Web-based Technologies in Teaching and Learning - EDUC 391

Paul Kim, Ph.D.

Tel.) 650.723.7729

Fax.) 650.723.7578

Email)

OVERVIEW

This project-based course is intended to encourage students who wish to grasp the foundation of teaching and learning design theories as a basis for evaluating and developing a web-based learning application or system. Through classroom lectures and discussions on a hybrid format (i.e., on-ground face-to-face meetings and online sessions), students will have an opportunity to experience and analyze various conventional and mobile web-based applications and technologies designed for online interactions and collaborations. Students will also discuss, share, and implement learning system design strategies for developing online environments that enable and facilitate interactive learning. To complete the course, students will form groups and work as a team to develop a small-scale web-based learning system as the course final project.

COURSE OBJECTIVES

After the completion of this course, students will be able to:

* describe how a web-based communication, collaboration, and visualization technology plays a role in the behavioral, cognitive, constructivist, and social dimensions of learning.

* identify advantages, disadvantages, limitations, and potentials of a web-based interactive media in a learning environment.

* demonstrate steps involved in a systematic process of the development of web-based educational interactive media.

* communicate rationales of learning technology design approaches through team-oriented collaborations.

* apply learning technology design concepts to develop interactive media, web-based learning environments, and educational applications.

* evaluate the value of ideas, concepts, principles, or techniques applied in a web-based interactive media designed to support learning.

REQUIRED READINGS

Course reader available at the bookstore.

SUGGESTED BOOKS

* H.F. O'Neil & R. Perez (2006). Web-based Learning: Theory, Research, And Practice. Lawrence Erlbaum Associates.

* Clark, R.C. & Mayer R.E. (2003). E-Learning and the Science of Instruction. San Francisco, CA: Pfeiffer.

* Heinich, R. et.al. (2002). Instructional Media and Technologies for Learning - 7th Edition. Upper Saddle River, NJ:Prentice Hall.

* Horton, W. (2001). Designing Web-Based Training. New York, NY: John Wiley & Sons.

* Sawyer, R.K. (2006). The Learning Sciences. Cambridge, NY: CambridgeUniv. Press.

EVALUATION CRITERIA PointsDue

Weekly assignments -24 Starting 2nd week

Student-created quiz (10 items)-109th meeting

Final quiz -2610th meeting

Final group project -4010th meeting

Total points -100

WEEKLY ASSIGNMENTS

Read each chapter, pick no more than 3-5major points or messages you find mostimportant, reflect on your learning, and generate a final presentationincorporating your own ideas and visualsin any of following media formats:

  • Digital picture of concept map on a poster paper, sketches, sticky notes, any visuals.
  • Web-based concept map
  • Powerpoint presentation or Flash animation
  • Conventional or mobile web page
  • Series of animations, digital images or video
  • Any web-based learning tools discussed in the class

Any other format that can be uploaded to the web. Your presentation is not a summary of your reading. Examples or supporting materials can be embedded in your presentation.

You will be presenting your media in class.The length of your each presentation may not be more than 10 minutes. Your media will be evaluated based on relevancy, creativity, and persuasiveness.You must upload your weekly assignments and only weekly assignments to prior to the class meeting. (The final quiz items and final project documentations including discussions and questions must be posted to Blackboard.) You need to create a directory based on your first name and the first initial of your last name (e.g., johnd for John Doe) Make sure not to delete any file or directory that is not yours.

You can obtain a copy of an FTP program (to upload your work) from

Installation instruction is available at

File uploading instruction using the FTP program is at

Reading order

1. e-Learning: Promise and Pitfalls by Clark & Mayer

2. Evaluate WBT by Horton

3. PennState’s World Campus by Ryan & Miller

4. Ten research-based principles of multimedia learning by Mayer.

5. Learning in Activity by Greeno

6. Becoming a Self-Regulated Learner by Dembo, Junge, & Lynch

7. Assessing for Deep Understanding – by Carber

8. PocketSchool – by Kim

STUDENT-CREATED QUIZ & FINAL QUIZ

You must create 10 quiz items based on your own learning from the first through the eighth meeting discussions, projects, and papers. 10 items will be chosen from the student-created item pool and 5 from the professor to make up the 15-item final quiz to be taken on the 10th class meeting.

FINAL GROUP PROJECT

Students must form groups by the 3rd week, elect PM, QA, CTO, COO, CFO, and any other positions needed to successfully complete the project. All members must equally contribute to the project and have a speaking role in the final presentation in the last class meeting. Every week, PM in each group must report to the class how his/her group project is progressing. Final projects may be one of following loosely defined examples or any other approved by your professor.

Mobile Learning Development for Children

Develop a series of multimedia learning materials that lead to a change of children’s behavior or attitude. Describe ABCD, scenario, sequence, evaluation plan, come up with hypotheses, and test your program with at least 10 children as subjects. Present the project and report the results along with reasons for positive/negative outcomes. Your evaluation result must show a change of behavior or attitude.

Language Education Program Development

Develop a web or mobile web-based ESL or foreign language learning program for a few units. Describe ABCD, scenario, sequence, evaluation plan, come up with hypotheses, and test your program with at least 10 subjects. Present the project and report the results. Focus on cultural aspects, marketability, and scalability. Your evaluation result must show at least 10% increase in the achievement score. (i.e., pre – posttest comparison).

Development of Learning Device

Develop a learning device mockup (use any materials needed to best present your learning device). Develop some sample interface and contents of your choice (this may be conventional web or mobile web to be tested separately) for your device. Describe ABCD, evaluation plan, come up with hypotheses, and test your device design and interface with at least 20 subjects. Present the project and report the results. Focus especially on the design of the device, learning situation, condition, and practical usability. Your survey result must show why your subjects would choose/purchase your product over conventional learning method. What they liked/disliked, how it can be enhanced, etc.

Business Development - I

Identify issues /needs around teaching, learning, assessment, research, or educational management and come up with a business plan that addresses the issue through web-based technologies. The plan must describe the potential market, opportunity, business product or service, projection, pro forma, funding sources, and exit strategies. Must present your business plan to at least two VC firms and report their feedback.

Business Development - II

Identify education inequality issue(s) and plan and devise e-learning or digital innovation(s) that address the issue(s). With this activity, students will have to provide a report containing literature review, discussing the issue(s), description of the solution, justification along with scalability and sustainability, and potential outcomes. Must present the plan to at least two organizations that are doing the relevant work and report their feedback.

Portfolio Management Simulation

Identify and manage a portfolio of education services and supporting technology related enterprise stocks (e.g., APOL, CECO, COCO, CPLA, STRA, ESI, UTI, PSO, BBBB, PSO, EDU, SCIL, RLRN, TUTR, TOC, MHP, RUK, etc.) to maximize its value with an initial managing fund of one million dollars. Use Yahoo or any other web-based portfolio management tool to run the simulation. The goal is to increase at least 10% of its value by the 9th week. Students in this group must record their initial selections, selection changes, strategies, rationales, and value changes weekly. Justify why certain company stocks are chosen and traded to maximize the profits. With this activity, students will describe each company as detailed as possible. Some of the details may include:

  • What market segment are they targeting? Traditional or emerging customers? K12 or higher ed or corporate training?
  • What’s the product or service? Competitive edge, patented technology, pedagogy for enhanced cognition/metacognition, integration/standalone model, client/server/ASP, session-based/subscription, revenue model, etc.
  • Delivery and operation model (off-line/online/mobile/hybrid – CMS, LMS, ERP, lead–conversion-customer-model), motivation (degree, certificate, professional development, corporate-sponsored, parental pressure, edutainment, etc.), accreditation, compliance, regulation issues.
  • Predictions or best possible scenarios – growth projections (organic, implantation, etc.), future funding plan, exit strategy, etc.