Students think critically about the use of digital media in a variety of educational settings and identify properties, strengths and weaknesses of multimedia in different learning contexts. The course introduces the students to basic psychological processes of perception, understanding, and learning. Multimedia and instructional design for online learning systems, such as Web-based training, are a special focus of the course. Hands-on experiences with multimedia and online learning and information systems are provided. Additional topics covered include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems.
The course material consists of the Web-Based Training (WBT) "Learning in Electronic Media" and additional mandatory or optional readings. All course materials are provided online within the WebTycho system except of the basic text book (see Required Textbook). The self tests are optional but will provide helpful information to the students. All assignments are mandatory in order to earn the credit points.
The goals of the course are to provide students with a sound foundation of knowledge, skills and hands-on experiences which is needed to indentify and sucessfully apply psychological factors in online and multimedia learning. Students explore the psychological factors, concepts and findings identified in the multimedia and distance education literature. They critically examine models, theories and oberservations of the field.
Students will
Harrison, T. M., & Stephen, T. (1996). Computer networking and scholarly communication in the twenty-first-century university (Parts I, II, IV, and VI). Albany, NY: State University of New York Press.
In general, journal articles and papers referenced in this Syllabus will be supplied online.
It is strongly recommended that students purchase the Publications Manual of the American Psychological Association (4th Ed.) and that they pay particular attention to these pages before, during and after the writing of any Assignments.
Quotations: Sections 3.34, 3.35 etc., starting p. 95
Reference Citations in Text: Sections 3.94, 3.95, etc., starting p. 168
Reference List: Section 1.04, etc., starting p. 174
WWW citations: Consult the UMUC library at http://www.umuc.edu/library/guides/apa.html
As noted below, the ability to write to APA standards is a Graduate School requirement.
This course is only offered in the online mode. Students must be prepared to:
The 150 hours workload during the course consists of:
The course will be completed by three essay-type assignments. The first assignment contributes 15 %, the second 35 % and the third 50 % to the final grade.
According to the Graduate School's grading policy, the following symbols are used: A -- excellent; B -- good; C -- passing; and F-- failure.
The following scale will be used for the purposes of this course:
A = 90 to 100
B = 80 to 89
C = 70 to 79
F = below 70.
The grade of "B" represents the benchmark for the Graduate School. It indicates that the student has demonstrated competency in the subject matter of the course, i.e., 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, reasoned, well-organized and grammatically correct responses, whether written or oral.
Only students who fully meet this standard and, additionally demonstrate exceptional comprehension and application of the course subject matter, merit an "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 earn an "F".
The Grade Of "I" (Incomplete): The grade of "I" is exceptional and given only to students whose completed coursework has been qualitatively satisfactory but who have been unable to complete all course requirements because of illness or other extenuating circumstances beyond their control. The grade of "I" may be considered only for students who have completed at least fifty percent (50%) of the total coursework requirements and who have received a passing grade on all the coursework which they have completed. The instructor retains the right to make the final decision on granting a student's request for an "I", even though the student may meet the eligibility requirements for this grade.
Effective managers, leaders, and teachers are also effective communicators. Written communication is an important element of the total communication process. The Graduate School 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, 5th 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. Work submitted online should follow standard procedures for formatting and citations.
Academic integrity is central to the learning and teaching process. Students are expected to conduct themselves in a manner that will contribute to the maintenance of academic integrity by making all reasonable efforts to prevent the occurrence of academic dishonesty. Academic dishonesty includes, but is not limited to, obtaining or giving aid on an examination, having unauthorized prior knowledge of an examination, doing work for another student, and plagiarism of all types.
Plagiarism is the intentional or unintentional presentation of another person's idea or product as one's own. Plagiarism includes, but is not limited to, the following: copying verbatim all or part of another's written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by following carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources to material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources. The penalties for plagiarism include a zero or a grade of "F" on the work in question, a grade of "F" in the course, suspension with a file letter, suspension with a transcript notation, or expulsion.
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 call 301-985-7930 or 301-985-7466 (TTY).
Feedback on each graduate course and instructor is important to the university, your professor, and to all students. UMUC has the responsibility to assess the effectiveness of classroom instruction, and each student has the responsibility to provide accurate and timely feedback through completion of the course evaluation form. This is a shared obligation for us all. It is therefore important that you complete the evaluation form for each course. This should be viewed as an additional course and program requirement.
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/.
The online WebTycho Help Desk is accessible directly in the classroom. In addition, WebTycho Support is available 24 hours a day, 7 days a week, at 1-800-807-4862 or webtychosupport@umuc.edu.
Each Master's student will work towards the development of a personal portfolio. The portfolio contains required and voluntary documents. Required documents are mandatory assignments and other mandatory contributions to the final grades in each course. Voluntary documents may show any other kind of active participation in the courses of the Master's program. These voluntary contributions allow students to show their proficiency and skills as a professional distance educator. This portfolio is a requirement for successful completion of the final Distance Education Project course.
Objectives:
Students will:
Topics:
Hasebrook, J. (1999). Apptitude-Treatment-Interaction (ATI). Course
Paper. Retrieved June 19, 2001, from the World Wide Web: http://www.uni-oldenburg.de/zef/cde/media/readings/ati/ati.htm
Hasebrook, J. (2000). Learning with multimedia and hypermedia: Promises and
Pitfalls. Retrieved June 19, 2001, from the World Wide Web: http://www.uni-oldenburg.de/zef/cde/media/readings/apahyper.pdf
Optional Reading:
Goldstein, E. B. (1998). Sensation and Perception (5th ed.): Brooks
& Cole.
Weeler, S. (2000). The Traditional University is Dead: Long Live the Distributed
University. Paper presented at the European Universities Continuing Education
Conference, University of Bergen, Norway.
Objectives:
Students will:
Required Reading:
Hasebrook, J. (1999). Multimedia
"brain tests". Course material. Retrieved, from the World Wide
Web: http://www.uni-oldenburg.de/zef/cde/media/readings/brain.htm
Lehman, D. (2000). Designing Hypertext Multimedia Educational Software. ALN
Magazine, 4(2). .
Optional Reading:
Goldstein, E. B. (1998). Sensation
and Perception (5th ed.): Brooks & Cole.
Horodezky, S. (2000). Why Pictures are Cognitively 'Better'. Retrieved
June 19, 2001, from the World Wide Web: http://cogsci.ucsd.edu/%7Eshorodez/pict_research.html
Assignment:
At the end of Module 2 students are to submit an essay with the title: "Multimedia: Worth the effort?". This essay has to cover at least the following topics: Advantages and disadvantages of multimedia learning, basic guidelines for the use of multimedia in Distance Education, general conclusion, and must not exceed 10 pages in print (double spaced). The grade for this essay will contribute 15 % to the final grade.
Objectives:
Students will:
Topics:
Required Reading:
Carter, V. (1996). Do media influence learning? Revisiting the debate in the
context of distance education. Open Learning(February), 31-40.
Dillon, A., & Gabbart, R. (1998). Hypermedia as an Educational Technology.
Review of Educational Research, 68(3), 322-349.
Optional Reading:
Clark, R. E. (1983). Reconsidering Research on Learning from Media. Review
of Educational Research, 53(4), 445-459.
Cornoldi, C., & McDaniel, M. A. (Eds.). (1991). Imagery and cognition.
New York: Springer.
Kozma, R. B. (1991). Learning With Media. Review of Educational Research,
61(2), 179-211.
Self Test:
Are you a multimedia expert? (Part of the basic Web-Based Training)
Objectives of section A:
Students will:
Topics:
Required Reading:
Hasebrook, J. (1998). Tele-Learning for Bankers: Connecting Internet, Intranet,
and Digital TV. Newsletter of the European Bank Training Network(June).
Hasebrook, J. (1999). Exploring electronic media and the human mind: A Web-based
training. Paper presented at the World Conference on Internet, Intranet
and World Wide Web (WebNet), Honolulu, Hawaii.
Objectives of section B:
Students will:
Topics:
Required Reading:
Hasebrook, J. (1999). Searching the web without losing the mind - traveling the knowledge space. WebNet Journal, 1(2), 24-32.
Optional Reading for both sections:
Harrison, T. M., & Stephen, T. (1996). Computer networking and scholarly communication in the twenty-first-century university (Parts III & V). Albany, NY: State University of New York Press.
Self Test:
Are you an Internet expert? (Part of the basic Web-Based Training)
Assignment:
At the end of Module 4 students must have joined a learning team which has to submit an essay with the title: "The impact of the Internet on Distance Education". This essay has to cover at least the following topics: Advantages and disadvantages of online learning in Distance Education, individual and organizational requirements for successful online Distance Education, general conclusion, and must not exceed 15 pages in print (double spaced). The grade for this essay will contribute 35 % to the final grade.
Objectives:
Students will:
Topics:
Required Reading:
Hasebrook, J. (1999). Web-based training, performance, and controlling. Journal
of Network and Computer Applications, 22, 51-64.
Hasebrook, J. (2000). Co-operative and Interactive Distance Learning: Application
of Team-Oriented and Selective Learning Strategies in a European Bank. Course
paper. Retrieved June 19, 2001, from the World Wide Web: http://www.uni-oldenburg.de/zef/cde/media/readings/wbtsem00.pdf
Optional Reading:
Harasim, L. M., Hiltz, S. R., Teles,
L., & Turoff, M. (Eds.). (1995). Learning Networks: A Field Guide to
Teaching and Learning Online. Boston: MIT Press.
Haythornthwaite, C. (1998). A
Social Network Study of the Growth of Community Among Distance Learners.
Retrieved, from the World Wide Web: http://www.shef.ac.uk/%7Eis/publications/infres/paper49.html
Wallace, P. (1999). The psychology of the Internet. Cambridge:
Cambridge University Press.
Self Test:
Are you an email expert? (Part of the basic Web-Based Training)
The last two weeks of the course are to focus on the final assignment / project that contributes 50 % to the final grade.
Optional Reading:
Haythornthwaite, C. (1998). A
Social Network Study of the Growth of Community Among Distance Learners.
Retrieved, from the World Wide Web: http://www.shef.ac.uk/%7Eis/publications/infres/paper49.html
Horodezky, S. (2000). Why Pictures
are Cognitively 'Better'. Retrieved June 19, 2001, from the World Wide Web:
http://cogsci.ucsd.edu/%7Eshorodez/pict_research.html
Goldstein, E. B. (1998). Sensation and Perception (5th ed.): Brooks &
Cole.
Cornoldi, C., & McDaniel, M. A. (Eds.). (1991). Imagery and cognition.
New York: Springer. -Verlag.
Harasim, L. M., Hiltz, S. R., Teles, L., & Turoff, M. (Eds.). (1995). Learning
Networks: A Field Guide to Teaching and Learning Online. Boston: MIT Press.
OCLC. (1998). Distance Education in a Print and Electronic World: Emerging
Roles for Libraries. ALA Midwinter Conference, New Orleans
Wallace, P. (1999). The psychology of the Internet. Cambridge: Cambridge
University Press.
Assignment:
At the end of Module 6 students must submit an individual essay with the title: "Project proposal for the introduction of Web-Based Training at the Forinstance Inc.". This essay has to cover at least the following topics: Advantages and disadvantages of Web-Based Training (WBT) in companies, basic requirements for staff and organization, critical evaluation of the Web-Based Training "Learning in Electronic Media" used in the course, suggested improvements of the course WBT, draft for a roll-out plan of the WBT in a company, and must not exceed 20 pages in print. The grade for this essay will contribute 50 % to the final grade. Materials and recomendations for this project will not posted earlier than after having finished modul 2 (delivery of the first graded assignment).