowa, J., Cesar, P., Kegel, I., & Bergström, K. (2011). Video mediated social interaction between groups: System requirements and technology challenges. Telematics and Informatics 28, 251–270. [UW Library E-Journal]

Yu, F-Y., & Wu, C-P. (2011). Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities. Computers & Education, 57, 2167–2177. [UW Library E-Journal]

8. Necessary Notices:

DUE DATES

Having assignments ready by the date due is an essential requirement and a basic expectation of graduate study. Failure to observe this requirement can have dire consequences! Grades of "incomplete" will be given only for certifiable medical reasons or in other extraordinary circumstances.

DISABILITY ACCOMODATIONS

To request academic accommodations due to a disability, please contact Disability Resources for Students, 448 Schmitz, 206-543-8924/V, 206-543-8925/TTY, or at http://www.washington.edu/students/drs/. If you have a letter from Disability Resources for Students indicating you have a disability which requires academic accommodations, please present the letter to me so we can discuss the accommodations you might need in this class.

If you have questions or concerns about disability accommodation do not hesitate to contact me or DRS directly.

PLAGIARISM

Plagiarism, submitting someone else's words or ideas as your own work, is a serious academic offense. Cases of suspected plagiarism will be referred to the Associate Dean for Academic Programs for adjudication. Possible penalties range from disciplinary warnings to dismissal from the university. All students are expected to demonstrate academic integrity at all times, and to learn what constitutes plagiarism. A useful definition of plagiarism can be found at:

http://depts.washington.edu/grading/pdf/AcademicResponsibility.pdf