EDCI 513 Fall 2006 Foundations of Educational Technology:

An Introduction to the Field Thursdays 5:30 to 8:30 PM, BRNG 1255

Course Instructor Peg Ertmer

3144 BRNG Office: 494-5675

pertmer@purdue.edu Online Syllabus: http://www.edci.purdue.edu/ertmer/edci591E/513_fall06.pdf

Course Information

Course Description This course provides an historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.

Course Goals This course provides you with the foundational and working knowledge necessary to initiate steps toward becoming a professional in the field of educational technology. You will explore various aspects of the field, including the potential opportunities and career paths within educational technology. Upon completion of the course, you will be able to:

• explain/describe the history and foundations of the field

• define educational technology and distinguish among its components and related fields (e.g., ID, IT, HPT)

• identify and describe current and emerging issues in the field

• initiate steps toward becoming a professional in the field of educational technology

Course Philosophy This course is designed to provide a reasonable amount of structure so as to allow us to complete the material in one semester. Since this is an introductory course, it is important to introduce a wide range of topics. Nonetheless, it is often possible to adjust the course to meet individual needs. In order to do so, please communicate your needs. I will do my best to minimize the changes that need to be made, while maximizing the instructional benefits.

Textbook Reiser, R. A., & Dempsey, J. V. (Eds.). (2007). Trends and issues in instructional design and technology (2nd. ed). Upper Saddle River, NJ: Pearson.

Supplemental Readings

Please see list of required reading materials. Articles are on reserve in the TRC (BRNG 3287) and in PDF format in WebCT Vista. Please make a copy for your own use.

Attendance & Communication

The design of this course emphasizes class discussions and small group activities. Consistent attendance is crucial to student success. It will be virtually impossible to complete various projects satisfactorily without cumulatively developing the knowledge base addressed during class meetings. Missed classes cannot be made up and will lead to a loss of participation points. Still, class attendance is a choice. Should you choose to come to class, I will do my best to help you learn. Should situations arise which prevent class attendance, you must do what is best for you.

EDCI 513 Fall 2006 Page 2

Grading Grades will be based on in-class participation, learning activities, and assignments. The point values associated with each activity/assignment are delineated in the section on assignments. See the course schedule for assignments and due dates.

Grades will be assigned on the basis of accumulated points as follows: 90-100%= A (225-250 points) 80 - 89%= B (200-224 points) 70 - 79%= C (175-199 points) 60 - 69%= D (150-174 points)

Written and oral communications are important aspects of this course. The ability to communicate clearly and effectively to a variety of people—clients, managers, design team members—is critical to success as an instructional designer, teacher, and developer. Your assignments will be evaluated from this perspective. Proofread written assignments carefully. Assignments containing errors in spelling, punctuation, syntax, and so on, will receive a 10% score reduction.

In most work settings the ability to meet deadlines is critical to the success of a project and your employment. All late assignments will be reduced by 20% if received within a week’s time. After one week, scores are reduced by 50%. Assignments will not be accepted more than two weeks after the deadline.

Problems Questions and problems are likely to come up during the course. When they do, talk to me as soon as possible. Problems are generally easier to deal with when they are small. For example, talk with me when you are uncertain about how to get started on an assignment. Contact me in person, by telephone, or by e-mail.

Incomplete Grades An incomplete will be granted only in unusual circumstances. You must submit a written request for an incomplete grade, describing the circumstances, and have it approved by me. Requests must be made prior to 12-04-06.

Special Needs If you have a disability that requires academic adjustments, please make an appointment to discuss your needs as soon as possible. Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students (SCHL 207, phone: 494-1747) before classroom accommodations can be made.

Academic Integrity All students, especially those in education, should aspire to high standards of academic honesty. This class encourages cooperation and the exchange of ideas. However, you are expected to do original work, to do your own work except for group projects, and to properly reference sources when using information from others. Any single instance of academic dishonesty will result in failure of the assignment in question. More than one instance will result in failure of the course.

Assignments & Grading Course/Group Professionalism and Participation (15 Points)

A part of the final grade will be based on professional characteristics including:

• Self-direction • Ambition • Participation • Attitude • Accountability

Personal Definition of Educational Technology* (10 points)

Week 2, Aug 31

What is Educational Technology? How does Educational Technology relate to the broader field of Education? To answer these questions, you will provide, in your own words, a definition that captures your current understanding of the field and its relationship to education. Write this as if you were explaining the field to your parents or someone who is not in academia.

EDCI 513 Fall 2006 Page 3

Battle of the Decades (25 Points)

Week 3, Sept 7

In groups of 2-3, create and present a 10-15 minute presentation outlining the key individuals and events of a specific decade (assigned randomly to groups). Be sure to explain the importance of each person and event to the field.

ID Models (20 Points)

Week 5, Sept 21

In pairs, make a 5-10 minute presentation about a specific ID model (assigned randomly). Include information about the developer, date of development, context for use, etc. Discuss the advantages and disadvantages of your model and describe a specific design problem for which it would be appropriate.

Mid-Term Exam (50 Points)

Week 9, Oct 19

The mid-term exam (open book, in class) will test your comprehension of the content from class discussions and assigned readings.

Individual Paper** (30 Points)

Week 11, Nov 2

Choose a topic related to the field of Educational Technology that you would like to explore in greater depth. Write a 5-page paper, in APA format, about your topic. Papers should include:

• Description of the topic, issue, or trend • Synthesis of research in the area • References

NOTE: Topics should not be ones that are already covered in class.

Definition of Terms (20 Points)

Week 15, Nov 30

As with any field, there are key terms and definitions that form the basic “language” of the profession. As we go through the course you may find that you recognize a procedure or process, but not the term.

Developing your own definitions for these key words will be useful in forming your own understanding of them and how they relate to your environment. It will also provide you with a method of describing the process to others (clients, customers, colleagues).

An initial set of terms is provided. You will be asked to provide evidence of your understanding of these terms. This can be done in whatever way you think is best: a personal glossary, a set of illustrated examples, a game used with the rest of the class, etc.

Professional Organizations (10 Points)

Week 15, Nov 30

You will be assigned one professional organization, related to the field of Educational Technology, for which you must research information about the organization and present an overview to the class. The overview should be limited to 5 minutes, summarized on a handout for each class member, and contain information about the organization’s:

• Mission statement • Number of members and types of jobs they hold • Cost of membership • Benefits for members • Employment services • Conferences • Publications

NOTE: Depending on the size of the class, you may be required to work in pairs or small groups.

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Personal Vision of an Ed Tech Professional* (10 Points)

Week 16, Dec 7

Revisit the definition of Educational Technology you wrote at the beginning of the semester.

• Describe how your ideas/definitions about the field have changed since the beginning of the semester (e.g., Use the prompt: I used to think , but now I think .) Attach your first definition as a point of reference.

• What does it mean to be a professional in Ed Tech? Include ideas about how you can use your knowledge of educational technology to support learning for ALL students including students of color, students with special needs, students for whom English is not their first language, students from disadvantaged backgrounds, etc.

Group Presentation** (60 Points)

Finals Week

You will be assigned to a presentation group based on the similarity of topics of your individual papers. With your group, create a 10-20-minute presentation (5 minutes allowed per group member) about the topic, with all group members participating equally in the design, development, and presentation.

* This is a required portfolio artifact for the Ed Tech Program area (Think Critically & Reflectively)

** This may be used as a portfolio artifact (Synthesize Knowledge; Communicate Effectively) Grammar and Expression: The ability to present analysis findings and to effectively and efficiently relate information and instruction of various types to diverse audiences are critical competencies for success in the field of Educational Technology and the world of instructional design. Please ensure that the work you submit has been proofread for grammar, spelling, and clarity. The grade you are assigned will significantly reflect these critical competencies of instructional design. Organization and Submission of Assignments: Instructional design practice often requires practitioners to streamline, condense, and selectively present their findings and instructional content. Knowing which “corners to cut” and how to organize information in logical and efficient ways are abilities instructional designers must possess. Please note each assignment’s page limit, then select and present the most appropriate findings. Use of headings, tables, and bulleted lists should guide your reader and increase your report’s impact; writing a “term paper” will likely accomplish the opposite.

Supplemental Readings Kinney, R. F., Zhang, Z., Schwier, R. A., & Campbell, K. (2005). A review of what instructional designers

do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1). Retrieved December 6, 2005, from http://www.cjlt.ca/content/vol31.1/kenny.html

Mager, R., & Pipe, P. (1984). Analyzing performance problems: Is training really needed? Belmont, CA: Lake.

Rossett, A. (2000). What’s academia got to do with it? TechTrends, 44(5), 32-35.

Wile, D. (1996). Why doers do. Performance and Improvement, 35(2), 30-35. Winn, W. (1997). Advantages of a theory-based curriculum in instructional technology. Educational

Technology, 37(1), 34-41.

EDCI 513 Fall 2006 Page 5

EDCI 513 Course Schedule

Date Activities Readings/ Assignments Due Week 1 Aug 24 Intro to course and participants

• Introductions • Syllabus • Assignments and group projects

Week 2 Aug 31 History of IT

• Media/Computers • Guest Speaker: Jim Lehman

Definition of the field

*Definition of Ed Technology due Readings: Ch. 1, 3

Week 3 Sept 7 History of ID

• Key people and events of the past six decades

*Decade Presentations due

Week 4 Sept 14 Psychological Foundations of ID

Learning Environments Readings: Winn Ch. 4 - 7

Week 5 Sept 21 Instructional Design Models

• Exploration of relevant ID models Motivation and Performance

• Guest speaker: David Huang

*ID Models Presentation due Readings: Ch. 2 Ch. 8 - 9

Week 6 Sept 28 Human Performance Technology

• Performance Analysis, EPSS • Knowledge Management

Readings: Ch. 14 - 15 Ch. 16 - 17 Mager & Pipe Wile

Week 7 Oct 5 Evaluation, Implementation, & Management

• Adoption & Diffusion • Project Management

Readings: Ch. 10 - 13

Week 8 Oct 12 AECT NO CLASS Week 9 Oct 19 Mid-Term Examination

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Date Activities Readings/ Assignments Due Week 10 Oct 26 Current Practices in ID: K-12 Schools

• Guest speaker: Current Practices in ID: Higher Education

• Guest speaker:

Readings: Ch. 21 Ch. 22

Week 11 Nov 2 Current Practices in ID: Health Care/Military

• Guest Speaker: Jim Russell Current Practices in ID: Business/Industry

• Guest Speaker: Dean Larson

*Individual Paper due Readings: Ch 18 - 20

Week 12 Nov 9 Trends & Emerging Issues

• Reusable Design o Guest Speaker: Scott Scaffer

• Working in International Contexts

Readings: Ch. 29 Ch. 23

Week 13 Nov 16 Trends & Emerging Issues

• Online learning/Multimedia o Guest Speaker: Jenn Richardson

• The Future and Near Future

Readings: Ch. 28 Ch. 31 - 32

Week 14 Nov 23 THANKSGIVING NO CLASS Week 15 Nov 30

Becoming a Professional • Organizations, Journals • Competencies

Definitions of Key Terms • Demonstration of knowledge

*Professional Organizations due *Definitions of Terms due Readings: Kinney et al. Ch. 26 - 27

Week 16 Dec 7

Becoming a Professional • Ethical Standards • Negotiating the Program/Your Future

*Personal Vision due Readings: Rossett

Finals Wk Dec 14

Class Presentations *Final Presentation due

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Selected Key Terms

Adoption and diffusion

Assessment

Behavioral objective

Behavioral learning theory

Cognitive information processing theory

Context analysis

Conditions of learning

Constructivism

Criterion-referenced test

Design research

Domains of learning

Educational technology

Electronic Performance Support System (EPSS)

Evaluation

Events of instruction

Feedback

First principles of instruction

Formative evaluation

Front End Analysis (FEA)

Gagne, Robert

Goal

Holistic design

Human performance technology (HPT)

Informal learning

Instructional analysis

Instructional design

Instructional design model

Instructional media

Instructional methods

Instructional technology

Job aids

Knowledge management

Learning environments

Learning sciences

Mager, Robert

Mastery learning

Motivational design (ARCS model)

Needs

Needs assessment

Norm-referenced test

Performance analysis

Program evaluation

Programmed instruction

Professional ethics

Sputnik

Situated learning theory

Summative evaluation

Systems approach

Task analysis

Web-based learning

EDCI 513 Fall 2006 Page 8

EDCI 513 Name

Course Grading Sheet

ASSIGNMENT POINTS POSSIBLE POINTS EARNED

Professionalism and Participation 15

Personal Definition 10

Battle of the Decades 25

ID Models 20

Mid-term Exam 50

Individual Paper 30

Definition of Terms 20

Professional Organizations 10

Personal Vision 10

Group Presentation 60

TOTAL POINTS 250 PTS POSSIBLE