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EDT 6440 Introduction Advanced Instructional Technologies

Educational Leadership, Research and Technology Department/College of Education and Human Development

Dr. Robert J. Leneway, Instructor

Syllabus: Course Information


Instructor: Dr. Robert Leneway Office: Online or in the ELRT Dept, Sangren Hall Office Hours: Please email me for an appointment Office Telephone: 269 387-2053 E-mail: bob.leneway@wmich.edu Office Hours: Do not hesitate to send me an email if we need to talk so we can agree on a convenient time for a phone call, Connect session, or a meeting. Forums Versus Email If you have a question about course content or mechanics, I encourage you to post it to the Problem Solver discussion forum. Doing so gives students in the course an opportunity to help one another and allows everyone to benefit from answers to your questions. Of course, dont hesitate to email me directly if your concern is of a personal nature. Email Response Time Generally I will respond to emails within 2-3 days of receiving them. If I plan to be away from my computer for more than a couple of days, I will let you know in advance. Please include the course ID somewhere in the subject line of your email so I will know to attend to it quickly. Course Description This course provides a detailed review of the latest technological advancements and their potential impact on educational institutions. You will receive information on the

wide array of media types and methods for transmitting them. You will also be exposed to and experience a variety of data, video, and audio technologies. Introduction to management issues with educational technology at the building level will be presented. This course focuses on two primary areas: 1) equipment and costs necessary to implement these systems and 2) the impact these technologies have on an educational system. You will acquire skills that will enable you to connect, configure, troubleshoot, and maintain a variety of advanced technology systems. Prerequisite An undergraduate degree as a prerequisite information. Textbook & Course Materials Required Text List required course textbooks. Include detail such as full name of textbook, author, edition, ISBN, description (if desired), and where it can be purchased. If a required text is available online, indicate where it can be accessed. Recommended Texts & Other Readings List other readings available and how/where to access them. Include a general statement such as Other readings will be made available in ELearning (See Learning Modules Course Requirements Computer Hardware In order to participate in any WMU online course, you should have easy access to a computer less than 5-years old and a high-speed internet connection (DSL, LAN, or cable connection desirable). You will also need speakers. You are expected to be proficient with installing and using basic computer applications and have the ability to send and receive email attachments. Software The following internet browsers are suggested o Firefox o Internet Explorer The following media software may be required to access the materials contained in your online course: o Adobe's AdobeReader o QuickTime Player o Flash Player o Microsoft's Windows Media Player Always use the Browser Check located on the right-hand side the navigation bar at the top of your online course or My Home page before beginning the course. Always use this check as your first attempt to solve software, browser problems.

Course Structure
This ELearning course will be delivered entirely online through the course management system Desire 2 Learn (D2L). You will use your BroncoID account to login to the course from the ELearning login page (http://elearning.wmich.edu) or from GoWMU. The course is organized into topics of instruction, called Learning Modules, as outlined in the Course Schedule and Due Dates. Each learning module is listed by its main topic and may contain required readings, videos, mini lectures, discussions, assignments, or collaborative group work. Discussion Forums You will find the following discussion topics in the course site: Introductions: Use this discussion to introduce yourself to your classmates. Please tell us a little about yourself, your interests, your Elearning experience and your goals for this course. Then reply to one or more of your classmates' posts. Problem Solver: Use this discussion to check if your classmates can help you with any difficulties you may be experiencing in your course. Topics of a personal nature should be addressed by emailing your instructor directly. Student Lounge: Use this forum to celebrate your personal accomplishments, encourage each other, post inspirational quotes, share informational links, etc Discussion topics related to collaborative and discussion assignments, as described in Learning Connect In addition to the learning activities noted above, I will also hold Connect sessions during the semester at dates and times to be announced. More information will become available as the course progresses. You will need a higher capacity Internet connection to handle this video conferencing session. To test the readiness of your system go to: http://admin.adobeconnect.com/common/help/en/support/meeting_test.htm Assignments Unless indicated otherwise in Learning Modules, you will submit assignments, using the Dropbox tool. The due dates in Dropbox match the due dates in the schedule. Assessments Short reading quizzes are employed to check your understanding on reading assignments. You must score at least 75% to open up the remaining learning

module components. A final project will be assigned during the 4th learning module. Your grade will based on a project rubric scored by you, your peers, and the instructor. Scholarly participation in discussions will also be assessed. Please refer to the discussion rubric for specific expectations. ELearning Access This ELearning course will be delivered online through a course management system named Desire 2 Learn (D2L). To access this course on ELearning you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox, Safari). To ensure that you are using a supported browser and have required plug-ins please run the Browser Check from your ELearning My Home page. Technical Assistance If you need technical assistance at any time during the course or to report a problem with ELearning you can contact the WMU Help Desk (here) Back-Up Plan If Something Goes Wrong If you find that some part of our online course is not working, please follow these steps until the issue is resolved: 1. Don't panic! We will solve the problem and make adjustments. 2. First check to see if you have missed an availability date. Some course items may only be available during a certain window of time. 3. Check your settings by using Browser Check located in the navigation bar on the upper right part of the course shell 4. Try checking the Problem Solver discussion to see if any of your classmates are experiencing the same issue. 5. Check to see if I have posted any announcements in the course News on the course homepage or emailed the class. 6. If you still have difficulties, contact the help desk at 269.387.HELP (4357), help.desk@wmich.edu, or http://www.wmich.edu/helpdesk/. They will attempt to identify the problem and route your concern for the quickest resolution. They will contact me if necessary. 7. Send me an email with the course number and issue name in the subject line and a description of the issue in the body before the due date of an assignment. 8. Do not automatically email your assignments if technology is not working. I can make adjustments to the course in various ways to accommodate an issue. You will be able to complete the course requirements. 9. Continue to watch for email or postings in the News widget on the course homepage for adjustments to the normal course procedures.

Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the students responsibility to check ELearning for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through Webmail email.

Part 2: Course Goals and Objectives


The primary focus of this course will be on how educational institutions deal with the continuing emergence of new and ever changing technologies. So, how do classroom teachers/technology facilitators/leaders deal with this situation? How can they determine what is a passing fad, or what technologies are of lasting value to improve instructor productivity, student achievement, and engagement. Clearly there are fiscal, political, and educational issues in making good decisions about when, how, and where to let new technologies in the door. Those in leadership roles pertaining to technology, need to be focused on the here and now and on doing the best that can be done for the students with available technology. They also need to be continually aware of the new technologies that are emerging so as to be prepared to make use of them when it is possible and appropriate to do so. Educational technology leaders are under increasing pressure to justify current and proposed technology expenditures. The task faced by educational leaders is to sort out fact from fiction by finding sources of credible information. Certainly, one can be intimidated when persons who either do or pretend to have technical knowledge throw around terms and acronyms. Yet, the educational technology facilitator/leaders must be able to sort out all of this and determine what makes sense for their educational organizations. The business of schools, colleges and universities is education; and they need to understand their educational goals and how investments in technology will support them. This course explores some of the new communicative and collaborative technologies which are emerging to perhaps enhance K-12 education. In this class, you will assess and analyze new and emerging technologies which are likely to have implications for schools in the future. Program Goals: To utilize academic and technical knowledge. To link field-based knowledge with theory. To develop analytical skills. To continue in the development of management skills.

To refine communications, collaboration and human relations skills. To experience first hand several new technologies along with perhaps some of the pains and gains of being an early adopter. Standards-Based Curriculum: The activities within this course have been developed based upon The International Society for Technology in Education (ISTE) Standards for Advanced Programs in Educational Computing & Technology Leadership http://www.iste.org/standards/nets-for-teachers.aspx Specifically, ISTE Standard TL-I.B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies, and ISTE Standard TL IIA.3. Stay abreast of current technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies and disseminate information to teachers. Specific Course Objectives: To develop knowledge about new and emerging information technologies. To develop and/or improve analytic skills pertaining to the impact of new and emerging information technologies on educational programs and practices. To acquire understanding about sources of information which enable one to stay current with new technologies and skills in using these resources. To develop a conceptual framework for contending with the fiscal and operational issues pertaining to how educational institutions should respond to the adoption of new technologies. To experience the use of newly emerging learning technologies within the context of the course. To assist in the preparation and publication of a collaborative position paper for an online debate of a current technology related issue. To learn from some of the top leading educational technology thinkers on how and why new instructional technologies should be implemented in the classroom. You will meet the objectives listed above through a combination of the following activities in this course: Modes of Instruction:

1. Collaborative learning, 2. Rich Media Internet based presentations 3. Video and audio supported lecture/discussion. 4. Asynchronous conferencing 5. Commercial online learning modules and simulations 6. Collaborative Internet tools and techniques 7. Online collaborative debate on the merits and challenges of a selected instructional technology. 8. Written reviews of selected technologies 9. Written essays on various instructional technology issues, values and challenges

Types of Assignments
Article Reviews - AR You will read journal articles or listen to a podcast and/or view a video download/stream cast corresponding with the weekly topics. Either a journal article or white-paper or a podcast will be assigned according to the weekly topic. The article review and mini-paper requirements are defined below. Educational journals, publications used in business and industry, a chapter in a book, podcast, or other informational resources represent resources are examples of resources that can be used to complete the assignment. You are encouraged to use professional publications including full journal articles and e-learn books (Books 24x7) found under the GoWMU online Library tab. Wikipedia or blog opinions can not be the primary source for article reviews which should rely upon quality research sources. Each student presents his/her reading selections to the class for discussion in the appropriate forum within the discussion board area of the course site. You are required to interact with peers within the discussion board for a minimum of at least one additional quality posting within the discussion board each week (e.g., posting a reply, or submitting a related, extended comment to a posting by a peer). The article reviews in this course frequently have two options, and therefore a second (interaction) posting is required on the topic that the student did not review initially. Further details related to each article review assignment will be located within the discussion board area beneath the forum name. You are REQUIRED to locate unique articles or audio/video podcasts to review. In order to facilitate this process easily. You should post an initial message to the appropriate discussion board forum indicating their claim to a particular article (the subject line citing the reference and the body text of the message left blank) once they have identified their article. After you have had time to read, review, and evaluate the article, they will be able to re-enter their posting using the edit command at the top

of the screen once you have clicked on your posting to open it. At this point, you can then enter the article review or own podcast within the Comment: box on the screen. Also, you are required to set up a twitter account if you do not already have one. When web sites of interested are found, they can be shared with the class by using the #edt6440 tag that need to stay within the 140 characters twitter requirement. One of the beginning assignment will discuss how to get started with twitter and how it might be used in education. Should you wish to follow the instructor, my twitter account is @rleneway Mini Papers - MP Mini-papers consist of reactionary essays commensurate with topics. These papers are to include references and quotes to defend your position on the given assignment. Mini-papers should be 1 page in length and no more than 2 pages, plus references. It is better to be concise and clear than redundant and ambiguous. Mini-papers representing a diversity of ideas and will serve as the basis for asynchronous class discussions. Please share your writings with the class for continued discussion within the appropriate forum in the discussion board area of the Desire to Learn course site. Further details related to each mini-paper will be located within the discussion board area beneath the forum name. Lecture Discussions LD A major part of this course is to expose you to some of the leading thinkers in educational technology on their concepts as they push the field in new directions. After viewing these assigned video webcast write one to two paragraphs on your reactions, reflections and critical thinking to their primary concept(s) and posted your work to the course discussion board on each of the topics (as well as submit it to the assignment drop box for grading). Please use at least two quotations from the lecture to support your writing. Experiential Projects - P Students will be required to experience several emerging technologies reviewed during the course. Alternative methods for completing the assignments relative to the emerging technologies are possible. For example, a student interested in going for an on-site visit to actually see a technology (such as thin client) can conduct an interview of students, school educational technology staff and/or school administrators while you take notes, and gather information this way. Such methods are strongly encouraged in addition to the usual web-researching methods that are typically implemented to complete these assignments. There are three experiential projects in this course.

Class Debate (P1) This is a two week collaborative assignment. The class will be divided into two teams and assigned a pro or con side of a debate on a current issue in educational technology. During the first week, you will use whatever online collaborative tools that your group decides is necessary, ie google docs, video conferencing or a private wiki outside of the Desire to Learn course management site. This should occur once you have worked with your group to self organize The group will work during the first week to develop a well reasoned and written two page opening statement to support your groups assigned position. If you do use a private discussion area to develop your collaborative paper away from prior access by the other group, please arrange within the group to share access with the instructor so that individual contributions and involvement can be monitored. The developed opening statement will be shared on the Monday by 11:59 PM following the first week of the debate with the other group within the debate topic discussion forum, and then during the course of the following week each student is expected to provide at least two well reasoned and referenced debate discussion postings supporting their position and/or refuting the other side arguments. Please remember this is to be a friendly debated and points will be deducted for personal attacks on contribution from the other side. Educational Mashup (P2) For this assignment you will need to prepare a clear and concise presentation with visuals or visual descriptions (in the case of a non visual podcast) using your choice of a presentation tool(s) ie. podcast, Haiku Deck, YouTube, narrated Powerpoints, Jing, etc. of how you would created mashup of an educational lesson/project and an online interactive tool. For example a Google Lit Trips might use Google Earth as an interactive tool for the study of the 1759 classic Candide. Another example might be to use second life to continue the end of a popular children book. For examples of an educational mashup see http://mashupawards.com/category/education/ For videos, student are encouraged to you use a cloud storage solution such as YouTube for large files as the Desire to Learn course management system is limited in its ability to handle and display large files. Two points will be deducted if you only use a non narrative PowerPoint. This is an opportunity to try some new presentation tool, such as YouTube, PowToon or Haiku Deck even if the results are not perfect. Emerging Technology Website (P3) You will develop an annotated website or blog on four assigned areas for emerging educational technologies. If a blog is used, it could be a continuation of a blog developed for another EDT class, but it must contain new pages organized around the four assigned areas. You should organize the website to reflect the progression of the course. Major topics should be compiled into separate divisions within the site (see the P3 description for specific details on completing this assignment). Students should

consider including other beneficial items that will assist them with their continued personal learning in the area of evolving technologies. Students needing web server space for this assignment can go to http://homepages.wmich.edu for individually developed sites or contact the instructor for group server space. Live Web Conference with Class and Instructor An online meeting is planned for members of the class to become acquaint. For full participation, a high speed Internet connection is required. Although not require, access to a web cam and/or a microphone with a headphone may allow you a video and/or audio connection to appear live with other classmates at the end of Connect session. Students without either of these devices can still participate in the chat mode. To initiate these meetings, watch for a Desire to Learn email and/or announcement that will be send with the time and date and an URL for the web conference for the class, or see further information below. A twitter listing, #edu6440 has been set up for this class, and students are encouraged to share resources and tweets on subjects related to the course. Also, you will be asked to contribute to an ongoing discussion on the instructors personal blog entitled Educating the Digital Tribe about new ways of working with students and their digital collaborating peers. See http://eddigitaltribe.blogspot.com/ MACUL Membership Membership in professional educational technology related organizations are an excellent way to stay current in this rapidly changing field. The Michigan Association of Computer Users in Learning (MACUL) is one such organization and does offer free membership. If you are not already a member please sign up at http://www.macul.org/membership/ If you live in outside of Michigan, you may want to join your own state or national educational technology organization instead. For those of you in the state of Michigan, the MACUL annual conference alternates each year between Detroit and Grand Rapids, Michigan. MACUL provides an excellent opportunity to learn from others and meet your class mates and instructors in person. There is a reduced student conference fee. Also, a one to two page report of at least three MACUL conference lectures/sessions is an alternative for the social media assignment. Assignment Discussions Weekly Discussion Forums You are required to interact with your peers within the discussion board at least one time within the discussion board each week (e.g., posting a reply, or submitting a related, extended comment to a posting by a peer). You discussion grade awarded at the end of the semester will be based upon both the quality and quantity of your participation in the class discussion. Some weeks the instruction will provide discussion questions for you to respond to as well as your discussion of other students

work and ideas. Voice Thread may be used for some topics in the place of written discussion. Voice Thread allows you to provide audio and/or video recording to a discussion thread. Meeting your individual educational needs: Students enter the EDT6440 course with a variety of different occupations and prior experiences with both staff development and educational technology. The faculty of the WMU Educational Technology program encourages learners to tailor course assignments to suit/meet their own personal/ occupational needs. For example, two students within this course may work to complete the mashup assignment. Student 1 may be considering an entire school district, or larger yet, an Intermediate School District. However, Student 2 may be designing an application to implement in school, or smaller yet, a team of teachers within a certain grade level. You are highly encouraged to meet with their educational technology coordinators and/or other educational technology leaders to discuss how their organizations are planning for and implementing new instructional technologies. Expectations: You are expected to participate in all course-related discussions, complete weekly assignments, complete required reading and writing assignments, seach and share information on Twitter and develop a resource website related to course activities. You are expected to complete all assignments on time. Assignments turned in after the due date will be penalized 10% each week late. Assignments involving group or partner work not turned in on time will receive a score of 0. Incompletes will be given only in cases of severe medical deaths, family deaths or family emergencies in accordance with university policy. The students within this course are expected to think creatively, be active problemsolvers, and demonstrate self-directed, independent learning behaviors. Such behaviors will enable you to engage in course activities in such a way that they will maximize their time-on-task with assignments and improve their overall course experiences and knowledge of instructional technology.

Part 3: Module Outline/Schedule


Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each learning module. If you have any questions, please contact your instructor. Module 01: Course Introduction - This is to get you started, for other activity and assignments please see each of the learning modules.

This initial week of course activity is a get to know the course and complete the initial start-up activities. These activities are all due by 11:59 PM, the first Monday after the start of class at the latest and they include: Introduction Week One Assignments: 1. Post an introduction note within the Week One Introduction Forum in the Discussion Board area. (Specific items to include within this posting are written in the forum description paragraph.) 2. Review the Course Guidebook 3. Get acquainted with the Desire to Learn course site- Most of you probably have already completed courses via WMU Desire to Learn online course management site, If you have questions, please post them in the QUESTIONS forum within the course site. If you have not used Desire to Learn before please email the instructor using either the Desire to Learn internal email system or general email at bob.leneway@wmich.edu 4. Acquire the required textbook Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns by Clayton Christensen, Curtis W. Johnson, and Michael B. Horn, 2010 updated and expanded version , Buy new or used: $21.75 new at http://www.amazon.com 5. LD 1. The introduction for this semesters online lecture/discussion assignments is from the Fall 2010 CUE (Computer Using Educators) conference keynote speaker Rushton Hurley This lecture entitled The Even More of Educational Technology should be found at http://www.schooltube.com/video/7533e9ec2a17034b580f/2010Fall-CUE-Opening-Keynote-Rushton-Hurley After viewing this video podcast, please write a one to two paragraph concise discussion on your reactions to Rushton Hurleys lecture and inclu de which of the student created videos that he shows in this lecture that you would vote for and why? 6. Please download and review the 2012 Speak Up survey results by Project Tomorrow. We will be discussing results from the 2012 report later in module three. See http://www.tomorrow.org/speakup/learning21Report_2012_Update.html and in particular read the "LEARNING IN THE 21ST CENTURY MOBILE DEVICES + SOCIAL MEDIA = PERSONALIZED LEARNING" report.

A word to the wise: Please start the large number readings and podcast viewings for week three as well.

Part 4: Grading Policy


Graded Course Activities Visit the Dropbox link in ELearning for details about each assignment listed below. (See Part 4 for more information about accessing tools and activities).
PROJECT ITEMS

Tech Debate Web 2.0 Classroom Mashups Emerging Tech Website TOTAL

P1 P2 P3

Score /25 /25 /25 75

Guest Lecturer and Discussion Review Ref LECTURE DISCUSSION ITEMS Rushton Hurley, The Even More of Educational Technology Leslie Fisher, Twitter in Education Alan November, Designing Rigorous and Globally Connected Assignments Marc Pensky Engage Them or Enrage Them Will Richardson on Social Media in Education Live Connect Session with the Instructor Participation in Online Discussion TOTAL LD1 LD2 LD3 Score /10 /10 /10

LD4 LD 5 VC1

/10 /10 /10 /30 90

Article/Podcast Reviews/ Mini Papers


Introductory Posting Week One Transforming the Classroom with Technology Data Driven Decision Making or Data Warehousing Software as a Service Cloud Computing Interoperability or Open Source Educating the Digital Tribe blog postings Virtual Worlds and Web 2.0 Communities Educational Technology Readings Book Report - Disrupting Class Intro AR1 AR2 AR3 AR4 AR5 AR6 MP1 MP2 TOTAL TOTAL POINTS: 270 Late Work Policy Due dates have been established for all assignments, and course activities. You are expected to meet the dates that have been set forth and defined with the course syllabus. Students who submit assignments late will receive a 10% penalty deduction EACH WEEK the assignment is late. An important aspect in this online education environment is the need for interaction, collaboration, and discussion. Regardless of the course activity, (whether it is a discussion board posting, or a feedback of a classmate's work assignment, etc.) subsequent course activities and discussions typically rely on your adherence to the deadlines provided. Although assignments may not be due until the last day of the work-week, you are STRONGLY ENCOURAGED to submit mini papers, (MP), lecture discussion (LD) and article reviews (AR) early in order to promote a greater amount of discussion within the discussion board forum. (It would be very difficult to discuss your assignment if you do not turn it in until 11:55 PM on the night it is due by midnight). In certain situations, class participation grades may also be affected by your' inability to meet the due dates for assignments (e.g., when students are required to participate in a discussion board conversation, and a student is late in posting- the other students may have already moved forward in the course activities/ discussions, and therefore the contribution of the late posting is almost useless.) Score /05 /10 /10 /10 10 /10 /10 /20 /20 105

.Instructor Guidelines The instructor reserves the right to change or modify course materials or deadlines in response to student feedback or unforeseen circumstances. This course relies heavy on the use of dynamic Internet links. These are links on servers that may be temporarily or permanently unavailable due to technical problems, maintenance or author choice. Please report any broken links to the instructor if they remain broken after a day. The instructor requests that your allow the instructor at least 48 hours to respond to student emails or other forms of contact. The instructor will attempt to be available during weekdays, however, as balance between family and work is important in everyone's lives, the instructor reserves the right to be unavailable on weekends. Student Responsibilities Refer to the Assignment Schedule in Desire to Learn for all due dates. Late assignments will lose points per the Assignment Schedule. Must know how to access their email account within the course management Desire to Learn system and will use this account for this course. Please see the syllabus and rubrics for all pertinent information. If the instructor has not responded within 48 hours, then use his bob.leneway@wmich.edu e-mail account. Keep a copy of all assignments until the end of the semester. Review and refer to the syllabus often. If you find a possible conflict this detailed syllabus is most likely the right direction to follow. Review the WMU academic calendar available for dates such as drops and adds @ http://www.wmich.edu/registrar/calendar.html Viewing Grades in ELearning Points you receive for graded activities will be posted to the ELearning Grade Book. Click on the Grades link on the top navigation to view your points. The instructor requests that you allow the instructor up to a week from the date of submission, to post a grade, or provide feedback, on any assignment. (Note: the instructor will make every effort to provide faster turn around time-however, sometimes faster turnaround may not possible). The instructor may be physically away from "his Sangren Hall office" (i.e. professional conferences, consulting assignment, etc) for extended periods of time, and requests that you understand that this situation will occur and allow for such inconveniences by notifying the instructor in advance to arrange for an in-person meeting. Letter Grade Assignment Final grades assigned for this course will be based on the total points earned and are assigned as follows:

Grading Scale:

Grading Scale: Point Range Percentage 95-100% 90-94% 85-89% 80-84% 75-79% 70-74% 65-69% 0-64% 257-270 243-256 230-242 216-229 203-215 189-202 176-188 0-175 Grade A BA B CB C DC D E 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.0

Important note: For more information about grading at WMU, visit the academic policies and grading section of the university catalog.

Part 5: Course Policies


Participation Online courses require your active participation. Here are some tips for success: o In discussions, you learn from one another by posing questions, justifying your comments, and providing multiple perspectives. When you prepare for discussions through thoughtful reflection, you contribute to your own successful learning experience as well as to the experience of your peers. o Log in to the course frequently (at least several times per week for long semesters and daily for summer sessions) and check the news widget on the course homepage. This will keep you apprised of any course updates, progress in discussions, assignment information, and messages requiring immediate attention. o Be aware of and keep up with the Course Schedule. o Participate in team activities to the best of your ability. How well your team does and how well you dodepends on all the team members working cooperatively. o I will be monitor, track, and/or score student participation, explain how you will

keep track and how often you should be accessing the course. To this end I will also be using an ELearning tracking tool, discussions, chat sessions, and group work, to monitor their participation in the course as well as reading the postings. Build Rapport If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that we can help you find a solution. Complete Assignments All assignments for this course will be submitted electronically through ELearning unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next assignment except under extreme circumstances. All discussion assignments must be completed by the assignment due date and time. Late or missing discussion assignments will effect the students grade. Conduct and Civility You are expected to contribute to the learning environment by respectfully interacting with their colleagues and professor regardless of any difference of opinion. When your voice opinions with which you do not agree, feel free to voice your opinion in a polite and civil manner. This approach can help us enhance the free flow of ideas. You must not interfere with the learning of their colleagues. Use proper etiquette. Typing in all capital letters is considered shouting in an online environment. Rude or belittling statements made to other students in discussions is clearly unacceptable. Communication Skills All students must have adequate writing skills to communicate content in a professional and concise manner. You must be proficient in their written presentations including strategies for developing ideas, citing scholarly references, writing style, wording, phrasing, and using language conventions. You must follow APA guidelines, use non-racist and non-sexist language, and include sufficient references to support their thesis and ideas in the paper. Time Commitment Online courses are typically just as time intensive as traditional courses. In fact, many students claim that online courses require more time and commitment. As you begin this course, you would be wise to schedule 8 or more hours per week for studying

materials and completing assignments. Falling behind in this course is particularly problematic because the concepts we cover are cumulative. This means that not becoming proficient with information and objectives presented and assessed in a particular week can lead to low scores for that week as well as in subsequent weeks. Understand When You May Drop This Course It is the students responsibility to understand when they need to consider disenrolling from a course. Refer to the WMU Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course. Serious and compelling reasons includes: (1) documented and significant change in work hours, leaving student unable to attend class, or (2) documented and severe physical/mental illness/injury to the student or students family. Incomplete Policy Under emergency/special circumstances, you may petition for an incomplete grade. An incomplete will only be assigned if [insert condition here]. All incomplete course assignments must be completed within [insert timeframe here]. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and verification from the Disability Services for Students (DSS), and wish to discuss academic accommodations, please contact your instructor as soon as possible. It is the students responsibility to provide documentation of disability to DSS and meet with a DSS counselor to request special accommodation before classes start. DSS is located in Woodlawn Place at 2210 Wilbur (across from Rood Hall and behind Fetzer Center) They can be contacted by phone at (269) 387-2116 (Voice) (269) 3870633 (Fax). Commit to Integrity As a student in this course (and at this university) you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom. WMU Academic Honesty Policy & Procedures Our mission is to enhance student learning and personal development by creating an educationally purposeful, disciplined and caring community. Read more about WMU Academic Honesty Policy & Procedures Other Resources: Office of Student Conduct, Registrar's Office

Definitions At WMU, cheating is intentionally using or attempting to use unauthorized materials, information, notes, study aids or other devices or materials in any academic exercise. Plagiarism is intentionally, knowingly, or carelessly presenting the work of another as ones own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., are common knowledge. Source: Office of Student Conduct Important Note: Any form of academic dishonesty, including cheating and plagiarism, may be reported to the office of student conduct. Course policies are subject to change. It is the students responsibility to check ELearning for corrections or updates to the syllabus. Any changes will be posted in ELearning.

Assignments Due: Every Monday by 11:30 PM


Dr. Robert Leneway, bob.leneway@wmich.edu, (269) 387-2053.

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