KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7450 Web Design and Development
Department Proposed: Instructional Technology and Educational Foundations
Degree Title (if applicable) Instructional Technology
Proposed Effective Date Fall, 2007
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Traci Redish
Faculty Member
Submitted by:
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __ITEC 7450____________________
Course Title _Web Design and Development_
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed Degree Requirements)
This course is designed to provide candidates with knowledge and skills to design and
develop multimedia and Web-based projects to facilitate student learning. Topics include
media-based tools, distance learning systems, web-based and non web-based authoring
tools, telecommunications tools, and online curricular projects.
.
III.
Justification
The purpose of this course is to introduce candidates to the elements of Web design,
authoring tools, and the construction of instructional and informational Web pages.
Products developed in this course are designed to assist teachers in preparing students for
productivity in a web based environment.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Davidson-Shivers, & Rasumssen, K. Web-Based Learning: Design, Implementation, and
Evaluation. (2006). Pearson Publishing.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-III.A. Facilitate technology-enhanced experiences that address content standards and student
technology standards.
1.
Use methods and strategies for teaching concepts and skills that support use of mediabased tools such as television, audio, print media, and graphics. (TF-III. A.5)
2.
Use and describe methods and strategies for teaching concepts and skills that support
use of distance learning systems appropriate in a school environment. (TF-III. A.6)
3.
Use methods for teaching concepts and skills that support the use of web-based and
non web-based authoring tools in a school environment. (TF-III. A.7)
TF-V.C. Apply technology to increase productivity.
4.
Model advanced features of word processing, desktop publishing, graphics programs,
and utilities to develop professional products. (TF-V.C. 1)
5.
Assist others in locating, selecting, capturing, and integrating video and digital
images in varying formats for use in presentations, publications, and /or other
products. (TF-V. C.2)
6.
Demonstrate the use of specific-purpose electronic devices (such as graphing
calculators, languages translators, scientific probeware, or electronic thesaurus) in
content areas. (TF-V. C.3)
7.
Use a variety of distance learning systems and use at least one to support
personal/professional development. (TF-V. C.4)
8.
Use instructional design principles to develop hypermedia and multimedia products to
support personal and professional development. (TF-V. C.5)
9.
Select appropriate tools for communicating concepts, conducting research, and
solving problems for an intended audience and purpose. (TF-V. C.6)
10.
Use examples of emerging programming, authoring or problem solving environments
that support person/professional development. (TF-V. C.7)
TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
11.
Model the use of telecommunications tools and resources for information sharing,
remote information access, and multimedia/hypermedia publishing in order to nurture
student learning. (TF-V. D.1)
12.
Communicate with colleagues and discuss current research to support instruction,
using applications including electronic mail, online conferencing, and web browsers.
(TF-V. D.2)
13.
Participate in online collaborative curricular projects and team activities to build
bodies of knowledge around specific topics. (TF-V. D.3)
14.
Design, develop, and maintain Web pages and sites that support communication
between the school and community. (TF-V. D.4)
TF-V.C. Apply technology to increase productivity.
1. Model advanced features of word processing, desktop publishing, graphics programs, and
utilities to develop professional products. (TF-V.C. 1)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
1. Examine components needed for effective field-based experiences in instructional
program development, professional development, facility and resource management,
WAN/LAN/wireless systems, or managing change related to technology use in school
based settings. (TF-VIII.E.1)
Instructional Method
The instructional method will blend traditional face-to-face lecture, professional
readings and class discussions with online exercises, discussion forums and
collaborative activities.
V. Evaluation and Grading
Instructional Design Principles
Flash Animation/Graphic
Web Site
Participation
Discussion Forums
10 points
10 points
40 points
20 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points B
76-84 average points C
<76 average points F
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Instructional Technology
ITEC 7450
Web Design & Dev
3 credit class
Fall 2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructors:
III.
Class Meetings:
IV.
Required Text:
ITEC 7450
Web Design & Development
Bagwell College of Education
Davidson-Shivers, & Rasumssen, K. Web-Based Learning: Design, Implementation, and Evaluation. (2006). Pearson Publishing.
Readings will come from professional periodicals and journals available online through GALILEO or the World Wide Web (WWW).
Referenced Journals and Online References:
Association for the Advancement of Computing in Education http://www.aace.org
Georgia Standards.Org – http://georgiastandards.org
International Society for Technology in Education http://www.iste.org
Journal of Educational Technology and Society http://www.ifets.info
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
V.
Catalog Course Description: ITEC 7450. Web Design & Development. 3-0-3
This course is designed to provide candidates with knowledge and skills to design and develop multimedia and Web-based projects to facilitate
student learning. Topics include media-based tools, distance learning systems, web-based and non web-based authoring tools,
telecommunications tools, and online curricular projects.
.
VI.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is a portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects on each of the proficiencies on the CPI and the TF standards with regard to what evidence the candidate has selected
for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you
reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency,
using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.
VII.
Purpose and Rationale:
The purpose of this course is to introduce candidates to the elements of Web design, authoring tools, and the construction of instructional and
informational Web pages. Products developed in this course are designed to assist teachers in preparing students for productivity in a web
based environment.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in
initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all
of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning.
To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching
and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools,
parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell,
Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an
end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information
technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to
improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources.
Field-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and schoolbased activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings,
leading or presenting professional development activities at the school or district level, and participating in education-related community events.
As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
VIII:
Goals and Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-III.A. Facilitate technology-enhanced experiences that address content standards and student technology standards.
15.
Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio,
print media, and graphics. (TF-III. A.5)
16.
Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems
appropriate in a school environment. (TF-III. A.6)
17.
Use methods for teaching concepts and skills that support the use of web-based and non web-based authoring tools in a
school environment. (TF-III. A.7)
TF-V.C. Apply technology to increase productivity.
18.
Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional
products. (TF-V.C. 1)
19.
Assist others in locating, selecting, capturing, and integrating video and digital images in varying formats for use in
presentations, publications, and /or other products. (TF-V. C.2)
20.
Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, languages translators, scientific
probeware, or electronic thesaurus) in content areas. (TF-V. C.3)
21.
Use a variety of distance learning systems and use at least one to support personal/professional development. (TF-V. C.4)
22.
Use instructional design principles to develop hypermedia and multimedia products to support personal and professional
development. (TF-V. C.5)
Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and
purpose. (TF-V. C.6)
24.
Use examples of emerging programming, authoring or problem solving environments that support person/professional
development. (TF-V. C.7)
TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
25.
Model the use of telecommunications tools and resources for information sharing, remote information access, and
multimedia/hypermedia publishing in order to nurture student learning. (TF-V. D.1)
26.
Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail,
online conferencing, and web browsers. (TF-V. D.2)
27.
Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
(TF-V. D.3)
28.
Design, develop, and maintain Web pages and sites that support communication between the school and community. (TF-V.
D.4)
23.
TF-V.C. Apply technology to increase productivity.
2. Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
(TF-V.C. 1)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
2. Examine components needed for effective field-based experiences in instructional program development, professional development,
facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based
settings. (TF-VIII.E.1)
IX.
Requirements/Assignments:
Research Instructional Design principles important in web design and create a list of important principles all teachers should follow
when designing and developing Web sites.
Develop a Flash animation or Graphic design to be used for instructional purposes.
Design and develop a Website to be used in the classroom.
Participate in a series of online discussion forums responding to professional readings and exploring major research findings and
trends related to the use of technology in education to support integration throughout the curriculum. Student positions on these findings should
be shaped by facts and research gathered from professional readings and validated through professional experiences. Postings should include
specific examples drawn from professional practice. Students will read and review submissions by other students and provide an analytical
response to at least two of their peers.
X:
Evaluation and Grading:
Instructional Design Principles
Flash Animation/Graphic
Web Site
Participation
Discussion Forums
10 points
10 points
40 points
20 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points B
76-84 average points C
<76 average points F
XI.
Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse
learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural
issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the
Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with
disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural
variables outlined above.
Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work
that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving
any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action.
XII.
Course Outline
(subject to change)
Topics
Understanding Instructional Design and Design Principles
Web Page/ Web Site Design
Exploring Flash and Animation Graphics
XIII.
References/Bibliography
Counts, E. (2003). Multimedia design and production for students and teachers. Boston, MA: Allyn and Bacon.
Green, T., & Brown, A. (2002). Multimedia projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin.
Ivers, K., & Barron, A. (2002). Multimedia projects in education: Designing, producing, and assessing (2nd ed.). Littleton, CO: Libraries
Unlimited.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press. MA: Course Technology.
Vaughan, Tay. (2001). Multimedia: Making it work (5th edition). New York: Osborne McGraw-Hill.