TIE 547: Creating Web-Based Learning Environments
Craig A. Cunningham, Ph.D.


 

Creating Web-Based Learning Environments

National-Louis University
National College of Education
Technology in Education Program
TIE 547: Creating Web-based Instructional Environments

Spring 2008, Wheeling

Click here to jump to calendar and assignments

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

Course Materials

Craig A. Cunningham and Marty Billingsley (2006), Curriculum Webs: Weaving the Web into Teaching and Learning, 2nd edition, Allyn & Bacon, ISBN: 0205336590 (Referred to as "CW" below)

Web server space. The instructor will provide, or you can use your own.

USB “Flash” drive to store work and transfer documents from home or work to class.

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.

Catalog Description

Students participate in online collaborative curricular projects and team activities to build samples of web-based instruction. Students explore methods for teaching concepts and skills that support use of web-based authoring tools in a school environment.   Students use design principles to create web-based materials to support personal and professional development.

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. 

The Policy on Academic Honesty is in the University Catalog as a hard copy and online at http://www.nl.edu/registrar/catalogs.cfm and in the Student Guidebook as a hard copy and online at 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 at http://www.nl.edu/centers/cad/resources/index.cfm and the NLU Library at http://www.nl.edu/library/. For an interactive tutorial on how to avoid plagiarism, go to http://faculty.nl.edu/cad/presentations/Student%20Plagiarism%20tutorial.htm.

Course goals and expected student learning outcomes:

Upon completion of this course, the students will be able to:

  1. Understand and utilize Internet services, which allow for conferencing and collaboration.   (TS-5A, TF-V.D.3)
  2. Promote the use of online resources to support student research and instruction.   (TS-5B)
  3. Demonstrate a basic understanding of the infrastructure required for connectivity and the types of telecommunication connections.   (TS-5C, TF-V.C.4)
  4. Identify and select quality web page design criteria when publishing on the World Wide Web.   (TS-4E, TF-III.A.7)
  5. 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)
  6. Plan and implement individual and group instructional activities that integrate Internet activities into the school curriculum.   (TS-3G, TF-III.A.6)
  7. Plan and implement a staff development experience that uses online resources.   (TF-VI.D.1)
  8. Demonstrate an understanding of how to use Internet software and hardware to distribute information and resources across the Internet.   (TS-5E)
  9. 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)
  10. 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)
  11. 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)

Major Topics:

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

A.       Web authoring,
B.       HTML scripting
C.       File transfer
D.       Image manipulation and multimedia software
E.        Design and layout criteria for use with web pages.
F.        CSS

2.   Issues

A.       Social : concerns for student’s privacy
B.       Ethical and legal :
a.      Permissions for use of materials
b.      School Acceptable Use policies
c.      Applicable federal, state, and local laws
C.       Special student’s needs :
a.      Use of assistive devices and materials
b.      Accessibility

D.       Professional development:

a.      Promotes  
b.      Library for professional growth

4.   Online Educational Activities

A.       Activities relating to online activities and instructional design
B.       Review of online resources
C.       Review of copyright issues
D.       Review special needs issues
E.        Communicating with individuals or groups
F.        Online messenger-type programs
G.       Video conferencing

5.    Exploring and creating multi-user environments

A.       Tapped In resources
B.       Comparisons of online professional conferences
C.       Multi-featured video conferencing tools
D.       Incorporating Web 2.0

6.   Web site project to focus on

A.     Online Professional Development

(1)   Must be piloted by teachers in advance
(2)   Must address adult learners
(3)   Must address continuous learning
(4)   Must assist in teacher professional development

B.     Other school (but not class) topic

Course requirements

  1. Attendance at all sessions and active participation in class.   If you miss more than 2 classes, your participation grade will be cut 10% for each class missed.   10% of grade.
  2. Various in-class and homework assignments to be described along the way. 10% of grade.
  3. Personal web site containing at least 5 pages, including introduction page, page related to professional activities, page related to personal interest(s),  resume, and links page with at least 40 annotated links to web sites of personal and professional interest. Due April 30 at end of class. 20% of grade.
  4. NOTE: This section has changed from the original syllabus. Demonstration and report on a Web 2.0 application. Each person will develop a 10 minute presentation on a Web 2.0 application, showing how it might work in a professional development context by designing a simple project and demonstrating how the application is used, and discussing what additional affordances it might provide. Presentations will be conducted on May 14. 20 % of grade.
  5. Five posts to all participants in the course (use Email link on course homepage at http://my.nl.edu) containing detailed critique of one of each of the following: (1) a teacher web page; (2) a WebQuest; (3) a Curriculum Web; (4) a school web site; (5) a commercially-produced educational web site.   One critique is due each Wednesday (before class) from April 30 to May 28. A form (Word format, too) is available for completing the critique, but you are expected to go beyond the form and apply criteria learned in class.   (NOTE: you are not allowed to critique the work of any member of this class!) 10% of grade.
  6. Professional Development Curriculum Web (TIE 547 Benchmark Assignment). Draft Teaching Guide and basic structure due by May 28 (template is here); final URL due June 11. 30% of grade.

Tentative Schedule of Topics and Assignments

Assignments and readings are listed on the days they are due.   “CW” refers to Cunningham and Billingsley’s Curriculum Webs, 2nd edition . Please email all assignments to the instructor prior to the start of class at craig.cunningham@nl.edu (or to the participants as discussed in assignment 5 above).

April 9

Introduction to the course. Affordances of web-based instructional environments. Options for creating web-based instructional environments. Brainstorming possible topics for curriculum webs.

April 16

Read CW chapters 1 and 2.. Hands-on lessons 1 and 2.

"Instructional Environments." At the start of class, please use the Internet to find at least two definitions of "instructional environments" or "learning environments," and combine them into a definition that makes sense to you.

What is the difference between an "instructional environment" and a "learning environment"?

Choosing a Web 2.0 application for your presentation

Curriculum Planning. .

April 23

Reach CW chapter 3. Hands-on lesson 3.

Email Craig before the end of the class with your choice of Web 2.0 application for the presentations on May 14.

Note: the following two pages demonstrate the power of CSS*:

Web 2.0 Definitions from last week

Web 2.0 Applications from last week

Topics for Curriculum Webs. Identifying Curriculum Goals. Page editing, site setup. Creating personal web site.

*What is CSS?

  • CSS stands for Cascading Style Sheets
  • Styles define how to display HTML elements
  • Styles are normally stored in Style Sheets
  • Styles were added to HTML 4.0 to solve a problem
  • External Style Sheets can save you a lot of work
  • External Style Sheets are stored in CSS files
  • Multiple style definitions will cascade into one

See this demo.

For an interesting demonstration of the power of CSS (Cascading Style Sheets), see http://www.csszengarden.com/. More CSS examples available here: http://www.w3schools.com/css/css_examples.asp.

April 30

Read CW chapters 4 and 5.(Hands-On Lessons 4 and 5). First web critique posted (to all participants via http://my.nl.edu) by start of class. (HTML and Word forms for the critique.) URL of personal web site emailed to instructor by end of class.

Preseentation of teacher web site critiques. Writing learning objectives. Review of Site Setup. Creating a draft teaching guide using a template. (Note: you have to save the template by right-clicking the link and choosing "Save as..." Why?)

Here's the FRAMES example we made, with links to class members' personal web sites.

May 7

Read CW chapter 6. Hands-on Lesson 6. Second web critique posted (to all participants via http://my.nl.edu) by start of class. (HTML and Word forms for the critique.).

Presentation of webquest critiques. Choosing Learning Activities and Assesments. Planning Instruction (including instructional supports). The basics of HTML. (Additional HTML Tutorials here.) Review of Site Setup. Links and Typography. Extending Dreamweaver

May 14

Read CW chapter 7. Hands-on Lesson 7.Third web critique posted (to all participants via http://my.nl.edu) by start of class. (HTML and Word forms for the critique.)

Web 2.0 application presentations!

Please answer the following questions:

  1. What makes this "web 2.0"?
  2. What is the primary use?
  3. What educational use(s) does it have?
  4. Show us an educational example you have created.
  5. What uses for teacher professional development does it have?
  6. What do you like about it?
  7. What don't you like about it?
Brandi http://skrbl.com
Gloria http://panraven.com/home/homepage.html
Kelly TeamSnap.com
Brandon Wufoo.com
LaDonna

http://www.mapwing.com/
Sara http://notebook.zoho.com/
Bill http://quia.com
Brian http://www.tutorom.com/
Rebecca http://skype.com

Writing performance criteria. Gathering Materials and Designing Effective Web Sites. Tables in Dreamweaver. Layers. Using Multimedia.

May 21

Read CW chapters 8 and 9. Hands-on Lessons 8 and 9. . Fourth web critique posted (to all participants via http://my.nl.edu) by start of class. (HTML and Word forms for the critique.)

Update on multimedia. Embedding Interactivity and Organizing and Assessing Learning. Forms. CSS. Frames. Rollovers. Navigation Bars.

URL for accessing Formhandler from a web page: http://cuip.uchicago.edu/cgi-bin/CGI-Perl-cookbook/FormHandler/FormHandler.pl

Some sample TIE 547 Curriculum Webs can be seen here.

May 28

NO CLASS

Read CW chapters 10 and 11. Hands-on Lesson 10 and 11. Fifth web critique posted(to all participants via http://my.nl.edu) by start of class. (HTML and Word forms for the critique.)

URL of Professional Development Curriculum Web, showing draft Teaching Guide, application of template and basic pages in place (content is optional) emailed to instructor by midnight .Teaching guide template is here.

June 4

Read CW chapter 12. Hands-on Lesson 12.

Work time. Peer Reviews.

Links to class members' DRAFT curriculum webs:

Name Topic URL
Brian Moodle at Wheeling http://cuip.net/~bhauck/currweb/index.htm
LaDonna Using Slideshows in the Classroom

http://cuip.net/~lcavicchioni/curriculum_web
Gloria Understanding Hearing Loss: A Curriculum Web for General Education Teachers

http://cuip.net/~gellenbaum/curriculumweb/
Sara Web 2.0

http://cuip.net/~scahill/tie547/web20/index.htm
Brandi Teaching Evolution in the Classroom

http://cuip.net/~bargentar/curriculumwebs/index.htm
Kelly Using a Digital Camera in the Classroom

http://cuip.net/~kmollenhauer/CurriculumWeb/index.htm
Brandon Bloom's Taxonomy and Multiple Intelligences: Putting Theory into Practice

http://cuip.net/~bgeuder/curriculumweb/
Becky Understanding Fair Use in Our School

http://www.cuip.net/~rbanach/Curriculum_Web/index.htm

 

June 11

Work time. Final Curriculum Web due. Send URL to all class participants by end of class.

Supporting 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.

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  

Adobe Creative Team (2002). Adobe Photoshop 7.0 classroom in a book. Indianapolis : Adobe Press.

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).

College of Education , University of Missouri (rev. 1/23/98 ). Desktop video conferencing. http://www.coe.missouri.edu/~cjw/video/

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

Lowery, J. (2002). Dreamweaver MX bible. Somerset , NJ : John Wiley and Sons.

Milburn, K. (2000). Digital photography bible. Somerset , NJ : John Wiley and Sons.

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.

Ohme, P. & Rayford, J. (2001). Hands-on professional development. THE Journal, 29(3).

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

SBC Knowledge Network Explorer.(2002). Videoconferencing for learning. http://www.kn.pacbell.com/wired/vidconf/

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