P600/R685 Topical Seminar (Ed Psych as well as IST)
"Online Learning Pedagogy
and Evaluation" (3 Cr)
Fall 2003, Room 2275, Fridays
2:00‑4:45 Section 6267 (P600); 6419 (R685)
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Curtis
J. Bonk, Ph.D., CPA Office:
4022 W. W. Wright Education Bldg. Phone:
856-8353 (W) E-mail:
CJBonk@indiana.edu Office
Hours: Fridays Course
URL: http://curtbonk.com/p600syl2.html
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Course
Description and Rationale:
Myths
abound in the online learning world about the difficulty of teaching online,
the available technologies, the support and compensation needed for high
quality instructors, and the needs of students.
Fortunately, there is a storm brewing that may soon wipe most of them
away. Some have heard the thunder of
numerous collaborative and learner-centered online technologies being developed
over the past few years. Others have felt the brisk winds coming from another
direction; winds brought about by innovative instructors experimenting with
online pedagogy that better motivates online learners. Adding to this
turbulence, bored online learners are pleading with the rest of us for more
rich and engaging online experiences. As these three storms collide, they
create the perfect storm linking pedagogy, technology, and learner needs. To
navigate the upcoming monsoon of e-learning, this class will dispel some of the
myths while highlighting technologies and instructional strategies currently
emerging to meet diverse student needs.
Clearly, online learning is exploding in
corporate, university, K-12, and military settings. However, few instructors or learners have
been adequately trained for these environments.
What can be done? There is a need
for training in online pedagogy. In this
course, we will demonstrate and discuss dozens of strategies (over 100) for
teaching on the Web. There is also need
for better understanding of the range of e-learning evaluation and assessment
techniques. Near the end of the course,
we will cover more than a dozen evaluation methods for online learning and also
point to options in assessment strategies and creating electronic portfolios.
After the course, students should be
able to (1) design pedagogical strategies for different types of online courses,
(2) evaluate the effectiveness of e-learning courses, programs, and events; and
(3) make recommendations regarding online learning initiatives.
Required
Texts:
1. Moore, M. G., & Anderson, W. G. (eds.). (2003).
Handbook of Distance Education.
2.
Various Online Articles (see attached pages).
Optional
Texts (just a few that might interest students—no need to buy any):
1.
Hanna, D. E., Glowacki-Dudka,
& Conceicao-Runlee, S. (2000). 147
practical tips for teaching online groups: Essentials of Web-based education.
2.
Horton, W. (2001). Evaluating e-learning.
3.
Jolliffe, A., Ritter, J., &
Stevens, D. (2001). The online learning
handbook: Developing and using Web-based learning.
4.
Maddux, C. D., & Johnson, D.
L. (2001). The Web in higher education:
Assessment the impact and fulfilling the potential. NY: Hayworth Press.
5.
Palloff, R. M., & Pratt, K.
(2001). Lessons from the cyberspace
classroom: The realities of online teaching.
6.
Palloff, R. M., & Pratt, K.
(2003). The virtual student: A profile
and guide to working with online learners.
7.
Phillips, P. P. (2002). The bottomline on ROI.
8.
Phillips, J. J., & Pope, C.
(2001). Implementing e-learning solutions:
Twelve case studies from the real work of training.
9. Rudestasm, K. E. &
Schoenholtz, J. (Eds.). (2002). Handbook of online learning: Innovations in
higher education and corporate training.
10.
Salmon, G. (2000). E-moderating: The key to teaching and
learning online. Kogan-Page or
Stylus Publishing.
11.
Steeples, C. & Jones, C.
(2002). Networked learning: Perspectives
and issues. Springer-Verlag.
12.
Stephenson, J. (Ed.), (2001). Teaching and Learning Online: Pedagogies for
new technologies. Kogan Page and
Stylus Publishing.
13.
Vandervert, L. R., Shavinina, L.
V., & Cornell, R. A. (eds). (2001). Cybereducation:
The future of long-distance learning.
14.
Zucker, A., & Kozma, R.
(2003). The virtual high school: Teaching
Generation V.
15.
(Many other books)
Online
Magazines, Journals, Newsletters, and Blogs (most are free!):
- Collaborate Magazine: http://www.collaborate-mag.com/collaboratemag/
- Digital
Knowledge: Going Interactive: http://www.knowledgedrivers.com/Resources/Res_Newsletter.html
- Distance Education Report: http://www.magnapubs.com/archive/der/
- Educause Quarterly: http://www.educause.edu/pub/eq/
- Journal of Asynchronous
Learning Networks: http://www.aln.org/publications/jaln/index.asp
- Journal of Computer-Mediated
Communication: http://www.ascusc.org/jcmc/
- The International Review of
Open and Distance Learning: http://www.irrodl.org
- Learning and Training
Innovations: http://www.ltimagazine.com/ltimagazine/
- Online Learning Magazine
- Performance Xpress: http://www.performancexpress.org/
(Int’l Society of Perf Improvement)
- Pew
Learning and Techn Program Newsletter: http://www.center.rpi.edu/PewNews1.html
(merged with the Learning MarketSpace: http://www.center.rpi.edu/LForum/LdfLM.html)
- Stephen’s Web (Stephen
Downes’ Blog): http://www.downes.ca/
- Syllabus Magazine: http://www.syllabus.com/
- T.H.E. (Technological
Horizons in Education) http://www.thejournal.com/
- The Technology Source (the
- Training Magazine: http://www.trainingmag.com/training/index.jsp
- Transform Magazine: http://www.transformmag.com/
Tentative
Tasks and Grading:
10 percent/20
pts A. Weekly Attendance and Live Participation (WALaP) (Due: Each
Week)
30 percent/60
pts B. Online Learner Discussion, Blogging, or Mentoring (OLD-BlogM) (Dec.
12th)
30 percent/60 pts C. E-Learning Interview and Visualization Experiment
(E-LIVE) (Due: Nov 7th)
30 percent/60
pts D. E-learning Status Paper and Presentation (ESP-P) (Due: Dec. 5th)
200
Total
Points
We will use a
point system for each project, evenly dividing points among aspects of each assignment. Total points will determine your final
grade. I will use the following grading
scale:
A+ = high score B-
= 160-166 points
A = 187-200 points C+ = 154-159 points
A- = 180-186 points C = 147-153
points
B+ = 174-179 points C- = 140-146 points
B
= 167-173 points F/FN
= no work rec'd or signif. inadequate/impaired
===========================================================================
Projected Seminar Weekly Topics:
Week 1. (Sept 5th) Introduction to E-Learning
Pedagogy and Evaluation
Week 2. (Sept. 12th) Explosion of
Programs, Universities, Courses, and Initiatives
Week 3 (Sept 19th) Explosion
of Programs, Universities, Courses, and Initiatives continued
Week 4. (Sept. 26th) Frameworks for Online Learning
Week 5. (Oct 3rd) New Teacher Roles:
Expectations, Issues, Dilemmas, and Resolutions
Week 6. (Oct. 10th) New Student Roles:
Expectations, Issues, Dilemmas, and Resolutions
Week 7. (Oct. 17th) Mentoring and
Moderating Online Discussion and Blogging
Week 8. (Oct. 24th) E-Learning Environment: Motivation and
Communities of Learning
Week 9. (Oct. 31st) E-learning
Pedagogical Strategies, Activities, and Web Resources
Week 10. (Nov 7th) Online Learning
Strategies for Thinking and Learning Styles
Week 11. (Nov. 14th) Virtual Teams and
Online Collaborative Activities
Guest Speaker:
Week 12. (Nov. 21st) Evaluating E-Learning Programs and
Courses
Week 13. (Nov. 28th) More E-Learning
Evaluation Techniques
Week 14. (Dec 5th) E-Portfolios and
Other Emerging Assessment Techniques
Week 15. (Dec. 12th) Global Planning for
E-Learning (and Student Presentations)
============================================================================
Class
Tasks:
A.
Weekly Attendance and Live Participation (WALaP). (10%--20 points
= 10 pts for attendance; 10 pts for participation)
Besides reading 3 assigned articles each
week, during the semester I want you to read 5 other articles from the Handbook
of Distance Education and 5 more articles you find online. In terms of class attendance, it is your
responsibility to come to class and experience the unique activities that will
be incorporated into each class. A
combination of readings, verbal and written reactions to ideas, observing demonstration
tools or videos, and hands-on activities will be critical to your growth as a
class. Keep in mind that I want to hear
from you! Participation is encouraged at
all times.
B.
Online Learner Discussion, Blogging, or Mentoring (OLD-BlogM) (30%--60
pts)
In terms of article reflections, we will
have a choice this semester.
Option 1: Online Discussion. We can have online
discussions in either Sitescape Forum or Oncourse. If we choose this, you will either lead one
of those discussions and act as mediator or lead a class discussion. You will get 15 pts for leading discussion
for 1 week and then mediating it (minimum of 5 posts for that week) and posting
at least 25 other times during the class within Sitescape Forum as a
participant (15 points). A 2-4 page reflection
paper is due December 12th with your Sitescape postings attached.
Option 2: Blogging. Instead of a large class discussion
forum, we could have everyone create a Weblog (i.e., a blog) on his/her
personal article reflections and ideas related to class. You might create a Blog using Pitas.com,
Blogger.com, Free-Conversant, or some other blogging tool. A 2-4 page reflection paper on this activity is
due December 12th with your blog postings attached.
Option 3: Online Mentoring. There is a third
option to this assignment and that is to mentor one or more learners,
instructors, designers, or evaluators online and write a reflection paper on it
(also due Dec 12th). See me
if you plan to do this option. A 2-4
page reflection paper on the online mentoring or moderation process is due
December 12th with your online mentoring transcripts attached.
Sample
Electronic Discussion Criteria (30%--60
Points; 10 points a piece):
1. Insightful/Relevancy: offering
examples, relationships drawn, interlinkages, connecting weekly ideas.
2. Helpfulness/Responsive: prompt,
encouraging, informative, numerous suggestions, advice, quick fdbk.
3. Completeness: thorough comments,
detailed reflection, timely and consistent feedback.
4. Pushes Group: moves group to new
heights, exploration is fostered, breadth & depth, fosters growth.
5. Diverse Feedback: many forms of
learning assistance, response specific to activity and need.
6. Reflective: self-awareness and
learning displayed in reflection, coherent and informative reflection.
C.
E-Learning Interviews and Visualization Experiment (E-LIVE) (30%--60 points)
I want you to interview at least one
instructor who is teaching or has taught online courses, workshops, or
events. In addition, you are to interview
one or more learners. Interviewees might
come from corporate, K-12, military, government, or higher education
settings. They must have completed at
least one online course. Interviews can
be live (face-to-face), via phone or videoconferencing, or conducted through
email. You might also perform case
studies, focus group sessions, or pilot observations of instructors or learners
using online learning tools in a school, workplace, or informal learning
setting. You are to document their life
as an online learner or instructor (from one course or semester or over a
longer period of time). In effect, I
want you to gather their life histories as a learner or teacher and compare
these to their online experiences. Then
I want you to create a visual representation that compares or relates your
stories from both the online instructors and students. The visual might be in the form of a
timeline, model, figure, diagram, a comparative flowchart, a Venn Diagram, or a
comparison and contrast table or matrix.
We will share these with the class when done. Your written work will be a maximum of 15
double spaced pages. Please include your
interview questions in an appendix. If
possible, try to obtain human subjects approval on these in case you want to
publish your results or if we decide to do this as a class. In your report, I want you to reflect on what
you learned about e-learning from this assignment. How might you put some of their ideas to use
in training programs or in your own teaching?
Have these interviews opened your eyes?
What might you have done differently?
How might your initial work here be extended? This is due Nov. 7th. (Examples will
be available.)
D.
E-learning Status Paper and Presentation (ESP-P)
(30%--60
points)
Like
Task C, this is a task I have never tried before. I want you to find a strategic plan or
initiative related to e-learning for a company, university, non-profit or
government organization, school, state/province, country, or region. For instance, you might pick the state or
country where you were born or perhaps where you plan to live after
graduation. You might find the strategic
plan online or request a hardcopy version.
I want you to not simply read and critique the report but to also
interview someone who created or is/was affected by that report. You might discuss and critique the online
learning technologies highlighted, proposed pedagogical plans, intended training
methods, targeted skills or competencies, or evaluation methods detailed. What might this organization do differently
in planning for e-learning? What are its
competitors doing, for instance? In
addition, you might include an e-learning report addendum or modification to
the plan that you found. (Note: I may
have access to a couple reports from different countries that I can share as
examples.)
You
are encouraged to work in teams on this report.
When done, you will present an overview of the report to the class on
Week 15. Testimonials, graphs and trends
indicated growth, comparisons, and other data or handouts are welcome.
My
preference is for you to focus on how their plan might improve online pedagogy
or evaluation or what they might include in follow-up reports. I am slightly vague here since I have not
tried this assignment before. When done,
I want you to present these strategic document and program reviews to the class
in a 15-20 minute presentations during the final week of the course. You are also encouraged to directly contact
the organization that developed the report or plan and receive additional
product information (e.g., CDs, brochures, white papers, technical reports,
product comparison sheets, videotapes, company annual report, customer
testimonies, data sheets, Web site information, etc.). Your final paper will be no longer than 10
single spaced pages (excluding references, appendices, tables of contents, key
personnel resumes, pictures of your grandmother, etc.). This project is to be completed by either
December 5th.
=================================================
Sample
Grading of Paper (40 Total Points or 10 pts each dimension):
1. Review of the Plan or Document (clarity, related to class, organized,
facts, data, relevant, style)
2. Relevant Resources and Digging (citations/refs, linkages to class concepts, completeness)
3. Soundness of Critique (clear, complete, practical, detailed,
important, implications, coherence)
4. Creativity and Richness of Ideas (richness of information, elaboration,
originality, unique)
Presentation Points: (20 Points or 5 pts
for each dimension)
- Organization:
good pace, flow, coherent, and transitions
- Creative/Interesting:
audience engaged, presenters showcase their creative ideas
- Completeness:
thorough presentation without going beyond time limits
- Informative:
Handout(s), relevance, practical, helps make connections
=================================================
E.
Options to one of the above assignments:
In place of task C or D, you might
volunteer to create a usable class product (e.g., an online glossary, a Web
site for the class, a database of articles on different class themes, organize
a class mini-conference or real conference symposium, review a key journal in
the field for major themes or trends and share that research with the class,
etc.) or you might demonstrate an e-learning tool to the class. Such a tool may have relevance in K-12,
military, corporate, or higher education settings or perhaps in more informal
settings such as a museum, zoo, or computer club. See the instructor about the possibilities of
demonstrating a particularly interesting e-learning tool you have found. You might have other task option preferences.
Weekly
Projected
Seminar Weekly Topics:
Week 1.
(Sept 5th) Introduction to E-Learning Pedagogy and Evaluation
1. HoDE Book (2003). Preface Michael Moore
Week 2.
(Sept 12th) Explosion of Programs, Universities, Courses, and
Initiatives
1. HoDE Book
(2003). Diane Oblinger & Sean Rush, The Involvement of Corporations in
Distance Education.
2. Web-based
Education Commission (2000). The power of the Internet for learning: Moving
from promise to practice.
3. National
Governors Association (2001, June). The state of the state of e-learning in
the states.
4. Report of the
Commission on Technology and Adult Learning (2001). A vision of e-learning for
5. Vannevar Bush (1945, July). As
We May Think. The Atlantic Monthly;
Volume 176, No. 1; pages 101-108. http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm
Week 3.
(Sept 19th) Explosion of Programs, Universities, Courses, and
Initiatives Continued
1. Gordon Freedman,
Rob Darrow, & John Watson (2002).
The
2. White Paper
from
3. George
Lorenzo & Janet Moore (2002, November). The Sloan
Consortium Report to the Nation – Five Pillars of Quality Online Education,
Report sponsored by the Alfred P. Sloan Foundation, http://www.sloan-c.org/effective/pillarreport1.pdf
4. Consuelo Waight.,
Pedro Willging, & Tim Wentling
(2002). Recurrent Themes in E-learning: A Meta-Analysis of Themes in
Major E-Learning Reports. http://learning.ncsa.uiuc.edu/papers/AHRD2002_waight-willging-wentling.pdf
Week 4.
(Sept. 26th) Frameworks for Online Learning
1. HoDE Book (2003).
Chapter 5 Donald Hanna, Organizational Models in Higher Education, Past and
Future
2. HoDE Book (2003).
Chapter 8 Randy Garrison, Terry Anderson, & Walter Archer, A Theory of
Critical Inquiry in Online Distance Education
3. HoDE Book (2003).
Chapter 9 Terry Andersen, Modes of Interaction in Distance Education: Recent
Developments and Research Questions
4.
Week 5
(Oct 3rd) New Teacher Roles: Expectations, Issues, Dilemmas, and Resolutions
1. HoDE Book (2003).
Chapter 27 Morris Sammons, Exploring the New Conception of Teaching and
Learning in Distance Education
2. HoDE Book (2003).
Chapter 37 Linda Wolcott, Dynamics of Faculty Participation in Distance
Education: Motivations, Incentives, and Rewards
3.Warren Wilson (2003). Faculty perceptions and use of instructional
technology. Educause Quarterly, 2,
pp. 60-62. http://www.educause.edu/ir/library/pdf/eqm0329.pdf
4. Virgil
Varvel Jr., Michael Lindeman, & Iris Stovall (2003, July). The Illinois
Online Network is Making the Virtual Classroom a Reality: Study of an Exemplary
Faculty Development Program. Journal
of Asynchronous Learning Networks, 7(2). http://www.aln.org/publications/jaln/v7n2/v7n2_varvel.asp (see also http://www.mvcr.org/about/Evaluations/2001/default.asp)
5. Carol Twigg
(2000). Who owns online courses and course materials? Intellectual property
policies for a new learning environments.
The Pew Learning and Technology Program.
Week 6. (Oct 10th) New Student Roles: Expectations, Issues, Dilemmas, and Resolutions
1. HoDE Book (2003). Chapter 10 Chere Gibson,
Learners and Learning: The Need for Theory
2. HoDE Book (2003).
Chapter 11 Randy Garrison, Self-Directed Learning in Distance Education
3. HoDE Book (2003).
Chapter 12 Daniel Granger & Maureen Bowman, Constructing Knowledge at a
Distance: The Learner in Context
4. HoDE Book
(2003). Chapter 13 Robert Curry, Academic Advising in Distance Education Degree
Programs
Week 7.
(Oct 17th) Mentoring and Moderating Online Discussion and Blogging
1. HoDE Book (2003).
Chapter 14 Donald Winiecki, Instructional Discussions in Online Education:
Practical and Research-Oriented Perspectives
2. Martin
Oliver & Graham Shaw (2003, February). Asynchronous Discussion in Support of Medical
Education.
Journal of Asynchronous Learning Networks,
7(1). http://www.aln.org/publications/jaln/v7n1/v7n1_oliver.asp
4. Jon Baggaley (2003, July/August). Blogging as a Course Management Tool, The Technology Source http://ts.mivu.org/default.asp?show=article&id=2011
5. Stephen Downes
(2003, July/August). Weblogs at Harvard
Law. The
Technology Source. http://ts.mivu.org/default.asp?show=article&id=2019
Online Discussion and Blogging Web
Resources:
a. Stephen Downes
(2003, May). More than Personal: The Impact of Weblogs (includes comprehensive
listing of Blogging software, tools, and resources). http://www.downes.ca/cgi-bin/xml/papers.cgi?format=full&id=3
b. Blogger.com: http://new.blogger.com/home.pyra
c. Pitas: http://pitas.com/
d. Intro to
Weblogs: http://www.unisanet.unisa.edu.au/13183hotline/
e. EduBlog
Resources: http://webtools.cityu.edu.hk/news/newslett/edublogs.htm
f.
Learnbydoing.net:
http://www.learningbydoing.net/
g. Moodle: http://moodle.org/ (from martin Dougiamas)
h. Thiagi’s
Interactive Fiction Site: http://www.learningpeaks.com/interactions_research/Thiagi3.php
i.
Mary
Harrsh (2003, July/August), RSS: The Next Killer Application for Education, The Technology Source, http://ts.mivu.org/default.asp?show=article&id=2010
Week 8.
(Oct. 24th) E-learning Environment: Motivation and Communities of Learning
1. HoDE Book (2003). Chapter 41 Kathy Perdue,
Web-Based Continuing Professional Education: Uses, Motivations, and Deterrents
to Participation
2. HoDE Book (2003). Chapter 51 Charlotte
Gunawardena, Penne
3. Alfred Rovai
(2002, April). Building Sense of Community at a Distance. International Review of Research
in Open and Distance Learning http://www.irrodl.org/content/v3.1/rovai.html
4. Sasha Barab,
Michael Barnett, & Kurt Squire (2002). Developing
an Empirical Account of a Community of Practice: Characterizing the Essential
Tensions. http://inkido.indiana.edu/research/onlinemanu/papers/cot.pdf
5. Ruth Brown
(2001). Process of Community-Building in
Distance Learning Classes. Journal of Asynchronous Learning Networks,
Volume 5, Issue 2.
http://www.aln.org/publications/jaln/v5n2/v5n2_brown.asp
Learning
Community Web Resources
a. Tapped-IN: http://www.tappedin.org/
b. See also the
work of Caroline Haythornthwaite, for example, A social network study of the
growth of community among distance learners, Information Research, Vol. 4
No. 1, http://informationr.net/ir/4-1/paper49.html.
Week 9.
(Oct. 31st) E-learning Pedagogical Strategies, Activities, and Web Resources
1. HoDE Book (2003). Chapter 23 Curt
Bonk &
2.
3. Dorothy Leonard
&
4.
Ron Oliver,
E-Learning Pedagogy Web Resources
a. Explorers Web: http://www.explorersweb.com/
b. Online Higher Education Notebook: http://www.uis.edu/~schroede/sources.htm
c. ExploreCornell Beetle Science: http://explore.cornell.edu/scene.cfm?scene=Beetle%20Science
d. The Museum of Unworkable Devices: http://www.lhup.edu/~dsimanek/museum/unwork.htm
e. LibraryShare (digital libraries): http://www.libraryshare.com/
Week 10.
(Nov 7th) Online Learning Strategies for Thinking and Learning Styles
1. HoDE Book (2003).
Chapter 16 Connie Dillon & Barbara Greene, Learner Differences in Distance
Learning: Finding Differences that Matter
2. HoDE Book (2003).
Chapter 17 Michael Hannafin, Janette Hill, Kevin Oliver, Evan Glazer, &
Priya Sharma, Cognitive and Learning Factors in Web-Based Distance Learning
Environments
3. HoDE Book (2003). Chapter 20 Diane Davis,
Developing Text for Web-Based Instruction
4. HoDE Book
(2003). Chapter 24 Som Naidu, Designing Instruction for e-Learning
Environments.
5. Learning for the 21st
Century (A Report and MILE Guide for 21st Century Skills)
http://www.21stcenturyskills.org/downloads/P21_Report.pdf. MILE (Milestones for Improving Learning)
Guide for 21st Century Skills.
http://www.21stcenturyskills.org/downloads/P21_Mile_Guide_Printable.pdf
Web
Resources for Learning Styles/Preferences
a. IMHC CMapping
tool: http://www.coginst.uwf.edu/CmapV2/Download.html
b. Hot Potatoes
(Half-Baked Software): http://www.halfbakedsoftware.com/
c. Videopaper: http://brp.terc.edu/VPB/vpb.html
d. Virtual Tour of
e. CyberFashion
Show: http://www.sfu.ca/sfufit/
Week
11. (Nov 14th) Virtual Teams and Online Collaborative Activities
1. HoDE Book
(2003). Chapter 15 Kayleigh Carabajal, Deborah LaPointe, & Charlotte
Gunawardena, Group Development in Online Learning Communities.
2.
3. Stacie Furst,
Richard
4. Chris Kimble,
Feng Li, & Alexis Barlow (2000). Effective Virtual Teams Through
Communities of Practice. Management Science: Theory, Method, and
Practice. ftp://www.managementscience.org/mansci/papers/wp0009.pdf
5. Jessica
Lipnack & Jeffrey Stamps (2000). Virtual Teams (2nd Edition). http://www.virtualteams.com/library/Publications/download_vt2.htm
Virtual Teams Web Resources:
a. Free-Conversant:
http://www.free-conversant.com/
b. Groove: http://www.groove.net/
c. Interactive
Whiteboard: http://www.dyknow.com/products/
d. StartWright
(virtual teams): http://www.startwright.com/virtual.htm
e. Virtual Edge for
Teams: http://www.virtualteams.com/
f.
Coach
Universe: http://www.coachuniverse.com/virtualteams.htm
Week
12. (Nov. 21st) Evaluating E-Learning Programs and Courses
1. Ronald Phipps & Jamie Merisotis (2000, April). Quality
on the Line – Benchmarks for Success in Internet-Based Distance Education,
Study released at the Blackboard Summit, Prepared by the Institute for Higher
Education Policy. http://www.ihep.org/Pubs/PDF/Quality.pdf
2.
Carol Twigg (2003). Improving Learning and
Reducing Costs: Lessons Learned from Round I of the Pew Grant Program in Course
Redesign. http://center.rpi.edu/PewGrant/Rd1intro.html
3.
Tatana Olson & Robert Wisher (2002, October). The Effectiveness of
Web-Based Instruction: An Initial Inquiry.
International Review of Research
in Open and Distance Learning. http://www.irrodl.org/content/v3.2/olsen.html
4. Sue Achtemeier, Libby Morris, & Caroline Finnegan (2003,
February). Considerations
for Developing Evaluations of Online Courses, Journal of Asynchronous Learning Networks, 7(1). http://www.aln.org/publications/jaln/v7n1/pdf/v7n1_achtemeier.pdf
5.
Keith Hmieleski & Matthew Champagne (2000). Plugging in to course
evaluation. Technology Source. http://horizon.unc.edu/TS/assessment/2000-09.asp
Evaluation Web Resources:
a. Thomas Russell (2002). No
Significant Difference Phenomenon (355 research reports, summaries and papers
from 1928-2002). (original book was
published in 1999). http://teleeducation.nb.ca/nosignificantdifference/
http://teleeducation.nb.ca/significantdifference/
Week 13. (Nov. 28th) More E-Learning
Evaluation Techniques
1. HoDE Book (2003).
Chapter 31 Annette Sherry, Quality and Its Measurement in Distance Education
2. HoDE Book (2003).
Chapter 38 Melody Thompson & Modupe Irele, Evaluating Distance Education
Programs
3. HoDE Book (2003).
Chapter 48 Insung Jung, Cost-Effectiveness of Online Education
4. HoDE Book
(2003). Chapter 49 Alistair Ingilis, A Comparison of Online Delivery Costs with
Some Alternative Distance Delivery Methods
5. Michelle Sellinger
(2002). The
Week
14. (Dec. 5th) E-Portfolios and Other Emerging Assessment Tools
1. David
Gibson & Helen Barrett (2002, November).
Directions in Electronic Portfolio Development. Posted on ITFORUM, ITFORUM PAPER #66 - on
2. Paul Treuer
& Jill Jenson. (2003, June). Electronic
Portfolios Need Standards to Thrive, Educause Quarterly, Volume 26, Number 2. http://www.educause.edu/ir/library/pdf/eqm0324.pdf
E-Portfolio Web Resources (from Educational
Pathways, 2002, May, Lorenzo Associates)
a. “Electronic
Portfolios: Emerging Practices for Students, Faculty and Institutions,” by
Barbara Cambridge (table of contents and featured Web sites). http://aahe.ital.utexas.edu/electronicportfolios/TOC.html
b. College
and University ePortfolio Web sites:
c. Organizations
& Associations: efolio
d. Vendors:
Avenet Web Solutions (www.avenet.net); ePortaro
(www.eportaro.com); McGraw-Hill’s
Folio Live (www.foliolive.com)
Week 15.
(Dec 12th) Global Planning for E-Learning (and Student Presentations)
1. HoDE Book
(2003). Chapter 32 Peter Dirr, Distance Education Policy Issues: Towards 2010
2. HoDE Book (2003).
Chapter 34 Ryan Watkins & Roger Kaufman, Strategic Planning for Distance Education
3. HoDE Book (2003). Chapter 50 Robin
Mason, Global Education: Out of the Ivory Tower
4. HoDE Book (2003). Chapter 54,
John Daniel & Wayne Mackintosh, Leading ODL Futures in the Eternal
Triangle: The Mega-University Response to the Greatest Moral Challenge of Our
Age.
5. HoDE Book (2003). Chapter 55,
Michael Foley, The Global Development Learning Network: A World Bank Initiative
in Distance Learning for Development.
Other recommended chapters from the HoDE book you might read:
HoDE
Book (2003).