Text:

Supplies:

• 3.5" diskettes (minimum of 3)
• Pocket folders (minimum of 2)

Prerequisites:

Course Description:

This course provides a broad introduction to the development of computer-based learning environments. It covers the theory and practice of using the computer both in the classroom and individually for learning. It covers a wide range of possibilities from multimedia presentation of material to constructive environments and computer-based instructional systems.

Course Grades:

Schedule:

See the schedule at this link.

Class Policies:

Attendance: Although grades will not be directly based on attendance, success in this course depends on your attendance and participation.

Reading: Class topics will follow the order of topics in the schedule. You should read ahead to prepare for each class.

Assignments: Class work will be assigned on a regular basis. These assignments should be completed individually. You may ask each other for general advice, but you should not share final answers unless you have been told to do so.

Exam: You MUST read the text and other assigned readings to do well in this class. As much as one third of the material on the tests may be information in the text that was not discussed in class. Exams may contain multiple choice, true-false, fill-in, short answer, and/or discussion questions.

Assignment Due Dates: I expect assignments to be completed on time. There is a 10% penalty for late assignments turned in within 1 week of due date and 50% penalty for assignments turned in thereafter until the end of the course. I use this system even in the event of "excusables," such as minor sicknesses or other unforeseen conflicts. However, any exceptions to this policy are made at my discretion and based on my sole judgement.

Objectives:

The course objectives focus on the three principle components of the course: design, development, and evaluation.

At the end of this course, participants will be able to:

Design Objectives

• Represent lesson conditions, options, and sequence effectively using a design model;
• Design CIS lessons that incorporate appropriate lesson and student activities;
• Design CIS lessons that are empirically supportable and instructionally sound;
• Design lessons that use the capabilities of the computer effectively, efficiently, and appropriately;

• Convert lesson design model to a CIS Web site that meets lesson specifications;
• Create CIS Web sites that utilize modular principles;
• Creat CIS Web sites that work as planned, without "crashing" or improper execution;

• Apply evaluative cirteria to both existing and personally developed CIS lessons to determine cosmetic, program, curriculum, and instructional adequacy;
• Identify information and techniques that will improve the adequacy of existing and personally developed CIS lessons;
• Identify those features of CIS lessons that should be available in virtually any CIS lesson;
• Identify those features that are uniquely suited to specific CIS design models;