Syllabus
AET/541 Version 4
Syllabus
College of Education
AET/541 Version 4
E-Learning
.
Copyright © 2013, 2011, 2010 by University of Phoenix. All rights reserved.
Group ID: PMAET-0812S
Dates: 10/7/2013 –11/11/2013
Time: 6:00pm to 10:00pm
Location: Main Campus
Instructor: Kasey TeKrony
480-555-4189
kaseylynnt5@email.phoenix.edu
Availability:
I am available via email, phone, or text. I can be contacted via phone between 8:00am and
10:00pm Monday-Friday. I reserve Sundays for my family. I review emails in my personal
address every day and in my UoPhx address every other day. I will respond to all questions
and concerns within 24 hours.
Welcome!
Welcome to the class. I look forward to working with you on very important topics in adult
learning, E-Learning. E-Learning has become an important component of adult learning and
instruction. E-Learning impacts learner motivation and reflection, valuing diversity, and
integrating innovative practices and professional ethics.
Course Description
This course focuses on e-learning for adult learners. Students apply instructional design techniques, learning
theory, and technical tools for e-learning activities. The course also addresses the challenges associated with
the e-learning environment.
Policies
Students will be held responsible for understanding and adhering to all policies contained within the following
two documents:

University policies: You must be logged into the student website to view this document.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies
may be slightly different depending on the modality in which you attend class. If you have recently changed
modalities, read the policies governing your current class modality.
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Course Materials
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco,
CA: Jossey-Bass.
All electronic materials are available on the student website.
Assignments
Individual
Learning Theories and E-Learning
Personalizing a Course
Webliography
Creating Community
Feedback and Communication Report
Copyright Laws
Total
Team
Culture Comparisons
Bloom’s Taxonomy and Technology
Collaboration Versus Participation
T-Chart
Staying Relevant
Total
Participation
Total
Points
5
15
5
10
15
5
Due Date
Week One
Week Two
Week Three
Week Four
Week Five
Week Six
55
Points
2
10
5
4
12
Due Date
Week Two
Week Three
Week Four
Week Five
Week Six
33
12
100
Point to Grades:
95 +
90-94
87-89
84-86
80-83
77-79
A
AB+
B
BC+
74-76
70-73
67-69
64-66
60-63
- 59
C
CD+
D
DF
Week One: Learning Theories and the Online Learner
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Details
Due
Points
Objectives
1.1 Differentiate, select, and adapt learning theories suitable for
online instruction.
1.2 Identify the benefits and challenges with information overload
as it relates to cognitive load.
Conceptual
Framework
Themes
Addressed this
Week
Advocating for Learning
Integrating Technology
Engaging in Reflective Practice
Leading through Innovative Practices
Reading
Read Ch. 4 of Effective Online Teaching.
10/7/2013
Reading
Read Ch. 5 of Effective Online Teaching.
10/7/2013
Reading
Read Ch. 2 of E-Learning Theory & Practice.
10/7/2013
Reading
Read Ch. 3 of E-Learning Theory & Practice.
10/7/2013
Reading
Read this week’s Electronic Reserve Readings.
Audio
Designing the
Perfect Online
Course Podcast
Listen to the “Designing the Perfect Online Course” podcast
located on the student website.
10/7/2013
Presentation
Methods of ELearning
Instruction
Review the flip book presentation, “Methods of e-Learning
Instruction,” located on the student website.
10/7/2013
Participation
Participate in class discussion and team activities.
10/7/2013
2
Individual
Learning
Theories and
E-Learning
Choose from the following options to complete this assignment:
10/7/2013
5
Option 1
Write a 700- to 1,050-word paper on how the current learning
theories of behaviorism, cognitivism, and constructivism align
with online instruction.
Describe the following in your paper:
•
Define the three learning theories discussed in the
reading.
•
Compare their appropriateness for online learners.
•
Analyze which components are most suited for online
instruction.
Format your paper consistent with APA guidelines. Include a title
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and a reference page.
Option 2
Create an infographic that explains how the current learning
theories of behaviorism, cognitivism, and constructivism align
with online instruction.
Include the following components in your infographic:
•Define the three learning theories discussed in the reading.
•Compare their appropriateness for online learners.
•Analyze which components are most suited for online
instruction.
Include any references.
Learning Team
Staying
Relevant

Resources: “Designing the Perfect Online Course” podcast

Review the “Designing the Perfect Online Course” podcast.

Discuss the highlights that make a perfect online course and
develop several points that can be discussed in the team and
used in Week 6 for the Stay Relevant assignment.
10/10/2013
Week Two: Personalizing the E-Learning Environment
Details
Due
Objectives
2.1 Compare intrinsic and extrinsic motivation for students in elearning.
2.2 Recognize methods to overcome isolation and anonymity in
an e-learning environment.
2.3 Determine methods to create an online classroom culture.
Conceptual
Framework
Themes
Addressed this
Week
Advocating for Learning
Valuing Diversity
Collaborating with Educational Communities
Integrating Technology
Reading
Read Ch. 6 of Effective Online Teaching.
10/14/2013
Reading
Read Ch. 5 of E-Learning Theory & Practice.
10/14/2013
Reading
Read Ch. 6 of E-Learning Theory & Practice.
10/14/2013
Reading
Read Ch. 7 of E-Learning Theory & Practice.
10/14/2013
Reading
Read Ch. 11 of E-Learning Theory & Practice.
10/14/2013
Reading
Read this week’s Electronic Reserve Readings.
Points
4
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AET/541 Version 4
Participation
Participate in class discussion and team activities.
10/14/2013
Nongraded
Activities and
Participation
Intrinsic
Versus
Extrinsic
Learners
Determine how you can promote intrinsic learning as an end
goal.
10/14/2013
Individual
Personalizing a
Course
Resources: Technology Resources Library
2
Consider how grades can interfere with intrinsic learning, and
develop a list that compares intrinsic and extrinsic learning
characteristics to share with the class.
Investigate the Technology Resource Library for ideas to
personalize an interactive introduction to this course. A
Microsoft® PowerPoint® presentation is also an acceptable
alternative.
10/14/2013
Present in
class
15
10/17/2013
2
Create an interactive introduction as though you were the online
facilitator for AET/541. To personalize the course for your
students, include the following.
•
Determine how you will add a sense of personality to
welcome the class as you also familiarize them with course
expectations.
•
Remember to establish an environment that is inclusive
and encourages all students to respond to the introduction.
Provide a URL to the instructor if necessary.
Learning Team
Culture
Comparisons
Choose from the following options to complete this assignment:
Option 1
Compare classroom culture to cultural diversity in a global
sense.
Discuss with your team how cultural diversity can influence
classroom culture.
Write a 300- to 750-word summary of your findings.
Option 2
Compare classroom culture to cultural diversity in a global
sense.
Discuss with your team how cultural diversity can influence
classroom culture.
Create a short, 1- to 2-minute video as a news clip. Explain the
new global student or interview a facilitator about how to
accommodate students from different cultural backgrounds.
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Review the recording options in the Technology Resources
Library, located on the student website.
Submit your team’s video clip or link to your instructor.
Week Three: Building an Interactive Online Environment
Details
Due
Objectives
3.1 Apply audio and visual tools for online learning.
3.2 Map Web 2.0 and other advanced online tools to activities
and assignments.
3.3 Identify appropriate text, graphics, and organization methods
to enhance e-learning.
3.4 Demonstrate the value for variety in lesson building and
assignments.
3.5 Evaluate the use of Bloom’s taxonomy to provide higherorder thinking in e-learning.
Conceptual
Framework
Themes
Addressed this
Week
Advocating for Learning
Integrating Technology
Engaging in Reflective Practice
Leading through Innovative Practices
Reading
Read Ch. 9 of Effective Online Teaching.
10/21/2013
Reading
Read Ch. 14 of Effective Online Teaching.
10/21/2013
Reading
Review Ch. 4 of Effective Online Teaching.
10/21/2013
Reading
Review Ch. 5 of E-Learning Theory & Practice.
10/21/2013
Reading
Read this week’s Electronic Reserve Readings.
Participation
Participate in class discussion.
10/21/2013
Nongraded
Activities and
Preparation
Resources for
Building
Lessons
Resources: Technology Resource Library
10/21/2013
Nongraded
Activities and
Preparation
Webliography
Conduct an Internet search for various representations of
Bloom’s taxonomy.
Discuss how the resource library can be an effective tool for
creating assignments and activities.
Create a webliography or summary for referencing the many
uses of the representations of Bloom’s taxonomy.
Use these resources to help create the Bloom’s Taxonomy and
10/21/2013
Points
2
6
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AET/541 Version 4
Technology activity for this week.
Nongraded
Activities and
Preparation
Adding
Components
Resources: “Appropriate Use of Text and Graphics” and “Audio in
E-Learning” multimedia
10/21/2013
Locate a multimedia example that is either ineffective or effective
for a topic of your choice.
Explain what makes it either an ineffective or an effective
example using what you have learned about texts, graphics, and
audio.
Individual
Webliography
Write a webliography with annotations for four Web 2.0 or
comparable online applications.
10/21/2013
5
10/24/2013
10
Include each URL followed by a brief paragraph stating the
following:
•
A detailed description of the purpose of the site
•
An evaluation of the usefulness and practicality of the
site as a teaching tool
Refer to the Annotated Bibliography example located in the
Center for Writing Excellence Tutorials and Guides for
information about creating a bibliography with annotations.
Learning Team
Bloom’s
Taxonomy and
Technology
Resources: Technology Resources Library and “Appropriate Use
of Text and Graphics” multimedia
Review the “Appropriate Use of Text and Graphics” multimedia
located on the student website.
Create a wiki, blog, Facebook page, PhoenixConnect post, or
some other online tool to introduce Bloom’s taxonomy in
conjunction with technology integration. Add the following
components to the product:
•
•
•
•
•
Audio
Visual
Text
Graphics
Links to appropriate websites
Provide a URL to the instructor or include the instructor as a
member of the site.
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Week Four: Online Communities
Details
Due
Objectives
4.1 Distinguish between collaboration and participation.
4.2 Define the facilitator and the student roles in building
community.
4.3 Evaluate social media’s role in e-learning.
4.4 Determine the value of online learning teams.
4.5 Plan opportunities for humor and fun in the e-learning
classroom.
4.6 Explain how community is fostered in an asynchronous
course.
4.7 Describe instructional strategies suitable for e-learning.
Conceptual
Framework
Themes
Addressed this
Week
Advocating for Learning
Valuing Diversity
Collaborating with Educational Communities
Integrating Technology
Leading through Innovative Practices
Reading
Read Ch. 12 of Effective Online Teaching.
10/28/2013
Reading
Read Ch. 15 of Effective Online Teaching.
10/28/2013
Reading
Review Ch. 6 of E-Learning Theory & Practice.
10/28/2013
Reading
Review Ch. 7 of E-Learning Theory & Practice.
10/28/2013
Reading
Read this week’s Electronic Reserve Readings.
Participation
Participate in class discussion and team activities.
10/28/2013
Nongraded
Activities and
Preparation
Synchronous
Versus
Asynchronous
. Determine whether asynchronous learning should stand-alone
or whether it should have some synchronous components.
10/28/2013
Nongraded
Activities and
Preparation
Cartoon
Locate a cartoon or comic strip that relates to technology and the
frustration it can create.
Individual
Creating
Community
Design a brochure, an infographic, a newsletter, or a Microsoft®
PowerPoint® presentation depicting methods for incorporating
fun and humor into an online course, thus, making it more
personable. Topics may include the following:
Points
2
List the research titles that shaped your conclusion.
10/28/2013
Share your cartoon or comic strip and begin to think about how
humor and fun can be integrated into e-learning for the individual
assignment this week.
10/28/2013
10
8
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•
•
•
•
Social media
Ice breakers
Games and simulations
Cartoons, video, and avatars
Justify why your choices help to create an online culture as part
of the design.
Learning Team
Collaboration
Versus
Participation
Create a graphic organizer that demonstrates the difference
between collaboration and participation when working in Learning
Teams and as individuals in asynchronous and synchronous
learning.
10/31/2013
5
Include a section that describes how students and facilitators
influence a collaborative environment and their responsibility in
building that community environment.
Provide a URL to the instructor if necessary.
Week Five: Facilitator Feedback and Consistent Communication
Details
Due
Objectives
5.1
5.2
5.3
5.4
5.5
Conceptual
Framework
Themes
Addressed this
Week
Advocating for Learning
Integrating Technology
Engaging in Reflective Practice
Reading
Read Ch. 11 of Effective Online Teaching.
11/4/2013
Reading
Read Ch. 13 of Effective Online Teaching.
11/4/2013
Reading
Review Ch. 15 of Effective Online Teaching.
11/4/2013
Reading
Read this week’s Electronic Reserve Readings.
Presentation
E-Learning
Practice
Watch the “Examples of E-learning Practice” multimedia located
on the student website.
Examine reasons for a clear instructor presence.
Define the relationship between facilitator and learner.
Formulate communication to engage and motivate.
Design opportunities for reflection and review.
Compile feedback using application programs such as Track
Changes, comment boxes, and Socratic questioning
techniques.
Reflect on how practice increases student learning.
11/4/2014
Points
9
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Audio
Providing
Effective
Feedback
Listen to the “Providing Effective Student Feedback” podcast
located on the student website.
11/4/2013
Participation
Participate in class discussion and team activities.
11/4/2013
2
Individual
Feedback and
Communication
Report
Create a report that includes a variety of visuals such as graphs,
charts, print screens, and directions for providing feedback and
communication to the online learner that engage and motivate.
Include the following sections in the report:
11/4/2013
15
11/7/2013
4
Due
Points
•
•
•
•
•
Methods for editing
Generic rubric for grading any presentation or paper
Socratic questioning techniques
Reflection and review strategies
Positive reinforcement methods
Format the report into appropriate sections.
Learning Team
T-Chart
Examine methods that encourage interaction between a
facilitator and a learner.
Create a T-chart that compares responsibilities for building those
interactions.
Week Six: Staying Current and Relevant
Details
Objectives
6.1 Define the designer’s role for creating a course that can grow
with changing technologies.
6.2 Determine the flexibility of games and simulations as learning
tools.
6.3 Identify and properly use copyrighted material.
Conceptual
Framework
Themes
Addressed this
Week
Engaging in Reflective Practice
Integrating Technology
Leading through Innovative Practices
Practicing Professional Ethics
Reading
Read Ch. 17 of Effective Online Teaching.
11/11/2013
Reading
Read Ch. 12 of E-Learning Theory and Practice.
11/11/2013
Participation
Participate in class discussion and team activities.
11/11/2013
2
Individual
Copyright Laws
Investigate copyright laws for technology use.
11/11/2013
5
Paraphrase copyright use for the following:
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•
•
•
Audio files such as songs or podcasts
Visual works such as photos and clipart
Text such as research, writing, or poetry
Format the information using your own preference for delivery.
Learning Team
Staying
Relevant
Create a presentation that outlines what your team would like to
have available in an online course. The presentation vehicle is
your choice as a team as long as it can be viewed by the
instructor. Consider using one of the presentation options
available in the Technology Resource Library.
Cite information gleaned from the readings provided during the
last 6 weeks. At least one reference from each week is required.
Use this information to support your ideas for the ideal online
environment.
List instructions that should be given to a designer to ensure that
the course has a long shelf-life. Include some strategies that a
designer can offer to help the course stay relevant and current
with student needs.
Provide a generic rubric designed by one of your teammates for
this assignment that can be used to measure this presentation
11/11/2013
Presented
in class
12
11