Important notice:
This syllabus is a carefully crafted "best guess". It is not a legal document. We are engaged in a collaborative process in which doctoral students and professor strive to develop procedures and standards for online instruction delivery. Any modifications to the syllabus that may become necessary will be posted on the class forum.

SCIS policy:
SCIS policy requires that this information be disseminated to all registered students as part of each course. The policy exists to clarify the relationship of the student to the institution. Policy Paragraphs:

1. Academic Integrity and Student Original Work (See Catalog for additional policies, especially Policy on Acceptable Use of Computing Resources, and Policy on the Use of Material in Web Pages.)

Each student is responsible for maintaining academic integrity and intellectual honesty in his or her academic work. It is the policy of the school that each student be academically honest, which means that each student must:

1. Submit his or her own work, not that of another person
2. Not falsify data
3. Not engage in cheating (giving or receiving help during examinations, acquiring and/or transmitting test questions prior to an in-class examination, or falsifying any records, including admissions material)
4. Not receive nor give aid on assigned work that requires independent effort\
5. Properly credit the words or ideas of others according to accepted standards for professional publications (See, for example, The Publication Manual of the American Psychological Association.)
6. Not use term paper writing services or consult such services for the purpose of obtaining assistance in the preparation of materials to be submitted in courses
7. Not engage in plagiarism. Webster's defines plagiarism as "stealing or passing off ideas or words of another as one's own" and "the use of a created production without crediting the source." Extreme caution must be exercised by students involved in collaborative work to avoid questions of plagiarism.
   

2. Writing Skills: Each student must demonstrate proficiency in the use of the English language in all work submitted for this course. Grammatical errors, spelling errors, and writing that does not express ideas clearly will affect your grade. The professor will not provide remedial help concerning writing problems that you might have. Students who are unable to write correctly and clearly are urged to contact their program office for sources of remedial help.
   

3. The Grade of Incomplete (I): As stated previously, incompletes are not a possibility for these courses.
   

4. Withdrawal: Withdrawal requests must be submitted to the student's program office and must be made in writing by the student. Requests for withdrawal received after the last day of the term will not be accepted. Failure to attend classes or participate in course activities will not automatically drop or withdraw a student from the class or the university. Students who have not withdrawn by the last day of the term will receive letter grades that reflect their performance in the course. When a withdrawal request is approved, the transcript will show a grade of W for the course. Depending on the date of withdrawal, the student may be eligible for a partial refund.

Overview:
The course and project course were totally revised for the 2000 winter and spring classes. They are modified only slightly for this year's offerings. The driving concept of the course is teaching and learning in a distant, largely text-based, delivery system. We are now at the dawn of the new millenium. For the first time in more than a century, the physical classroom is no longer the sole, accepted delivery medium for instruction. Competition is healthy: Synchronous and asynchronous delivery systems in buildings and in cyberspace will enable the best possible matches between societal needs and instruction delivery. The purpose of education is to prepare learners to be productive citizens with the life skills needed to function successfully within society. The purpose of this course is to reengineer education to meet the needs of society, to use any and all technology to devise the best possible learning experiences for learners of all ages.

Course description:
This course provides opportunity for independent, creative, innovative exploration and development in teaching and learning in the Age of Communications. Course content combines experiential learning based in the asynchronous student forum with related scholarly pursuit. Assignments must be submitted independently although group brainstorming on the class forum is encouraged.

Project description:
The project course is new. The goal of the course is for each participant to prepare a publishable, scholarly article and a public presentation within the area of instruction delivery systems. In addition, participants will serve as editorial board members in order to sharpen their critical evaluation skills.

Learning objectives and outcomes: Students will

Assignments:
All assignments must conform to the specifications set down in the Dissertation Guide, December 2000. Now is the time to become accustomed to "getting it right". Pay particular attention to APA style for citations and references. Models for some of the assignments will be provided in the DCTE 760/860 Program Book. Size requirements for each product submitted must be carefully observed. All work must be submitted in Word format through the ESET. Work may be submitted up to two weeks before the due date.

Calendar:
The Cluster begins on Friday, March 2, 2001 and ends on Wednesday, August 1, 2001,virtually 22 weeks. The term for each mini-course associated with the first assignment is 21 days. Note that term D below is interrupted with four days that have been built into the schedule to accommodate travel to Nova on May 31 for cluster meetings on June 1, 2, and 3.

The schedule is as follows:

Term A: weeks 4, 5, 6 - Sunday, March 25 through Saturday, April 14.
Term B: weeks 7, 8, 9 - Sunday, April 15 through Saturday, May 5.
Term C: weeks 10, 11, 12, Sunday, May 6 through Saturday, May 26.
Term D: weeks 13(S-W), 14(M-S), 15, 16(S-W) - Sunday, May 27 through Wednesday, June 20.
Term E: weeks 17(R-S), 18, 19 (S-W) - Thursday, June 21 through Wednesday, July 11.

Note that there will be no mini-courses during the first three weeks or last three weeks of the course. In this way, there will be collaborative preparation time and collaborative reflection time without any other teaching/learning distractions.

1. Mini-course required teaching materials - two installments due as specified below -100 points
2. Scholarly book reports or literature synthesis - due May 11* - 100 points
3. Reflections on teaching and learning online - due July 18** - 100 points
4. Collaborative knowledge base development - due July 25** - 100 points.

* Term C teachers may submit assignment 2 as late as Thursday, May 31.
** Term E teachers may submit assignments 3 and 4 as late as Monday, July 30.

June Cluster meeting: June 1 and June 3, 10:00 a.m. to noon; June 2, 1:30 p.m. to 5:30 p.m.
Collaboration is key to this level of learning. I would like students to be prepared to make a presentation to the class from papers written for assignment two. Those students who do the book reviews and have read the same book may collaborate. Those who have written on a similar topic for the literature review may also collaborate on a single presentation. An estimate at this point might be 15 minutes for each presentation. You are not expected to spend a great deal of extra preparation time for this. Just share what you learned. Note: Presentations will be coordinated with any that may be required for DCTE 860.

Course rules:
Each participant must

Each participant may not

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Required teaching materials:
(The number in parentheses is the maximum page size per item. Except for the cover page, the document should be continuous (no white space). By the third day of the course, each teacher must submit via ESET:

Immediately, but no later than one week after course completion via ESET:

Note: The summary materials are not the reflections. Reflections come later.

If you are the teacher, create a NEW message in this forum. In the subject line, put the title of your mini course. You may follow the model template for course offerings in the program book, using only items you deem relevant. Alternately, you may create a totally new recruitment page.

If you are the student selecting a mini course, use REPLY to the course you are selecting on the recruitment page.

Write a comprehensive review of two books or a synthesis of five scholarly articles related to the delivery of instruction.

Prepare an overview and detailed analysis of three chapters. Follow the format provided in the program book, but remember to add section headings. Bring in external references when appropriate. If the book is edited, remember to credit chapter authors for their work. End the review with a recommendation to readers that illustrates your expertise in this area. Include a paragraph "About the Reviewer" at the very end. Each book review is a stand-alone document that should be 1,500 to 2,000 words (between six to eight double-spaced pages after cover sheet including references).

If you wish to review one of the books on the list provided, please post your request to the thread on the class forum called Priorities for Reviewing Books as soon as possible. Follow directions below. Only three people in each class may review a book. Permission is not needed. The responsibility for checking the list belongs to the student.

If you wish to review a book that is not on the list, please follow the same procedure to establish your priority. In this case, permission will be granted or denied by the professor within several days of posting. You must post a full APA style reference. Do not suggest reviewing a book that is more than four years old. Incomplete or inaccurate references will be rejected. Fixing the reference will not reverse the rejection.

Directions for the thread called Priority for Reviewing Books:
Be sure to monitor the three to a book rule. To establish priority:

In the subject box, type the author's name and the year.

In the body of the message, type the complete reference in APA format.

Literature Review Requirements:
Write a synthesized review of five articles on a specific topic related to distance learning (DL), with emphasis on the delivery of instruction. All work and all references must focus on a carefully identified target population. This work should be 2,000 to 3,000 words (between eight and twelve pages after cover sheet including references). Each of the articles must have an author, come from a journal, and be written no earlier than 1997. Include a paragraph "About the Author" at the very end.

It makes no difference if the journal is printed on paper or is electronic. A journal should be based in a university or professional organization and have an editorial board. In general, journals do not have advertisements. No more than two of the articles may be from a single journal. (No vanity press, no anonymous writing, no purely ERIC documents.) Note: You may not supplement this synthesis with other references--no extra web sites, no extra books, no additional journal articles, et cetera. Use ONLY five journal articles.

If you wish to prepare a synthesized literature review, post your topic and target population you are investigating on the thread in the class forum called Synthesized Literature Reviews. There is no maximum number of students who may address a single topic. It is permissible to share articles and even to conduct online discussions thereof. However, be advised that every student submission must be original and unique.

Directions for the thread called Synthesized Literature Reviews:

In the subject box, write your name.

In the message box, write two sentences. The first should describe your topic and the second, the target population you are investigating.

Sample topics on distance learning (DL) include:

During the teaching/learning terms, each student is to keep a journal. This is a personal document and will not be evaluated by the professor. Use any style that is comfortable for the journal. The journal will be your source data for preparing your reflections paper.

An overview or introduction

Separate reflections on the course you taught and on each of the four courses taken

A general discussion

A conclusion (not a summary)

This assignment evaluates your participation on the greater forum, not the mini-term courses. After much consideration, the professor determined to let each student do a partial self-evaluation because the process is critical to the concepts being explored in this course. Needless to say, your assessment of your own performance does not necessarily make any impositions on the judgment of the professor.

Use the search feature of the forums. Select your ten best postings. Create a three column, ten row chart in Word:

This work, to be submitted through ESET, must be a maximum of two pages. A word to the wise: You might consider using a journal approach toward recording your own contributions. Then, when the assignment is due, all you will need to do is select the ten best.

The polished paper as per JIDS guidelines. (100 points)

The polished presentation. (100 points)

A short essay naming the reviewers, detailing where help was provided, and explaining what you have learned through the review process that helps make you a better writer and presenter. (100 points)

Please note that the professor will monitor the online collaboration process. Private concerns should be addressed to the professor via e-mail.

At the discretion of Professor Deubel, it may be possible for students to present their work-in-progress at the second cluster meeting, June 1-3, 2001.

There is a wide range of interest encompassed in the titles suggested below to match the wide ranges of expertise of the doctoral students. Please note that there is no required reading for DCTE 760/860. The coverage of most of the books is not limited to instruction delivery systems. These books should be valuable for future work in DCTE including the dissertation.

Abbey, B. (Ed.). (2000). Instructional and cognitive impacts of web-based instruction. Hershey, PA: Idea Group Publishing.

Belanger, F., & Jordan, D. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. Hershey, PA: Idea Group Publishing

Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.

Hanna, D., & Associates. (2000). Higher education in an era of digital competition: Choices and Challenges. Madison, WI: Atwood Publishing.

Hanna, D., Glowacki-Dudka, M., & Conceicao-Runlee, S. (2000). 147 practical tips for teaching online groups: Essentials of web-based education. Madison, WI: Atwood Publishing.

McVay, M. (2000). How to be a successful distance learning student. Needham Heights, MA: Pearson Custom Publishing.

Palloff, R. & Pratt, K. (2001). Lessons from the Cyberspace Classroom. San Francisco, CA: Jossey-Bass Publishers.

Rosenberg, M. J. (2001). E-Learning: Strategies for delivering knowledge in the digital age. New York: McGraw-Hill [Note: The book mentions NSU in a favorable light.]

Salmon, G. (2000). E-moderating: The key to teaching and learning online. London, UK: Kogan Page Limited. [Note: Contents include concepts, cases, and resources for practitioners.]

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2000). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Prentice-Hall, Inc.

White, K. W., & Weight, B. H. (Eds.). (2000). The online teaching guide. Boston, MA: Allyn and Bacon.

Bowsher, J. (1998). Revolutionizing workforce performance. San Francisco, CA: Jossey-Bass. [Recommended for workplace training.]

Brockman, J. (1997). Digerati: Encounters with the cyber elite. San Francisco, CA: Wired Books. [Learn how others expanded their horizons.]

Brooks, D. (1997). Web-teaching: A guide to designing interactive teaching for the World Wide Web. New York, NY: Plenum Publishing. [Web-based teaching aids; nuts and bolts of multimedia. Not current!]

Chawla, S., & Renesch, J. (Eds.). (1995). Learning organizations: Developing cultures for tomorrow's workplace. Portland, OR: Productivity Press. [For business and industry trainers and executives. A little old but very relevant.]

Chute, A., Thompson, M., & Hancock, B. (1998). The McGraw-Hill handbook of distance learning: A "How to get started guide" for trainers and human resources professionals. Boston, MA: McGraw-Hill.[For managers and trainers new to distance learning technologies.]

Connick, G. P. (Ed.). (1998). The distance learner's guide. Upper Saddle River, NJ: Prentice Hall. [Reference for current and prospective distance learners; includes issues, technologies, success strategies.]

Cyrs, T. (Ed.). (1997). Teaching and learning at a distance: What it takes to effectively design, deliver and evaluate programs. San Francisco, CA: Jossey-Bass Publishers. [Addresses different distant formats.]

Denning, P., & Metcalfe, B. (Eds.). (1998). Beyond calculation: The next fifty years of computing. Netherlands: Springer-Verlag. [A must read!]

Dertouzos, M. (1997). What will be: How the new world of information will change our lives. San Francisco, CA: HarperCollins. [General interest; a sociological overview.]

Eisner, E. (1998). The kind of schools we need: Personal essays. Westport, CT: Heinemann. [For K-12 educators and administrators.]

Gibson, C. (Ed.). (1998). Distance learners in higher education. Madison, WI: Atwood .[Highly recommended. Required reading last year.]

Katz, R., & Associates (1999). Dancing with the devil: Information technology and the new competition in higher education. San Francisco, CA: Jossey-Bass Publishers. [Essential for DCTE 730, but important everywhere.]

Knowles, M., Holton, E. F, Swanson, R., & Holton, E. (1998). The adult learner: The definitive classic in adult education and human resource development (5^th ed.). Houston, TX: Gulf Publishing Co. [A valuable addition for everyone working in post-secondary education and training.]

Lau, L. (Ed.). (2000). Distance learning technologies: Issues, trends, and opportunities. Hershey, PA: Idea Group Publishing. [Strategic implementation plans?]

Mantyla, K. (1999). Interactive distance learning exercises that really work. Alexandria, VA: American Society for Training and Development. [Training emphasis - interactivity across learning technologies, human factors.]

McCormack, C., & Jones, D. (1997). Building a web-based education system. New York, NY: John Wiley. [May be too basic for most readers.]

Porter, L. (1997). Creating the virtual classroom: Distance learning with the Internet. New York, NY: John Wiley. [Design and management; practical advice.]

Reisman, S. (1996). Multimedia computing: Preparing for the 21^st century. Hershey, PA: Idea Group Publishing. [A study of key issues.]

Roth, R. (Ed.). (1998). The role of the university in the preparation of teachers. UK: Falmer Press, Taylor & Francis. [For teacher educators and school district supervisors.]

Schreiber, D., & Berge, Z. (Eds.). (1998). Distance training: How innovative organizations are using technology to maximize learning and meet business objectives. San Francisco, CA: Jossey-Bass Publishers. [Fifteen case studies, various communications technologies.]