Designing Internet Resources for Teaching

TIE 542, Summer 2009

Hybrid version: online and Chicago/Wheeling

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Link to course pages of Wheeling and Chicago groups

Instructor

Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605; cell: 773-505-1133
craig.cunningham@nl.edu
Web site: http://craigcunningham.com
Office Hours: By appointment only

Course Materials

REQUIRED:

Adobe's Dreamweaver software. I recommend getting the latest version, CS4; however, if you have an older version (2004 MX or later), you can use that, although it does lack some of the cool features of CS4. You can purchase Dreamweaver with an education discount direct from Adobe, at https://store1.adobe.com/cfusion/store/html/index.cfm?store=OLS-EDU&event=displayEduConditions. NOTE: there is also a trial version available, that lasts for 30 days. If you don't feel the need to own Dreamweaver, you can use the trial. Please wait until after July 4 before installing it so that you will have it for the remainder of the course. The trial is available here: http://www.adobe.com/cfusion/tdrc/index.cfm?product=dreamweaver&loc=en&promoid=EBYEW

A web server account. You can use your own web space or an account assigned to you by the instructor.

Accessing your TIE web server account

NLU Acceptable Use Policy

"Hands-On Lessons" from Curriculum Webs: Weaving the Web into Teaching and Learning 2/e by Cunningham and Billingsley. (Some other potentially useful resources are available here: http://curriculumwebs.com/.)

OPTIONAL:

I recommend that you join the Illinois Computing Educators. As part of your membership, you get access to Atomic Learning, which has tutorials on Dreamweaver and other software. You can join ICE here: http://www.iceberg.org/page.php?pid=9.

Program Mission Statement

The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technical support to other educators who wish to integrate technology in teaching and learning.

Accessibility

Please Note: National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (http://www.nl.edu/StudentServices/studentaffairs/StudentHandbook/).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Catalog Description

This course reviews planning, designing, managing and evaluating Internet resources used in educational settings, including collaborative and social networking sites.  Learners create web sites using web development tools, and participate in online collaborative curricular projects and team activities to build samples of web-based instruction.

Course Objectives

This course specifically addresses the following standards:

• Understand and utilize Internet services, which allow for conferencing and collaboration.  (TS-5A, TF-V.D.3)
• Promote the use of online resources to support student research and instruction.  (TS-5B)
• Demonstrate a basic understanding of the infrastructure required for connectivity and the types of telecommunication connections.  (TS-5C, TF-V.C.4)
• Identify and select quality web page design criteria when publishing on the World Wide Web.  (TS-4E, TF-III.A.7)
• Publish pages on the World Wide Web, which include text, graphics, movies, and/or sound.  (TS-1K, TF-V.C.5, TF-V.D.4)
• Plan and implement individual and group instructional activities that integrate Internet activities into the school curriculum.  (TS-3G, TF-III.A.6)
• Plan and implement a staff development experience that uses online resources.  (TF-VI.D.1)
• Demonstrate an understanding of how to use Internet software and hardware to distribute information and resources across the Internet.  (TS-5E)
• Identify and explain critical issues (e.g., social, ethical, and legal) when using Internet in the classroom and examine the effects that expanded and improved technology infrastructure may have on education.  (TS-1O)
• Describe local, State, and federal guidelines for technology integration, as well as grants and funding opportunities available for telecommunication projects in the schools.  (TS-8C, TF-VIII.D.3)
• Describe the local school district’s Internet policies and suggest ways of providing equitable access for all students and teachers.  (TS-3F, TF-VI.E.1)
• 12.  Use readings from their professional library to reflect on their own professional growth in using technology as well as in their work to support others. (This is a culmination of an ongoing portfolio requirement across courses.) (TF-VII.C)

( ISBE: Technology Specialist (TS)    ISTE: Technology Facilitator Standards (TF))

Major Topics

1. Technology integrated lessons across curriculum content areas

• Using technology to assist in meeting existing curricular objectives
• Using technology to extend the learning environment, e.g.,
• Simulations of situations not usually examined in the classroom
• Problem solving with a data base and spreadsheets
• Accessing information beyond the walls of the school via the Internet

  2. Use of technology-based experiences to provide collaborative learning environments
  

• Matching lesson elements to the Illinois Learning Standards and the 
NETS Standards

  3. Instructional approaches for using technology in the classroom
  

• Engaged Learning
• Problem-based Learning
• Anchored Instruction
• Social Constructivism
• Collaborative groups
• Full group instruction
• Peer tutors
• Meeting the Needs of All Learners (eg, including those with differences in cultural, languages and learning styles)
• Currently identified Best Practice

  4. Models for designing integrated online learning experiences
  

• Understanding by Design
• Apple Unit of Practice
• ASSURE Model

  5. Plan for Technology Integration
  

• Plan a unit with specific objectives
• Provide for individual differences
• Consider technology-related classroom management strategies
• Address state learning standards and state and national technology standards
• Describe lessons (performance tasks) for the unit

  6. Implement fully developed lesson
  

• Use of one of the models for design of lesson
• Integrate appropriate technology experience in the lesson
• Develop and use tool for assessment of student learning
• Include personal reflection on the implementation experience

  7. Evaluate lesson
  

  8. Impact of introducing new technologies into school context (the process of change)
  

• on curricular goals and objectives
• on the role of the teacher and teachers’ concerns
• on the possibility of new instructional strategies
• on changes in grouping patterns and scheduling
• on changes in methods of assessing student learning

  9. Tools for publishing on the World Wide Web including:
  

• Web authoring
• HTML scripting
• File transfer
• Image manipulation and multimedia software
• Design and layout criteria for use with web pages

  10. Online Educational Activities
  

• Activities relating to online activities and instructional design
• Review of online resources
• Review of copyright issues
• Review special needs issues
• Communicating with individuals or groups
• Online messenger-type programs
• Video conferencing

  11. Exploring and creating multi-user environments
  

• Tapped In resources
• Comparisons of online professional conferences
• Multi-featured video conferencing tools

  12. Web site project to focus on
  

• Online Professional Development
• Must be piloted by teachers in advance
• Must address adult learners
• Must address continuous learning
• Must assist in teacher professional development
• Other school (but not class) topic

Course Requirements

Note: all of the following will be contained within an online portfolio to be constructed during the course by the candidate on a web server account.

• Six substantive and substantial blog entries, to be completed on a weekly basis, of at least 400 words each, describing exemplary resources for internet-based learning (and including links, screenshots, and resources for further information when appropriate). Must include each of the following topics in whichever order you wish:
  • reflection on the value of Internet resources for education;
  • criteria for the evaluation of web-based materials;
  • description of one or more resource depositories or lists with materials relevant to the candidate's interests;
  • description (including screen-shots) and evaluation of one or more intriguing educational Web 2.0 (or 3.D) applications;
  • description and evaluation of one or more Inquiry-based lessons (WebQuest or other);
  • reflection on the process of creating the final product (benchmark assignment).

Note: completion of these blog entries assumes that you have completed the background work necessary to write them thoroughly. 20 points

• At least ten substantive comments on classmates' blog entries, of at least 100 words each. 10 points
  
  
• The IQ Rubric and WebQuest Task, completed as part of the IQ Webquest, at http://curriculumwebs.com/iqwebquest/. Note: you do not have to complete step 6 of the process in the WebQuest, although you can if you wish to. 10 points
  
  
• Dreamweaver-created "sampler" sub-site (I suggest you create a personal web site or professional web site, or one that pertains to a topic of personal or professional interest), containing at least one example of each of the following: Jump menu, bulletted list, ordered list, table (with headers), link to target (named anchor), image, embedded video, image map, framed page, behavior, link that opens in new window without menus or toolbars, RSS feed, rollover pop-up message, audio that plays when page loads, template applied to multiple pages, at least 5 marked examples of CSS. See my sampler site here. 10 points
  
  
• An annotated "hotlist" of at least 40 web-based resources (including at least five that can be described as "Web 2.0) related to the candidate's teaching and/or professional development interests. (Annotations should describe how the resources might be used in your teaching. If you wish, you can use del.icio.us or another social bookmarking sight to create this hotlist; be sure a link is on your online portfolio.) 10 points
  
  
• A teaching guide for the lesson or unit you'll create to satisfy the following requirement. (Use this template.) This counts as the "proposal" described in the benchmark assignment descriptiion. 10 points
  
  
• An online, inquiry based, learning experience for their students. (This could be a multi-page Webquest.) The online lesson or unit will include differentiation for a diverse student body. The project will be related to the curricular area and educational interests of the candidate. For further details, see benchmark assignment description and rubric. Please include all required elements. (If you are a TIE student, this must be submitted via LiveText for review to "tieprogram" by August 9 at midnight.) 30 points

Tentative Schedule of Assignments and Topics

Notes: All assignments must be turned in by midnight on the Sunday following the date on which it is listed, unless prior arrangements are made with the instructor.

Assignments are considered "turned in" when a link has been posted to the candidate's website and an email has been sent to the members of the class (including the instructor) providing a general description and URL.

You may continue to work on the assignments after they are turned in, provided that all final work is completed by midnight on August 9.

(1) Week of June 29: Introduction to the course

Wheeling group will meet face-to-face on June 30 at 4:30 on the Wheeling campus.

Chicago group will meet face-to-face on July 2 at 3:30 at May Academy

Due by midnight, Sunday July 5:

First blog entry. Topic suggestion: your initial sense of the value of Internet resources for education.

(2) Week of July 6: Inquiry as pedagogy; Building a web site with Dreamweaver

Wheeling group will meet face-to-face on July 7 at 4:30 on the Wheeling campus.

Chicago group will meet face-to-face on July 9 at 3:30 at May Academy.

Due by midnight on Sunday, July 12:

IQ Rubric and WebQuest task, completed as part of the IQ Webquest, at http://curriculumwebs.com/iqwebquest/. Note: you do not have to complete step 6 of the process in the IQ WebQuest. Only do steps 1-5.

Second blog entry. Topic suggestion: Description and evaluation of one or more Inquiry-based lessons (WebQuest or other)

Two comments on classmates' blog entries from the first week

(3) Week of July 13: Identifying useful resources and including them in a web site

Wheeling group will meet face-to-face in Wheeling from 4:30 to 7:20 on the Wheeling campus on July 14.

Chicago groups will meet from 3:30 to 6:20 at May Academy on July 16.

Due by midnight on Sunday, July 19:

Dreamweaver-created "sampler" sub-site due.

Third blog entry. Topic suggestion: Description of one or more resource depositories or lists with materials relevant to your interests.

Two comments on classmates' blog entries from the second week.

(4) Week of July 20: Web 2.0 and 3.D resources; Interactivity

Both Wheeling and Chicago groups will meet at4:30 on July 21 in Second Life.

Due by midnight on Sunday, July 26:

Draft of Teaching Guide for benchmark assignment due.

Fourth blog entry. Topic suggestion: Description and evaluation of one or more educational Web 2.0 or Web 3.D applications.

Two comments on classmates' blog entries from the third week.

(5) Week of July 27: What's "good" and what's "bad"?; Assessment and evaluation

No face-to-face or online meetings this week.

Due by midnight on Sunday, August 2:

"Hotlist" due.

Fifth blog entry. Topic suggestion: Criteria for the selection of web-based materials.

Two comments on classmates' blog entries from the fourth week.

(6) Week of August 3: Putting it all together

Wheeling group will have an optional (but strongly recommended) drop-in work session on August 4 at 4:30 on the Wheeling campus.

Chicago group will have an optional (but strongly recommended) drop-in work session on August 6 at 3:30 at May Community Academy.

Due by midnight on Sunday, August 9:

Final benchmark assignment uploaded to web server account; completed LiveText page submitted to "tieprogram" for review.

Sixth blog entry. Topic suggestion: Reflection on the process of creating the final product (benchmark assignment).

Two comments on classmates' blog entries from the fifth week.

NOTE: If you wish to request an "in-progress" (I) grade for any NLU graduate course, you must complete 75% of the required work before the end of the term (which is midnight on August 9 for us) AND you must request an "in-progress" grade in writing (using your NLU student email account) before that same deadline. 

Resources

http://curriculumwebs.com. Companion web site to Cunningham and Billingsley Curriculum Webs. Includes Hands-On Lessons on Dreamweaver to accompany chapters.

http://www.lynda.com/info/books/dreamweavermx2004/ Companion web site of Dreamweaver MX 2004 Hands on Training.

http://www.assortedstuff.com/webmaster/started/ : This site contains a bunch of reference material for people just getting starting with creating school web sites, including some evaluation criteria (rubrics), clip art and other technical goodies, and some stuff about HTML and moving in to more advanced web design.

http://www.uwm.edu/Dept/CIE/AOP/learningobjects.html. What are "Learning Objects" and how are they used in internet-based education?

http://www.dynamicdrive.com/. Good source of javascripts.

http://www.hypergurl.com. Another cool source of javascripts. http://curriculumwebs.com. Companion web site to the book. Lots of links and resources.

2Learn.ca Professional Growth Topic Resources (2002). Planning for professional growth @2Learn.ca. (A portion of a larger professional development strand.)   http://www.2learn.ca/Profgrowth/pgtopicindex.html  

Beebe, R., Trenta, et al. (2002). Build it and they will not necessarily come: The effectiveness of a professional development web site for entry-year principals. T.H.E. Journal, 29(11).

Bull, G., Bull, G., Garolfalo, J. & Harris, J. (2002). Grand challenges: Preparing for the technological tipping point. Learning and Leading   with Technology, 29(8).

Flanders , V., & Peters, D. (2002). Son of web pages that suck: Learn good design by looking at bad design. Alameda , CA : Sybex.

Foster, P. (rev. 10/00). Poll Builder http://chnm.gmu.edu/tools/polls/Quick and easy webdesign quide for teachers. http://www.moraga.k12.ca.us/JM/Teacher/Forster/WebDesign/Index.htm

Green, D. & O'Brien, T. (2002). The Internet's impact on teacher practice and classroom culture. T.H.E. Journal, 29(11).

Harris, J. (2002). Wherefore art thou, telecollaboration? Learning & Leading with Technology, 29(4)

Harris, J. (1996). Suggestions for successful telementoring. (Excerpted and adapted from "Mining the Internet," Learning and Leading With Technology, October 1996.)   http://emissary.ots.utexas.edu/emissary/teatelementoring.html

Montaina State University , Billings (rev. 7/15/02 ). Web tool kit (Netscape Composer tutorial).   http://www.msubillings.edu/tool/tutorial/mac/starting.htm

Musciano, C. & Kennedy, B. (2002). HTML & XHTML: The definitive guide (5th ed.). Sebastopol , CA : O'Reilly & Associates.

Ritchie, D. & Hoffman, B. Using instructional design principles to amplify learning on the WWW.   (Paper from the SITE 96 conference.)

http://edweb.sdsu.edu/clrit/learningtree/DCD/WWWInstrdesign/WWWInstrDesign.html

Serim, F.   (2001). Lesssons learned: Factors influencing the effective use of technology for teaching and learning. http://www.seirtec.org/publications/lessons.pdf  

Serim, F. (1996). Building virtual communities for professional development. Retrieved January 8, 2003 at the Future of Networking Technologies for Learning. http://www.ed.gov/Technology/Futures/serim.html   

Skaalid, B. (1999). Web design for instruction: Research-based guidelines. http://www.usask.ca/education/coursework/skaalid/

Theroux, P. (rev. 12/07/02 ). Enhance learning with technology.   (Includes a series of web resources as well as a teacher professional development component).   http://www.enhancelearning.ca/

Wigglebits, W. (2000). Building a school web site: A hands-on project for teachers and kids. Chicago: Duomo Press.

Willard, W. (2001). Web design: A beginner's Guide. Berkeley :Osborne/McGraw-Hill.

Willis, E. & Raines, P. (2001). Technology in secondary teacher education: Integration, implications and ethics for the changing roles of teachers. THE Journal, 29(2)

Planning for porfessional growth @2learn.ca   http://www.2learn.ca/Profgrowth/pgtopicindex.html   

Accessing the general curriculum: Instructional strategies on Internet (2002, July 27). Retrieved Jan. 4, 2003, from Western Resources Center website: http://interact.uoregon.edu/wrrc/InstStrat.htm

Alliance for technology access (n.d.). Retrieved Jan 4, 2003, from http://www.ataccess.org/

Bruce, B. (1999, Nov.).  Searching the Web: New domains for inquiry. Journal of Adolescent & Adult Literacy. Retrieved Dec. 1, 2002, from http://www.readingonline.org/electronic/jaal/12-99_Column.html

Dodge, B. (1998). The WebQuest page. Retrieved Jan. 4, 2003, from http://webquest.sdsu.edu/
Filamentality (1996-2002). Retrieved Jan. 4, 2003, from SBC Knowledge Network Explorer website: http://www.kn.pacbell.com/wired/fil/

Grabe, M., & Grabe, C. (2000). Integrating the Internet for meaningful learning. Boston: Houghton Mifflin.

Harris, J. (2002, Nov. 7. Virtual Architecture homepage. Retrieved Dec. 17, 2002, from http://virtual-architecture.wm.edu/ (See ìIn the kitchen: Telecollaborationî and ìIn the study: Teleresearch.î)

Information power: Building partnerships for learning (2000-2002). Retrieved Jan. 4, 2003, from American Association for School Librarians website: http://www.ala.org/aasl/ip_toc.html

JRCE, Volume 33, Number 1, Fall 2000 (Journal of Research on Computing in Education New Title is Journal of Research on Technology in Education)

Kathy Schrockís guide for educators: Copyright resources (1995-2003). Retrieved Jan. 4, 2003, from http://school.discovery.com/schrockguide/referenc.html#copyright

Kids on the Net. Critical thinking skills in Web literacy (n.d.). Retrieved Jan. 4, 2003, from Media Awareness Network website: http://www.media-awareness.ca/eng/med/class/kidsnet2.htm

Madis, M.A. Adding to the studentsí toolbox: Using directories, search engines and the hidden web in the search processes.  TechTrends 46 (4), 33-38.

Mioduser, D., R. Nachmias, O. Lahay, & A. Oren (2000, Fall). Web-based learning environments: Current pedagogical and technological state. Journal of Research on Computing in Education 33(1). Abstract retrieved Dec. 1, 2002, from http://www.iste.org/jrte/33/1/abstracts/mioduser.html

Netiquette (2003). Retrieved Jan. 4, 2003, at Webopedia website: http://www.webopedia.com/TERM/n/netiquette.html

Novak, T.P., & D.L. Hoffman (1998, Feb. 2).  Bridging the Digital Divide.  Retrieved Dec. 1, 2002, from http://elab.vanderbilt.edu/research/papers/html/manuscripts/race/science.html

Ryder, R.J., & T. Hughes (1998). Internet for educators (2nd ed.). Upper Saddle River, NJ: Merrill.

Safety Internet tips (n.d.). Retrieved Jan. 4, 2003, from Disney website: http://disney.go.com/legal/internet_safety.html

Web at a Glance (2002). Retrieved Dec. 1, 2002, from http://www.learnthenet.com/english/web/000www.htm

Welcome to BOBBY Worldwide. [Online] Retrieved on January 20, 2003 from http://bobby.watchfire.com/bobby/html/en/index.jsp

Wolfe, G. (1994, Oct.) The (second phase of the) revolution has begun. Wired Magazine 2 (10). Retrieved Dec. 1, 2002, from http://www.wired.com/wired/archive/2.10/mosaic_pr.html