ET613
Syllabus
Design of Distributive Learning
Environments
Fall 2011
INSTRUCTOR
Linda Lohr, Ed.D.
Professor of Educational Technology
McKee Hall, Room 501
University of Northern Colorado, Greeley, CO 80639
Voice: 970 351 25135 ~ FAX: 970 351- 1622
E-Mail: linda.lohr@unco.edu
Website: http://bb.unco.edu (ET613)
OFFICE HOURS: As needed.
FYI
970 351 2807
COURSE
GOAL
To help you conceptualize distributive education and apply that understanding to
the design, development and implementation of distributive learning environments.
COURSE
DESCRIPTION
Provides students with knowledge and experiences in designing, developing and
delivering distance-learning experiences. Using instructional design as a foundation,
the course covers the fundamental principles that make distributive learning
experiences effective.
TEXTBOOK
E-learning and the Science of Instruction, Ruth Clark and Richard Mayer, second
edition. A downloadable version of the text is located on Amazon.com and is less
expensive than a print-based text.
Keyleigh Gurney, Ed. Tech office manager
OBJECTIVES
Objective 1: Lead unit discussion topic, 25% of your grade, 120 points total.
For each unit you will lead a discussion of a chapter topic. You will select the chapter
topic in class one week prior to the discussion. Your discussion will:



Summarize critical information (approximately 10 - 15 minutes)
Elaborate chapter content in a way that teaches you and others, as in
finding and sharing an example, an interpretation, another source of
information (perhaps an article, website, interview, or some idea of your
own)
Provide a learning activity that allows class members to mentally rehearse
the topic (approximately 15 minutes). This can include, but is not limited to:
visualizations, blog or wiki building. The purpose of the activity is to find
ways to help others understand.
Objective 2: Participate in chapter discussions led by class members, 25% of
your grade, each class 10 points for a total of 120 points. This participation includes
the development of a multiple-choice question related to another class member’s
lesson, held during the previous session.
Objective 3: Create the interface and shell for an online Blackboard class
with a team of up to three people, 25% of your grade, 120 points. Your team will:




Select a topic or work with an existing course
Write a high-level syllabus (you can use this one as an example) 20 points
Design the interface to accommodate information presentation, practice, and
assessment - 60 points
Create one lesson/unit. You must include a minimum of one objective, one
presentation strategy, one practice strategy, and one assessment strategy. You
may use any software you like (Softchalk, PowerPoint, Spicy Nodes, Comic
Life, iMovie …).
Objective 4: Exam 25% of your grade, 12 points. One mid-term and one final
exam, each worth 60 points and covering assessment items from Objective 1
2
UNITS
The first half
of each class
will be
devoted to
Objectives 1
and 2. The
second half
of each class
will be
devoted to
Objective 3
(with the
exception of
October 18
for the midterm exam
Unit 1, part 1, Chapter 1, Overview
August 30, 2011
Memorable definition of e-learning
Name: _Fatima__
(the what, how, and why of e-learning)
and two types of E-learning analysis
(performance, task)
E-learning development process and
Name: _Nariman _
the difference in perform/inform goals
Potential pitfalls of e-learning
Unit 1, part 2, Chapter 1: continued
Name: _Michael__
September 6, 2011
Near and far transfer goals
Name: __Amani___
Directive, receptive, and guided
architectures
Name: _Fatma__
Media research summary
Name: __Ping__
Other
Name: _______________
Unit 2, part 1, Chapter 2, learning:
Metaphors for e-learning
(the three metaphors and their
contributions, positive and negative)
Mental selection, organization, and
integration processes
Cognitive load theory and types of
load (extraneous, essential, generative)
Selection, organization, integration
methods
September 13, 2011
Name: Fatima_
Name: _Michael___
Name: Nariman
Name: Ping
Unit 2, part 2, Chapter 2: learning (continued) September 20, 2011
E-learning research- what is good?
Name: Amani
Identifying relevant research and
Name: __Fatma
types of research
Interpreting research - effect
size
Name: Hadid______
3
Unit 3, Chapter 3: Multimedia principle
September 27, 2011
Multimedia principle defined/described Name: Amani (Ping question)
Psychological reasons for
Name: Fatma (Hadid question)
Multimedia principle examples
Name: Fatima (Michael question)
Evidence
Name: Nariman (Fatima question)
Animations and multimedia
Name: Michael (Nariman question)
What we don’t know
Name: Hadid (Fatmah question)
Other
Name: Ping (Amani question)
Unit 4, Chapter 4 & 5: Contiguity & Modality
principle
October 4, 2011
Contiguity principles
Name: Fatma (Fatima ques)
Modality principles
Name: Fatima (Nariman ques)
Psychological reasons for
Name(s): Nariman (Michael ques)
Contiguity & modality examples
Name: Michael (Hadid ques)
Evidence
Name: Hadid (Ping ques)
What we don’t know
Name: Ping (Amani ques)
Other
Name: Amani (Fatma ques)
Unit 5, Chapter 6 & 7: Redundancy &
Coherence principle
October 11, 2011
Redundancy principle defined/described Name: Nariman (Amani)
Coherence principle defined/described Name: Michael (Fatma)
Psychological reasons for
Name: Hadid (Fatima)
Redundancy and Coherence examples
Name: Ping (Nariman)
Evidence
Name: Amani (Michael)
What we don’t know
Name: Fatma (Hadid)
Other
Name: Fatima (Ping)
4
Unit 6, Chapter 8: Personalization Principle
October 18, 2011*
Mid-term exam
Personalization principle defined
Name: Hadid (Ping)
Psychological reasons for
Name: Ping (Amani)
Personalization examples
Name: Amani (Fatma)
Evidence
Name: Fatima (Nariman)
What we don’t know
Name: Nariman (Fatima)
Other1
Name: Michael (Hadid)
Other 2
Name: Fatma (Michael)
Unit 7, Chapter 9 : Segmenting & pre-training October 25, 2011
Amani
Fatma
Fatima
Nariman
Michael
Hadid
Ping
Segmenting defined/described
Name: Amani (Nariman)
Psychological reasons for
Name: Fatma (Michael)
Segmenting pre-training examples
Name: Fatima (Hadid)
Evidence
Name: Nariman (Ping)
What we don’t know
Name: Michael (Amani)
Other 1
Name: Hadid (Fatma)
Other 2
Name : Ping (Fatima)
Unit 8, Chapter 10: Worked examples
November 1, 2011
Defined/described
Name: Fatma (Amani)
Worked Example Principle 1
Name: Fatima (Fatma)
Worked Example Principle 2
Name: Nariman (Fatima)
Worked Example Principle 3
Name: Michael (Nariman)
5
Worked Example Principle 4
Name: Hadid (Michael)
Worked Example Principle 5
Name: Ping (Hadid)
Other
Name: Amani
Unit 9, Chapter 11: Practice
(Ping)
November 8, 2011
Defined/described
Name: Fatima (Ping)
Practice principle 1
Name: Nariman (Hadid)
Practice principle 2
Name: Michael (Nariman)
Practice principle 3
Name: Hadid (Michael)
Practice principle 4
Name: Ping (Amani)
Practice principle 5
Name: Amani (Fatma)
What we don’t know
Name: Fatma (Fatima)
Unit 10, Chapter 12: Collaboration
November 15, 2011
Defined/described
Name: Nariman (Fatima)
Collaboration topic 1
Name: Michael (Nariman)
Collaboration topic 2
Name: Hadid (Michael)
Collaboration topic 3
Name: Ping (Hadid)
What we don’t know
Name: Amani (Ping)
Other
Name: Fatma (Amanu)
1
Other 2
Unit 11, Chapter 13: Learner Control
Name : Fatima (Fatma)
November 22, 2011
Defined
Name: Michael (Hadid)
LC topic 1
Name: Hadid (Amani)
LC topic 2
Name: Ping (Fatma)
6
LC topic 3
Name: Amani (Ping)
What we don’t know
Name: Fatma (Nariman)
Other
Name: Fatima (Michael)
1
Other 2
Amani
Fatma
Fatima
Nariman
Michael
Hadid
Ping
Unit 12, Chapter 14: Building Thinking
Skills
Name: Nariman (Fatima)
November 29, 2011
Defined
Name: Hadid (Fatma)
Thinking skills topic 1
Name: Ping (Fatima)
Thinking skills topic 2
Name: Amani (Nariman)
Thinking skills topic 3
Name: Fatma (Michael)
Thinking skills topic 4
Name: Fatima (Ping)
Thinking skills topic 5
Name: Nariman (Hadid)
What we don’t know
Name: Michael (Amani)
Final Exam, December 6
RELATED
STANDARDS





Apply appropriate instructional or performance interventions (AECT: 1.3,
1.4; ISTE: V ABC; CDE: 3)
Develop educational materials that incorporate audio, video, print, distance
and computer based formats (AECT: 2, ISTE: III)
Develop skills in working with and leading teams (AECT: 4, ISTE: V)
Applied and evaluates instructional systems design processes in a variety of
contexts (AECT: 1.1, 1.3, 1.4, 5.2, 5.3; ISTE: II ABCDE, III ABC, IV ABC, V
ABC; CDE: 3)
Exhibit ethical behavior in data collection and analysis (AECT: 5.2.2)
7
GRADING
93 % = A
90 - 92 % = A86 – 89 %= B+
83 – 85 %= B
80 – 82 %= B76 – 79 %= C+
73 – 75 %= C
70 – 72 %= C66 – 69 %= D+
63 – 65 %= D
60 – 62 %= DBelow 60 %= F
Students with disabilities who believe they may need accommodations in this class
should contact the Disability Access Center (970-351-2289) as soon as possible after the
start of class to better ensure that such accommodations are implemented in a timely
fashion.
Academic Honesty:
It is expected that members of this class will observe strict policies of academic honesty and will be
respectful of each other. Any instances in which cheating including plagiarism and unauthorized use of
copyrighted materials, computer accounts, or someone else’s work is determined will be referred to
Student Services and will be investigated to its full extent.
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