Syllabus for 1102OMDE6019041
Faculty Contact Information
Instructor: Lisa Marie Blaschke, LBlaschke@faculty.umuc.edu
Teaching Assistant : Allison Kipta, akipta@polaris.umuc.edu
Writing Coach: Brenda Ledford, brenda_ledford@hotmail.com
Course Introduction
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This is a 3-credit graduate course.
Semester covers 12 weeks.
The course consists of consisting of units of study, covered over a 12 week term.
The course officially begins on January 27 and ends on April 24, 2011.
The last date for withdrawal without penalty is: April 10, 2011.
Students are encouraged to contact their instructor as needed.
Course Description
(Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in
collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the
knowledge, skills, and attitudes that are required by a competent practitioner of distance
education. Critical concepts and issues identified in the distance education literature are explored
and the history and theories of the field are critically examined.
Course Goals/Objectives
The goals of the course are to provide the student with a foundation of knowledge, skills and
attitudes that are required by a competent practitioner of distance education.
Students will learn to:
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identify the characteristics of distance education;
outline the history of distance education from its early beginnings to today's IT-based
practices;
specify a series of methodological issues relevant to distance education;
understand the pedagogic structure of distance education and its relevant elements;
reflect on institutional aspects in distance education;
analyze the impact of digitization on the pedagogical structure of distance education.
Course Materials
Click here to view the required and recommended materials to be purchased and to access
ordering information.
Graduate School's Read Me First Document
Additional Readings/Materials
MDE601 REQUIRED TEXTBOOKS:
These books can be purchased via the University of Maryland - University College Virtual
Bookstore.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington , D.C. : APA.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont ,
CA : Wadsworth .
Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations
from an international perspective (2nd ed.). London : Kogan Page.
The following books are available as free e-books (PDF files) from http://www.mde.unioldenburg.de/40574.html :
Bernath, U., & Rubin, E. (Eds.). (2003). Reflections on teaching and learning in an online
master program: A case study (Volume 6) . Oldenburg : Bibliotheks- und Informationssystem der
Universität Oldenburg.
Holmberg, B. (2005). The evolution, principles and practices of distance education (Volume 11)
.Oldenburg : Bibliotheks- und Informationssystem der Universität Oldenburg.
Peters, O. (2004). Distance education in transition - New trends and challenges (4th ed., Volume
5) . Oldenburg : Bibliotheks- und Informationssystem der Universität Oldenburg.
To access the e-books, click on the above link, and then choose the textbook you would like to
download. Once the correct textbook is displayed, then choose the PDF download button to
download the textbook and save it to your computer. You may also order bound versions of the
textbook (at a fee), using this form: http://www.c3l.uni-oldenburg.de/publikationen/oform.htm.
Please keep in mind that shipping may take up to 3-4 weeks.
Grading Information and Criteria
Grades will be determined as follows:
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Assignment 1: By the end of Module 1, students must submit an essay, which contributes
25% to the final grade.
Assignment 2: By the end of Module 2, students must submit an essay, which contributes
25% to the final grade.
Assignment 3: In Module 3, students will first work collaboratively on a project to define
a classification scheme for DE institutions. In Assignment 3 students will use this
classification scheme to research and categorize institutions. This assignment will
contribute 25% to the final grade.
Participation in the modules and in the collaborative projects contributes 10% to the
final grade.
A reflective learning journal, posted to throughout the course and submitted during the
last week of class, contributes 15% to the final grade.
Please Note:
It is expected that the work you submit for assessment purposes to this class is original. This
means that you are the single author of your individual assignments and that you have not used
this work in any other class, in this or any other academic program. (You can cite your own
work as you can with any other source and this is a common practice in academia when building
a body of knowledge in a particular area.) Plagiarism offences, including failure to cite your
own work that was already used for another purpose, will result in a failing grade. Please
carefully read the information below about the Policy on Academic Honesty and Plagiarism and
the help available to you in learning how to properly cite sources in your assignments and
papers.
Project Descriptions
COURSE OUTLINE & READINGS
MODULE 1: History and Principles of Distance Education (with Torstein Rekkedal)
Objectives:
Introduction to
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course set-up
participants to each other
online Masters program
Foundation course
definitions in distance education (DE)
Students will
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learn about the two constituent elements of DE
reflect on the evolution of DE
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outline the history of DE from its early beginnings to today's practices
discuss some common reasons why students choose DE
specify methodological issues relevant to both course development and student-tutor
interaction
Topics:
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Overall picture of DE
Background of DE
Planning DE
Course development - fundamental considerations
Structures and media of DE Courses
Interaction between students and the supporting organization
Special applications of distance education
Required Readings:
Holmberg, B. (2005). The evolution, principles and practices of distance education. Oldenburg:
Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 9-94]
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont,
CA: Wadsworth. [pp. 1-99; 140-145; 161-179]
Peters, O.(2001). Learning and teaching in distance education: Analysis and interpretations
from an international perspective (2nd ed.). London : Kogan Page. [pp. 8-17]
Peters, O. (2004). Distance education in transition: New trends and challenges (4th ed.)
.Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 13-23]
Recommended Readings:
Beaudoin, M. (2003). Learning or lurking? Tracking the 'invisible' online student. In U. Bernath,
& E. Rubin (Eds.), Reflections on teaching and learning in an online master program (pp. 121130). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Bernath, U., & Rubin, E. (2003). The online master of distance education (MDE) - Its history
and realization. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an
online master program - A case study (pp. 9-50). Oldenburg: Bibliotheks- und
Informationssystem der Universität Oldenburg.
Holmberg, B. (2005). The evolution, principles and practices of distance education .
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 95-98; 125136]
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont,
CA: Wadsworth. [pp. 323-331]
Walti, C. (2003). Experiencing a new paradigm - Elements, aspects, and structure of selected
courses in the MDE program. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and
learning in an online master program - A case study (pp. 227-245). Oldenburg: Bibliotheks-und
Informationssystem der Universität Oldenburg.
Assignment:
By the end of Module 1, students must submit an essay, which contributes to 25% of the final
grade.
Students should also begin design and development of an online learning journal (wiki) as an
ongoing class activity.
MODULE 2: Pedagogy of Distance Education and Theoretical Approaches to DE (with
Otto Peters)
Objectives:
Students
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analyze the pedagogic structure of DE in the light of distinct models of DE
learn about DE in terms of distinct pedagogical categories
explain pedagogical advantages and disadvantages inherent to DE
explain the deep-rooted changes of the pedagogical structure of DE caused by increasing
digitization
distinguish different theoretical approaches worldwide and relate them to cultural
differences
Topics:
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Distance and proximity
Three constitutive concepts
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Dialogue
Structure
Autonomy
Modifying concepts
Open learning
Lifelong learning
Industrialized learning and teaching
Post modern learning
Transactional distance
Digital information and communication
Required Readings:
Bernath, B., & Vidal, M. (2007). The theories and the theorists: Why theory is important for
research. Distance et savoirs, 5 (3),427-458. (See Course Content )
Holmberg, B. (2005). The evolution, principles and practices of distance education .
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 107-124]
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont,
CA: Wadsworth . [pp. 219-235]
Peters, O. (1994). Distance education and industrial production: a comparative interpretation in
outline. In D. Keegan (Ed.), Otto Peters on distance education. The industrialization of teaching
and learning (pp. 107-127). London: Routledge.
Peters, O. (2001). Learning and teaching in distance education - Analyses and interpretations
from an international perspective. London: Kogan Page. [pp. 18-182]
Peters, O. (2004). Distance education in transition - New trends and challenges (4th ed.)
.Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 25-105; 203214]
Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new
discussion . The American Journal of Distance Education, 13 (1), 60-75.
Recommended Readings:
Hülsmann, T. (2003). Texts that talk back - Asynchronous conferencing: A possible form
of academic discourse? In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and
learning in an online master program - A case study (pp. 75-120). Oldenburg : Bibliotheks-und
Informationssystem der Universität Oldenburg.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont,
CA: Wadsworth . [pp. 59-77; 100-122; 236-256]
Moore , M.G. (2006). Evolution of theory and transactional distance. Presentation at the Fourth
EDEN Research Workshop , 25-28 October, 2006, Castelldefels, Spain. (See Course Content )
Peters, O. (2004). Distance education in transition - New trends and challenges (4th ed.)
.Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 129-175]
Assignment:
By the end of Module 2, students must submit an essay, which will contribute 25% to the final
grade.
Students should also continue contributing to the reflective learning journal.
MODULE 3: Institutional Aspects of Distance Education
Objectives:
Students will be able to
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identify the primary types of institutional structures that support DE
identify top DE institutions worldwide, their size, type of institutional structure and
unique characteristics; analyze the critical characteristics of each institutional structure
give examples of institutions in 1) North & South America 2) Europe and 3)
Australia/Asia/Africa
critically examine the differences among the various institutional types and discuss the
probable effects on functions such as course development, student services, instructional
design, and pedagogy
select, research, analyze, and discuss the critical aspects of a distance education
institution
reflect on the knowledge and experience gained during the course
Topics:
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Teaching and learning models specific to institutions
Models of open and distance learning
Global perspectives of DE
Pedagogical flexibility, change and transformation
Required Readings:
Holmberg, B. (2005). The evolution, principles and practices of distance education .
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [ pp. 99-106]
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont ,
CA : Wadsworth . [pp. 257-287]
Peters, O. (1998). Learning and teaching in distance education - Analyses and interpretations
from an international perspective. London : Kogan Page. [pp. 183-246]
Peters, O. (2004). Distance education in transition - New trends and challenges (4th Ed.) .
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. [pp. 37-45]
Shea, P., & Armitage, S. (2003). Beyond the administrative core: Creating web-based student
services for online learners . Resources Guidelines. WCET - the Western Cooperative for
Educational Telecommunications. (See Course Content )
Recommended Reading:
Garrison, R. (2009). Implications of online learning for the conceptual development and practice
of distance education. Journal of Distance Education, 23 (2), 93-104. (See Course Content )
Guri-Rosenblit, S. (2009a). Distance education in the digital age: Common misconceptions and
challenging tasks. Journal of Distance Education, 23 (2), 105-122. (See Course Content )
Guri-Rosenblit, S. (2009b). Diverse models of distance teaching universities. Encyclopedia of
Distance Learning, 2, 727-733. (See Course Content )
Miller, G. (1987, November). Distance education in the United States: Collaboration a mid
diversity . Open Learning , 23-27.
Moore, M. (1995). American distance education: A short literature review . In F. Lockwood
(Ed.), Open and distance learning today, (pp. 32-41). London/New York: Routledge.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.) . Belmont,
CA: Wadsworth. [pp. 288-305; 307-322
Peters, O. (2004). Distance education in transition - New trends and challenges (4th Ed.) .
Oldenburg: Bibliotheks- und Informations system der Universität Oldenburg. [pp. 215-233]
Assignment:
In Module 3, students will first work collaboratively on a project to define a classification
scheme for DE institutions. In Assignment 3, students will use this classification scheme to
research and categorize DE institutions. This assignment will contribute 25% to the final grade.
Participation throughout the course and in the study group project contributes 10% to the
final grade. Submitting a reflective learning journal contributes 15% to the final grade.
It is expected that the work you submit for assessment purposes to this class is original and
authentic. This means that you are the single author of your individual assignments and
that you have not used this work in any other class, in this or any other academic program.
Offenses will result in a failing grade.
Please note: For correct APA formatting of the readings please see the course outline and
course content .
Instructors are available for questions until 72 hours after the official end of the course.
Additional Information
TECHNICAL ASSISTANCE AND WEBTYCHO SUPPORT
Understanding and navigating through WebTycho is critical to successfully completing this course. All
students are encouraged to complete UMUC's Orientation to Distance Education and WebTycho Tour at
http://www.umuc.edu/distance/de_orien.
UMUC 360 Support is accessible directly in the WebTycho classroom. Technical support is available 24
hours a day, 7 days a week, 365 days a year via self-help, phone, and chat at http://support.umuc.edu or
toll-free 888-360-UMUC (8682), or 301-985-6710.
LIBRARY SUPPORT
Extensive library resources and services are available online, 24 hours a day, seven days a week at
http://www.umuc.edu/library. Information and Library Services provides research assistance in creating
search strategies, selecting relevant databases, and evaluating and citing resources in a variety of
formats via its Ask a Librarian service (http://www.umuc.edu/library/help/ask.shtml), which includes 24/7
chat and e-mail. The Search by Subject area of the library's Web site
(http://www.umuc.edu/library/subjects.shtml) provides a listing of resource guides for each subject area,
with each guide containing relevant databases, Web sites, books, and other resources along with
technical and citation assistance. A guide to using UMUC's library databases is available at
http://www.umuc.edu/library/tutorials/research/mod6.shtml.
Academic Policies
Graduate School of Management and Technology's Academic Policies (GSMT)
GRADING GUIDELINES
According to the Graduate School of Management and Technology's grading policy, the following marks
are used:
A (90-100) = Excellent
B (80-89) = Good
C (70-79) = Below standards
F (69 or below) = Failure
FN = Failure for nonattendance
G = Grade pending
P = Passing
S = Satisfactory
U = Unsatisfactory
I = Incomplete
AU = Audit
W = Withdrew
The grade of "B" represents the benchmark for the Graduate School of Management and Technology. It
indicates that the student has demonstrated competency in the subject matter of the course, e.g., has
fulfilled all course requirements on time, has a clear grasp of the full range of course materials and
concepts, and is able to present and apply these materials and concepts in clear, well-reasoned, wellorganized, and grammatically correct responses, whether written or oral.
Only students who fully meet this standard and, in addition, demonstrate exceptional comprehension and
application of the course subject matter earn a grade of "A."
Students who do not meet the benchmark standard of competency fall within the "C" range or lower.
They, in effect, have not met graduate level standards. Where this failure is substantial, they can earn an
"F." The "FN" grade means a failure in the course because the student has ceased to attend and
participate in course assignments and activities but has not officially withdrawn.
ACADEMIC STANDARDS
Graduate students are expected to maintain a 3.0 or higher grade point average (GPA) at all times, with
no grade of F. An assessment of academic standing is made of each student at the end of every
semester. Each student's GPA is computed for all UMUC graduate-level graded coursework to make a
determination of academic standing as described in the policy below.
UMUC policy on academic levels of progress (exclusive of doctoral level)
UMUC Doctoral program policies
WITHDRAWAL
Students who officially withdraw from a course receive a mark of W (Withdrawal). The grade of W will
appear on the official transcript but will not be used in calculating the grade point average (GPA).
Students must follow the withdrawal procedures as outlined in the catalog, schedule of classes, or Web
site. Graduate students must officially withdraw at least two weeks (14 calendar days) before the final
class. Students who do not officially withdraw by the deadline receive the grade earned for the course.
WRITING STANDARDS
Effective managers, leaders, and teachers are also effective communicators. Written communication is an
important element of the total communication process. The Graduate School of Management and
Technology recognizes and expects exemplary writing to be the norm for course work. To this end, all
papers, individual and group, must demonstrate graduate level writing and comply with the format
requirements of the Publication Manual of the American Psychological Association, 6th Edition. Careful
attention should be given to spelling, punctuation, source citations, references, and the presentation of
tables and figures. It is expected that all course work will be presented on time and error free.
POLICY ON ACADEMIC INTEGRITY AND PLAGIARISM
UMUC policy on academic dishonesty and plagiarism
Tutorial:
UMUC offers the VAIL Tutor, a tutorial covering academic integrity and strategies to help students avoid
academic dishonesty and plagiarism.
Turnitin.com:
The University has a license agreement with Turnitin.com, a service that helps prevent plagiarism from
internet resources. Your instructor may be using this service in this class by either requiring students to
submit their papers electronically to Turnitin.com or by submitting questionable text on behalf of a
student. If you or your instructor submit part or all of your paper, it will be stored by Turnitin.com in their
database throughout the term of the University's contract with Turnitin.com. If you object to this temporary
storage of your paper, you must let your instructor know no later than two weeks after the start of this
class. Please Note: If you object to the storage of your paper on Turnitin.com, your instructor may utilize
other services to check your work for plagiarism.
COURSE EVALUATION FORM
UMUC values its students' feedback. You will be asked to complete a mandatory online evaluation toward
the end of the semester. The primary purpose of this evaluation is to assess the effectiveness of
classroom instruction. UMUC requires all students to complete this evaluation. Your individual responses
are kept confidential.
The evaluation notice will appear on your class screen about 21 days before the end of the semester.
You will have approximately one week to complete the evaluation. If, within this 21-day period, you do not
open the file and either respond to the questions or click on "no response," you will be "locked out" of the
class until you do complete the evaluation. This means that you will not be able to enter the classroom.
Once you have completed the evaluation, you will regain access to the classroom. If you have any
problem getting back in your classroom, you should immediately contact UMUC 360 support by phone
toll-free, 888-360-UMUC (8682), or 301-985-6710 or via chat.
The Graduate School of Management and Technology takes students' evaluations seriously, and in order
to provide the best learning experience possible, information provided is used to make continuous
improvements to every class. Please take full advantage of this opportunity to provide constructive
recommendations and comments about potential areas of improvement.
STUDENTS WITH DISABILITIES
Students with disabilities who want to request and register for services should contact UMUC's technical
director for veteran and disabled student services at least four to six weeks in advance of registration
each semester. Please email disabilityservices@umuc.edu or call 240-684-2287 or 240-684-2277
(TTY).