COURSE SYLLABUS
Course Prefix/Number: EME 3402
Course Title: Instructional/Information Engineering Technology
Course Credit Hours: 3
Instructor Name and Contact Information: Lakshmi Prayaga, lprayaga@uwf.edu ,
Office Hours: M/W 11.30 to 1.30
Online Wed: 8.00 p.m to 9.00 p.m
Prerequisites or Co-Requisites: EME 2040 or equivalent
Course Description:
Engineering Technologists are professionals who design, develop, and manage systems in the areas of
computers, networking, and telecommunications. Topics related to information technology and
instructional technology will be explored and case studies will be used to illustrate the complex nature of
the profession. In this survey of the field, students build foundational knowledge and skills they need to
become effective Information Engineering Technologists.
Goals:
Upon completion of the course, students will identify applications and issues associated with the
components critical to the effective implementation and support of technology-rich learning environments.
Students will also be able to promote the use of technology in educational and training environments.
This course will begin the process of creating network professionals that will be responsible for
transforming the traditional role of network supporter into the role of a key contributor, to the evolution of
technology based instructional organizations.
About this Course:
This course is delivered completely at a distance. Learning at a distance will be a very different
environment for many of you. You will set your own schedule for much of your work, participate in class
activities and work within a group for most assignments. You may spend some additional time working on
the course during the first few modules while you become acclimated to the class format and you may
feel overwhelmed. You should also be prepared to spend approximately 6 - 8 hours per module,
completing lessons, activities, and assignments. Finally, you may want to incorporate these tips to help
you get started:
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Set yourself a schedule -- review the module requirements to see what tasks you'll need to work
on for the module.
If you have a partner with whom you are taking the class, team up to discuss class assignments
and questions you might have.
Ask questions when you need answers. If you have problems, contact your instructor ASAP! We
will help you come up with a solution!
Topics:
1. Introduction
2. Computer Systems
3. Computer Software
4. Networks
5. Telecommunications
6. Ethics
7. Project Management
8. Design and Develop
9. Implementation and Maintenance
10. Course Wrap Up
Student Learning Outcomes:
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Introduction
1. Define Information Engineering Technology
2. Explain how IET fits into the profession of ET
3. Analyze the concept of information
Computer Systems
1. Analyze computer systems
2. Forecast computer requirements for engineering technology situations
3. determine software solutions that match organizational needs
Computer Software
1. Describe the purpose of operating systems
2. Compare and contract operating systems, application software, and programming
software
Networks
1. Define networks at the LAN, WAN, and GAN levels
2. Explain how networks are used in business and industry, military, education and government
3. Identify network terminology
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Telecommunications
1. Define telecommunications
2. Explain how telecommunications are used in business and industry, military, education, and
government
3. Identify telecommunications terminology
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Ethics
1. Describe ethical perspectives of engineering technologists
2. Apply ethical standards to work situations
Project Management
1. Define project management
2. Explain how project management influences the ET profession
3. Identify project management jargon
Design and Develop
1. Explain the design and development processes when working as an ET
2. Evaluate the relationships between design, development, and project management
Implementation and Maintenance
1. Describe the implications of IET projects
2. Describe implications of maintaining IET projects
Texts:
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Required texts: No text is required for this course. All materials will be provided. Links for required
materials for the course are available under the contents tab in the E-Reserves module
Required Materials:
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Internet Access
E-mail Account
Grading / Evaluation:
Testing, product development, web-based research exhibit and weekly participation activities
demonstrate student proficiency and expertise in the topics listed above. Students will complete activities
related to the student learning outcomes. The course grade will be determined as follows:
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Personal Assignments (10%)
Midterm/Final (20%)
Group Module Assignments (10%)
Quizzes (10%)
Group Case analysis (25%)
Group Project (10%)
Peer Evaluation (15%)
Grading scale
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A 94 - 100
A- 90 - 93
B 84 - 89
B- 80 - 83
C 74 - 79
C- 70 - 73
D 60 - 69
All else - F
A Word About Peer Evaluations:
It is rare in the professional world for anyone to work with complete autonomy. Most jobs require a high
level of interactive cooperation with a number of other team members to accomplish the goals of the
organization. This model is also employed in this class. You will be assigned to a working group and your
performance in this group will be rated confidentially by each member of this group. The average score
from their evaluations will make up 15% of your final grade. One feature of this arrangement is that it is
impossible to make an A in this course without very good evaluations from your team members.
Here is a copy of the Peer Evaluation Form .
Be certain to read this and familiarize yourself with the standards by which your group members will
evaluate your performance so that there will be no unpleasant surprises at the end of the term.
Engineering Technology Program Goals:
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Recognize and describe basic engineering technology concepts and processes in work
environments.
Apply critical thinking and problem-solving strategies to real-world problems in their area of
specialization.
Communicate effectively with clients, end-users, and customers as they implement projects.
Use technology effectively to solve real-world problems. Practice appropriate ethical judgment.
Work with others effectively to accomplish engineering technology projects. Deliver engineering
technology solutions on time.
Recognize and describe information engineering technology concepts and processes in work
environments: accounting, management, engineering, engineering economy, quality control
principles.
Apply complex problem solving strategies in technological contexts to support the strategic
objectives of an organization
Conduct appropriate research to design and develop information engineering technology plans.
Use software tools to design and develop technology solutions (e.g., networks, CAD, multimedia,
websites) that promote the mission and goals of an organization.
Design, develop, implement, and maintain technology systems that promote efficient and
effective use of resources.
References/Bibliography:
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Aggarwal, A. (2000). Web-based learning and teaching technologies: Opportunities and
challenges. Hershey, PA: IDEA Group Publishing.
Bayles, D. L. (1998). Extranets: Building the Business_to_Business Web. Upper Saddle River,
NJ: Prentice Hall.
Bloomfield, B. P. (1997). Information Technology and Organizations: Strategies, Networks, and
Integration. NY: Oxford University Press.
Brandt, B. L. & Nash, M. (1996). Microsoft Windows NT Server: One Step at a Time. Redmond,
WA: Microsoft Press.
Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction: Proven guidelines
for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.
Clarke, D. J. (1997). Novell's CNE study guide IntranetWare/NetWare 4.11. San Jose, CA: Novell
Press.
Comer, D. (1997). Computer Networks and Internets. Upper Saddle River, N.J.: Prentice Hall.
Computerized Teaching in the Physiology Department. (1998). [online] Available
http://www.physiol.ox.ac.uk/~trp/teaching/strategy.html.
Connick, G. P. (1999). The Distance Learner's Guide. Western Cooperative for Educational
Telecommunications. Upper Saddle River, NJ: Prentice-Hall. (Optional, available Barnes & Noble
or Amazon.com).
Dashti, A. Kim, S.H. Shahabi, C. & Zimmerman, R. (2003). Streaming Media Server Design. NY:
Prentice Hall PTR.
Dean, P. J. (1999). Designing better organizations with human performance technology and
organization development. In H. D. Stolovitch, & E. J. Keeps (Eds.) Handbook of human
performance technology: Improving individual and organizational performance worldwide (2nd
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Ebers, M. (1997). The Formation of Inter_organizational Networks. NY: Oxford University Press,
1997. Educom Networking and Telecommunications Task Force. (1995). Broadband Networks for
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University Research and Instruction New Media Project Workshop Report [online] Available:
http://educom.edu/web/nttf/newmedia/newmedia1.html.
Esque, T. J. (2001). Making an Impact: Building a Top-Performing Organization from the Bottom
Up. Silver Spring, MD: ISPI.
FCIT. (1997). An Educator's Guide to School Networks: Solving the Networking Puzzle. [online]
Available: http://fcit.coedu.usf.edu/network/. FIRN. (nd). Florida Information Resources Network.
[online] Available: http://www.ed.gov/Technology/TechConf/firn.html.
Gibbs, M. (1993). Absolute Beginner's Guide to Networking. Indianapolis, IN: SAMS Publishing.
Gilbert, S. D. (2001). How to be a successful online student. New York, NY: McGraw-Hill.
Greer, M. (1992). ID Project Management: Tools and Techniques for Instructional Designers and
Developers. Englewood Cliffs, NJ: Educational Technology Publications.
Greer, M. (1999). Planning and managing human performance technology projects. In H. D.
Stolovitch, & E. J. Keeps (Eds.) Handbook of human performance technology: Improving
individual and organizational performance worldwide (2nd Ed.). pp. 96-121. San Francisco, CA:
Jossey-Bass/Pfeiffer.
Gunawardena, C., Plass, J., & Salisbury, M. (2001). Do we really need an online discussion
group? In D. Murphy, R. Walker, & G. Webb (Eds.), Online learning and teaching with technology:
Case studies, experience and practice (pp. 36-43). London: Kogan Page.
Gustafson, K. L. (2002). The future of instructional design. In R.A. Resiser & J.V. Dempsey (Eds.)
Trends and issues in instructional design and technology. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Harrison, T. M. & Stephen, T. (ed.) (1996). Computer Networking and Scholarly Communication
in the Twenty_First_Century University. Albany, NY: State University of New York Press.
Hannafin M. J. & Peck, K. L. (1988). The Design, Development, and Evaluation of Instructional
Software. NY: MacMillian.
Kahin, B. & Wilson, E. J. (1997). National Information Infrastructure Initiatives: Vision and Policy
Design. Cambridge, MA: MIT Press.
Khan, B. H. (2001). Web-based training. Englewood Cliffs, NJ: Ed Tech Publications.
Koehler, J. W. (1988). The Human side of Intranets: Content, Style & Politics. Boca Raton, FL :
St. Lucie Press, c1988.
Kotlas, C. (1996). Creating a Campus Network Infrastructure: Bibliography. [online] Available:
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Lloyd, L. (ed.) (1996). Administrative Computing in Higher Education: Issues in Enterprise_wide
Networks and Systems. Medford, NJ: Information Today.
Lusa, J. M. (Ed.) (1998). The Network Manager's Handbook. Boca Raton, FL: Auerbach.
Martin, C. (1997). The Digital Estate: Strategies for Competing, Surviving, and Thriving in an
Internet-worked World. New York: McGraw_Hill.
McClelland, D., Eisman, K., & Stone, T. (2000). Web Design Studio Secrets. NY: John Wiley &
Son Microsoft. (1999, August). Building and using intranets and the Internet for your college or
university. http://www.asia.microsoft.com/education/hed/admin/solutions.intranet/
Moore, M.G. & Kearsley, G. (1996). Distance Education: A System View. NY: Wadsworth
Publishing Company. Network Infrastructure. (nd).
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Nielson, J. (2000). Designing Web Usability. Indianapolis, IN: New Riders.
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Rice, J. C., Coleman, M. D., Shrader, V. E., Hall, J. P., Gibb, S. A. & McBride, R. H. (2001).
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Simonson, M., Smaldino, S., Albright, M., & Zvaek, S. (2000). Teaching and Learning at a
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Raton: CRC Press.
Expectations for Academic Conduct/Plagiarism Policy:
Academic Conduct Policy:
http://uwf.edu/catalog/contents.cfm
Plagiarism Policy:
The UWF Student Handbook, Code of Student Conduct, Academic Misconduct, states: "Plagiarism. The
act of representing the ideas, words, creations or work of another as one's own." Plagiarism combines
theft with fraud, and the penalty is correspondingly severe: failure for the assignment and, in some cases,
for the entire course. At the instructor's discretion, she/he may recommend that the student be suspended
from the university. Ignorance of the rules about plagiarism is no excuse for it, and carelessness is just as
bad as purposeful violation. Students who have plagiarized have cheated themselves out of the
experience of being responsible members of the academic community and have cheated their classmates
by pretending to contribute original ideas.
Plagiarism Tutorial:
http://library.uwf.edu/eli2/new_tutorials/module_plagiarism/explanation.shtml
UWF Plagiarism Policy:
http://uwf.edu/cas/docs/plagiarism.htm
Assistance:
Students with a documented disability who require specific examination or course related academic
accommodations should contact the Student Disability Resource Center (SDRC) by e-mail at
sdrc@uwf.edu or by phone at (850) 474-2387.