Course Goals and Objectives
The ends in view for this course are to help learners:
- Gain proficiency in the utilization of videoconferencing for inclusive
distance educational settings
- Identify issues involved in the creation of remote learning communities
through use of interactive technologies including:
- Positive and negative impacts upon the quality of education
in the work place, school and the home
- Moral, legal, and ethical implications
- Economic, social and cultural implications
- Demonstrate knowledge of basic operations, terminology, and capabilities
of distance learning technologies, including use of the World Wide Web,
videoconferencing and computer-mediated communications
- Make informed and critically reflective decisions regarding the creation
and utilization of various technologies in distant educational environments
- Demonstrate the application and use of computer-based and videoconferencing
technologies for teaching and learning.
Weekly reading assignments will be posted on BlackBoard. A complete schedule
may be viewed in the Course Documents area.
Study guides will be made available for all readings assigned in ECI
646. They will be found in the Course Documents section of BlackBoard.
Discussion Questions for Readings
Questions will be posted for the weekly readings in the BlackBoard discussion
All assignments are more completely defined and operationalized in BlackBoard.
Investment in the class as evidenced by
- Class attendance
- Creative contributions
- Critical Reflection
- Computer conferencing assignments such as critical reviews or summaries
of assigned readings.
- One posted reaction paper per week on Blackboard.
- Ongoing discussions. Two meaningful interactions per week on Blackboard.
Lead one weekly discussion
- Choose one book chapter and/or week topic
- Prepare a fifteen minute lecture on the topic
- Must include the use of a variety of media, including two of the
- Document camera
- Computer-based presentation software
- Distributed print materials
- lead a multi-point discussion on the main points of that reading
Semester project (Due December 4)
Create a thematic distance education lesson utilizing appropriate media
with a focus on videoconferencing. Steps will include:
- Topic selection - what will you teach (due Jan 30)
- Planning document - media selection, audience, curriculum plan (due
- Prototyping - work in progress presented regularly to class (ongoing)
- Implementation of working model (due Feb 20)
- Paper-based support materials for students (due Mar 6)
- Materials created in at least three media (due Apr 3)
- Discussion of theoretical basis for design (due Apr 17)
- Evaluation Model (due Apr 24)
- Self and Peer evaluation of project (due December 4)
All steps in this process are understood to be iterative, but good drafts
should be turned in on the due dates. All aspects of the project are to
be completed by December 4.
Tests and Examinations
Weekly quizzes and challenges will help give practice and anchor the
readings. These quizzes will count towards the Participation grade.
A Part One exam. This short exam will cover course topics to this point.
It will consist of multiple choice and short answer questions.
A midterm performance exam will cover course topics to this point. It
will consist of a group of questions to be completed within one week.
Resources and design guidelines will be given.
A final performance exam will encompass all course topics. Students will
be asked to perform various tasks in line with the course objectives.
This exam will be given during ODUs final exam week.