Introduction to Hypermedia
EDT 530 ~~ Summer 2007

Dr. Abigail Garthwait abigail@umit.maine.edu
581-2487 ~~ Office: 108 Shibles Hall
Summer Office Hours Monday by appointment

I. TECHNOLOGY OPERATIONS AND CONCEPTS. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS: Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. design developmentally appropriate learning opportunities that apply technology - enhanced instructional strategies to support the diverse needs of learners.
B. apply current research on teaching and learning with technology when planning learning environments and experiences.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in Pre K-12 schools and apply that understanding in practice. Teachers:

A. Model and teach legal and ethical practice related to technology use.

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COEHD Teacher Proficiencies addressed in this class

2) Candidates for other professional school roles know their fields and can explain principles and concepts delineated in professional, state and institutional standards

7) Candidates understand and use appropriate technology

8) Candidates demonstrate a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support the intellectual, physical, emotional and social development.

11) Candidates demonstrate an awareness of and commitment to ethical and legal responsibilities of an educator.

14) Candidates demonstrate a commitment to reflecting on and seeking to improve their practice.

15) Candidates recognize the need to draw from educational research and scholarship to improve their practice.

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Expectations and Policies

Master's students: SAVE EVERYTHING for your portfolio.!

• General Course Comments. While this course is fully online, plan your summer around having two "classes" of 2.5 hours a week. Assignments are due on the class following the assignment or as otherwise specified. Of course, you may complete them ahead of time if you want!
  I have taught this course for many years but this is only the second time it has been fully online. Please feel free to ask for clarification or make suggestions. I will welcome them whole-heartedly and if I make changes, I will give you credit for the idea.
• Competency: Basic Mac or PC computer skills. [If this is not the case, please let me know ASAP so we can get you up to speed.]
• Time considerations: Calculate that each week you would be spending 5 hours in face-to-face class time. In addition, the graduate school expects instructors to assign 1 - 2 hours of homework per class-hour.
• Homework: Assignments are posted on BLACKBOARD which will "open" on June 15. Please submit your work by the time and date specified. Late work may be penalized.
• Cooperative Learning is encouraged; please check with me if you wish to work on projects together. However, the University of Maine asks that I inform you of the system policy on academic integrity:
  "...Violations of student academic integrity include any actions which attempt to promote or enhance the academic standing of any student by dishonest means (e.g. Cheating, plagiarism, fabrication and academic misconduct). Students may be accused, charged and penalized for any violations as appropriate. Please refer to the UMS Student Conduct Code for definitions and procedures." UMS System Notice
• Grading policy: "meets expectations" = "B." To get an "A" you need to "exceed expectations." I'm happy to look at draft work ahead of due dates and provide comments and feedback.
• It is customary for instructors to use student work as examples in future classes or in writings. (If it's a high quality example, I leave names on. However, if it's an example of what NOT to do, I remove the names.) Please let me know in writing if you do NOT wish to allow your work to be used in either of these situations.
• A consistent style should be used when citing sources. The College of Education and Human Development encourages educators to use APA style. (It is not acceptable to merely include a URL as a reference.)
• Online Class Advice: I used to teach other courses using a dial-up modem so I'm always looking for ways to make it easier to use Blackboard. My favorite hint: Work in 4 or 5 different windows at the same time. This enables one page to "come up" while I'm reading and responding in another. To do this on a PC, right-click (on a Mac, option-click) and select "Open in new window." (Sometimes browsers vary the wording.) When I'm done with that new page, I simply close it and my main page is still open behind it. I don't have to wait for it to "load" again. Also, if you are writing more than a paragraph on the Discussion Board, you might want to use a word processing program or an html editor. That way, you will have a back-up in case your computer freezes up or you click on the browser "BACK" button without submitting what you've written.) NOTE: When copying and pasting from a word processing program, the format may be lost. It would be helpful for readers to add spaces between paragraphs.
• Response time: I will do my best to answer student emails within 24 hours and to evaluate activities and assignments within 3 days.
• Incompletes: "Incompletes" are given on a very reserved basis. Please contact me early regarding any problems or situations that interfere with completion of your projects.

Required Resources: Other items may be assigned for weekly homework. Both required items are carried by the UM bookstore (581-1700):

Software: MicroWorlds. EX for Mac or PC.

Textbook: Wilhelm, J. D. & Friedemann, P. D. (1998). HyperLearning: Where Projects, Inquiry and Technology Meet. York, ME: Stenhouse.

a) Interactivity: The design of the stack should actively involve the reader (user, audience).
b) Hypermedia: use appropriate images, sound, and video for your topic. All items not created by you must be properly cited
c) Teacher card(s) / slide(s) that:

describes your audience,

lists 1-3 student goals for the stack

describes how you will assess the success of your stack (i.e. how you will know that learning has occurred)

explains how your stack considers the appropriate developmental processes (cognitive, physical, social and emotional development)

how it meets the needs of the diverse learners in your audience (e.g learning styles, special needs, etc.)

Tentative Course Schedule

any changes to this will be described on the announcement page.

1. June 18 - Syllabus, Blackboard, Introductions, ISTE Student & Teacher Standards (see below)

2. June 21 - Word processing as hypermedia & Definition of "Hypermedia."

3. June 25 - Introduction to concept mapping and Inspiration as hypermedia tool.

4. June 28 - Hypertext Fiction

5. July 2 - DUE TODAY: HyperLearning Response.

6. July 5 - PowerPoint / Keynote 3 as hypermedia. Using and citing Internet images (copyright), sound, animation, and extras.

7. July 9 - Work period (TBA) and peer review of Instructional Stack.

8. July 12 - DUE TODAY: Instructional PPT "stack." Introduction to MicroWorlds

9. July 23 - MicroWorlds - Lesson plans and assessment.

10. July 26 - MicroWorlds

11. July 30 - Logo

12. August 2 - Advanced Logo

13. August 6 - DUE TODAY Peer Review of final project,

14. August 9 - DUE TODAY: Final Project and Self-Assessment

1) Read:Success Tips for Online Students. Send me an email commentary. Purchase the textbook and the software. (University Bookstore will mail items to you. 581-1700)

2) Log on to Blackboard Make sure you understand what's there and how to navigate (details below). Please introduce yourself on the Discussion Board with some interesting details that will help others to get to know you. It would be great if you attached a digital picture of yourself
If you have a problem getting into Blackboard, call 1-800-696-4357 right away. (Because of tightened security at UM, I am no longer able to help out with logins.)

3) You are able to email anyone in the class when you are in Blackboard. However, email is automatically sent to an account that the University System assigns to you your.name@maine.edu whether you want a new address or not. You have two choices:

a) RECOMMENDED: Follow these directions for accessing your maine.edu account and set it to forward to your favorite email address.
OR
b) Learn how to use your maine.edu and just plan on accessing it to get info from other class members. When you write to anyone from inside Blackboard, your return address is the maine.edu account. Since most people (including myself) simply hit the REPLY button, you will have mail going to this account.

3) Go to the International Society for Technology in Education's (ISTE) home page: (I recommend that you right-click (PC) or opt-click (Mac) to open ISTE in a new page.) Click-and-hold NETS, select drop down menu For Teachers and For Students. Read and print out copies of the National Educational Technology Standards for Students and Teachers. You will need to refer to these through out the course.

4) You may begin reading and chatting about HyperLearning on the Discussion Board any point. Your response to it is due July 2.

5) ADVANCED:

If you are already familiar with Blackboard, please read Vannevar Bush's article from the Atantic Monthly READING: Bush, V. (1945, July) "As we may think." Atlantic Monthly. Please post your thoughts on the Discussion Board. You might wish to address but I'd rather see you pick your own topics:

* What trends do you see?
* What does any of this have to do with teaching and learning?
* Why do we as a culture get so excited about technology?

More details about Blackboard

Once you get through the login procedure, you see the main Blackboard page. The top and left-hand set of tabs belong to the Blackboard company aren't relevant to this class. You need to click on the name of the course in the upper right. The main categories are:

• Announcements: Just what you'd expect! I've set this as the opening page and will post relevant announcements.)
  
  
• Course Documents: Here's where you'll find the syllabus, classwork and other course-related materials.
  
  
• Assignments: Bi-weekly assignments will be posted here. Most assignments are due by the following class (unless otherwise specified.) If you are planning a vacation, it's OK to do your work ahead of time.
  
  
• Discussion Board: This area provides a space to introduce yourself, Questions and Answers (Q & A), tips, and a place to "post" some of your assignments. Topic areas are called FORUMS. If you are the first person to post or wish to add a new topic, click on ADD NEW THREAD. If you wish to respond to someone's post, press the "Reply" button. Write, spell check, and click "Submit." You should be able to edit or delete your postings; if not, let me know.

• Communication includes links to "Announcements" and "Discussion Board."
  • "Collaboration" is a place for real time (virtual chats), and office hours (Send me an email me if you'd like to meet in an online chat.) You may want to try this out before you need it to see if it works with your Internet connection and to download the requisite Java applet. NOTE: Anything written in the Virtual Class may be archived
  • "Roster" is a list of class members
  • "Send Email" is self-explanatory.
    
    
• Examples:Over the years, I've collected a variety of examples of hypermedia projects.
  
  
• External Links: Self-explanatory.
  
• Tools: Available Options;
  

• Digital DropBox: A space to store your work and a way of submitting homework (upload and send)
• My Grades: Self-explanatory
• User Manual: Need help with some aspect of Blackboard ? Check here.

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Assessment Tools:

E = Exceeds | M = Meets | P = Partially Meets (Approaching) | N = Does Not Meet Standard (Developing)

Project 1 Rubric	Exceeds	Meets	Approaching	Developing
Plans a developmentally appropriate instructional "stack" that addresses	-Developmentally appropriate levels of difficulty are considered in content and processes. - Provides multiple learning activities (at least 2 interactive) to meet specific needs of learners in a cohesive instructional design.	- Developmentally appropriate levels of difficulty are considered in content and processes. - Contains at least 1 interactive learning activity.	- Developmentally appropriate levels of difficulty in content are considered as a part of project but are incomplete. - An attempt is made at Interactivity. Project is mostly linear.	- Developmentally appropriate levels of difficulty in content lack many areas of consideration or are questionable. - No Interactivity. Project is linear.
Teacher slide PROCESSES: cognitive, physical, social, and emotional development (see ISTE)	Teacher information slide addresses the audience and thoroughly explains how this lesson relates to the processes. - Teacher information slide thoroughly addresses the diverse needs of learners.	Teacher information slide addresses the audience and 2 or 3 processes. - Teacher information slide addresses some learners' needs.	Includes teacher information slide but has little information regarding processes. - Includes teacher information slide but does not address learners diverse needs.	Does not include a teacher information slide.
Meet diverse needs of learners	- Technology resources and strategies are selected that include attention to diverse learning styles, special education needs, and language acquisition. Plan provides challenging and creative opportunities for learners.	- Technology resources and strategies are selected that include attention to diverse learning styles, special education needs, and language acquisition.	- Technology resources and strategies support narrow sets of needs rather than a diverse array of learner needs.	-Tech resources and strategies are selected for some other reason than meeting the diverse needs of learners.
Design	Use of images, sound, white space is creative and adds extra information.	Use of images, sound, white space is appropriate for the content.	Use of images, sound, white space mostly supports the content.	Use of images, sound, white space is inappropriate for the content.
Technical Skill	Project is free from errors in spelling, grammar, citation of sources and mechanics.	Projects contains only 2 or 3 errors.	.Projects contains more than 3 errors.	Project contains numerous errors in spelling, grammar, citation of sources and mechanics.

	Evaluation Criteria for HyperLearning
40 %	A clear main topic(s) that go beyond the obvious. (I.e. shows thought)
40 %	Evidence of completing assigned reading (including research portion.) I am not looking for a regurgitation of details just demonstrate that you've done a thorough reading.
10 %	Writer relates personal opinions and reflects how this assignment relates to his or her experiences.
10 %	Relevance to teaching and / or learning

Self Evaluation Rubric	Exceeds	Meets	Approaching	Developing
Make informed decisions to improve student learning	Self-reflection shows extensive critical thinking in how this class will affect teaching in learning in classroom. Applies current research and theory to past effects and future plans. Details action research or classroom technology integration plans resulting from this course's projects.	Self-reflection shows some critical thinking in how this class will affect teaching in learning in classroom. Mentions current research and theory in reflection. Periodically updates action research projects, classroom technology integration plans, and professional development plans.	Self-reflection shows minimal critical thinking in how this class will affect teaching in learning in classroom. Gives minimal attention to current research and theory in reflection. Investigates engaging in action research and sketches out technology integration plans.	Self-reflection shows no critical thinking in how this class will affect teaching in learning in classroom. Does not mention current research and theory in reflection. Does not evaluate work in this course in terms of looking for ways to improve student achievement. Some reflections on experiences are present.

 

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