http://classweb.lis.uiuc.edu/~haythorn/Teaching/ELFall2006.html
Moodle: http://courses.lis.uiuc.edu/course/view.php?id=19
Caroline Haythornthwaite (haythorn@uiuc.edu)
Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign
Tuesday, 9-11:50am, Room 109, LISB, 501 East Daniel St.
Dates: Aug. 29, Sept. 5, Sept. 12, Sept. 19--online, Sept. 26, Oct. 3, Oct. 10, Oct. 17, Oct. 24, Oct. 31--online, Nov. 7, Nov. 14, Nov. 21: Thanksgiving, Nov. 28, Dec. 5
Note: The expectation for readings is 4 journal length pieces per week. Some weeks currently list more than that. Final readings will be determined in class.
Garrison, D. R., & Anderson, Terry. (2003). E-learning in the 21st century: A framework for research and practice. RoutledgeFalmer, NY.
Lea, Mary R. & Nicoll, Kathy (Eds.) (2002). Distributed learning: Social and cultural approaches to practice. RoutledgeFalmer, NY.
Haythornthwaite, Caroline & Kazmer, Michelle M. (Eds.) (2004). Learning, culture and community in online education: Research and practice. NY: Peter Lang.
Participation is required in class, and on bulletin board discussions and wiki where requested. All students are required to keep up with readings. Some weeks pairs of students will be assigned to post summaries of the readings and to help lead discussions.
Two parts
I. Pedagogy
Select a learning theory or pedagogical approach to teaching. Explain this perspective, giving examples of how it translates into teaching a class or course on any topic of your choosing (not confined to elearning topics). The point of this exercise is to come to understand in more depth one pedagogical approach to teaching and learning.
--AND--
II. Planning an online implementation
Taking the pedagogical approach you described in part I, design a class or course on any topic of your choosing to be given online. The point of the exercise is to show how you take the pedagogical principle(s) outlined in part I and implement that into an elearning offering. And, the point is to see where you can easily take a pedagogy online, and where current technology applications affect how easy or difficult it is to do so effectively.
Do ONE of the following
1. System use
¥ Examine an online class to see how the features of the system are used to teach the class
¥ Optional: Compare one or more classes, compare across systems (e.g., LEEP vs MOODLE)
¥ Describe how system features affect how the class is and can be conducted
¥ Information sources: instructors, students, online class materials (syllabi, etc.)
Note: We had an opportunity this term to interview faculty who has just taken up Moodle for their courses this semester. You can interview them on the transition to Moodle, what is easier or more difficult or takes getting used to in Moodle compared to LEEP.
-- OR --
2. System requirement
¥ Research and propose a design feature for an elearning system (you may base it on existing systems or design it independently)
¥ Describe the purpose of the feature, and provide evidence for its actual usefulness to students, instructors or administrators
¥ Design the feature, including screen layouts and appearance to users, source of data, display of data, integration with the existing system
Three parts
Abstract describing intended paper (500 words): Nov. 7
In-class presentation on paper (10-15 minutes): Nov. 28 or Dec. 5
Research paper, single authored (max. 4000 words): Due Dec. 8
This somewhat longer paper is intended for you to explore in more depth the literature and current state of the art on any elearning topic of interest to you. This may address any aspect discussed in the course, and/or other aspects we have not covered. Topics in a previous semesters included online gaming and elearning; mobile technologies and elearning; concept mapping as a technique for designing online courses; visual design considerations for elearning; virtual high schools. You will give a presentation on your project in the
Extra: For your reference
á Levy, P., Ford, N., Foster, J., Madden, A., Miller, D., Nunes, M. B., McPherson, M. and Webber, S. (2003). Educational informatics: an emerging research agenda. Journal of Information Science, 29(4): 298-310.
á Haythornthwaite, C. (2006). The social informatics of elearning. Paper to be presented at the ICS 10th symposium, York, England, Sept 20-22, 2006. http://leep.lis.uiuc.edu/publish/haythorn/Papers/Haythornthwaite_SIandElearning_Aug2006_paper.doc.
a.
Introduction, H&K:
Multiple Perspectives and Practices in Online Education, Haythornthwaite
& Kazmer
b. Chpt 1 H&K: Navigating the Advantages and Disadvantages of Online Pedagogy, Burbules
c. Chpt 2 H&K: Maintaining the Affordances of Traditional Education Long Distance, Bruce
d. Chpt 1 L&N: Information, knowledge and learning: some issues facing epistemology and education in a digital age, Lankspear, Peters & Knobel
a. Herring, S. C. (2002). Computer-mediated communication on the Internet. Annual Review of Information Science and Technology, 36, 109-168.
b.
Mayadas, A. F. (1997). Asynchronous learning networks: A Sloan
foundation perspective. Journal of Asynchronous Learning Networks, 1(1),
online.
http://www.sloan-c.org/publications/jaln/v1n1/v1n1_mayadas.asp
c.
Hammond, M. (2005). A review of recent papers on online discussion
in teaching and learning in higher education, JALN, 9(3), online.
http://www.sloan-c.org/publications/jaln/v9n3/v9n3_hammond.asp
d. Chpt 11 L&N: Flexible literacies: distributed learning and changing educational spaces, Edwards, Nicoll, & Lee
a.
Chpt 1: Bransford, J.
D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People
Learn: Brain, Mind, Experience, and School. National Academy Press:
Washington, DC. Online at: http://search.nap.edu/html/howpeople1
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How
People Learn: Brain, Mind, Experience, and School. National Academy Press: Washington, DC. Online at:
http://search.nap.edu/html/howpeople1.
b. OPTIONAL but recommended: Bransford, Brown & Cocking, Chpt. 6 and 9: The Design of Learning Environments; Technology to Support Learning
c. Swan, K. (2005). A constructivist model for thinking about learning online. Sloan-C Workshop, Victoria BC. http://leep.lis.uiuc.edu/fall05/lis590el/constructivist_theory.doc
d. Putnam, R.T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Ralph T. Putnam; Hilda Borko
a. Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. In T. Koschmann, (Ed.) CSCL: Theory and Practice of an Emerging Paradigm (pp.1-23). Mahwah, NJ: Lawrence Erlbaum.
b. Stahl, G. (2004). Building collaborative knowing: elements of a social theory of CSCL. In Jan-Willem Strijbos, Paul A. Kirschner & Rob L. Martens (Eds.), What we know about CSCL and implementing it in higher education (pp. 53 – 85). Norwell, MA: Kluwer.
c.
Scardamalia, Marlene & Bereiter, Carl (1996).
Computer support for knowledge-building communities. In T. Koschmann, (Ed.) CSCL:
Theory and Practice of an Emerging Paradigm (pp.
249-268). Mahwah, NJ: Lawrence Erlbaum.
– OR –
Scardamalia, M. (2005). Online learning and knowledge building environments. In G. Kearsley (Ed.), Online
learning: Personal Reflections on the Transformation of Education. (pp. 350-358). Englewood Cliffs, NJ: Educational
Technology Publications.
d.
Chpt 8
L&N: From independent learning to
collaborative learning: new communities of practice in open, distance and
distributed learning, Thorpe
a. G&A: Chapters on Social presence, Cognitive presence, and Teaching presence
b. Pelz, W. (2004). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 8(3): 33-46, 2004. http://www.sloan-c.org/publications/jaln/v8n3/v8n3_pelz.asp
c. Swan, K. (2002). Building Learning Communities in Online Courses: the importance of interaction. Education, Communication & Information, 2(1), 23-49.
d. Chpt 11 H&K: Lawton & Montague
Extra: Games in education
á BBC News (January 13, 2006,). Computer games 'motivate pupils'. Retrieved August 17, 2006 from: http://news.bbc.co.uk/1/hi/education/4608942.stm
á Kirriemuir, J. & McFarlane, A. (2004). Literature Review in Games and Learning: A Report for Futurelab. Futurelab. http://www.futurelab.org.uk/download/pdfs/research/lit_reviews/Games_Review1.pdf
á Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. NY: Palgrave Macmillan.
Guest
10:30: Rae-Anne Montague to present on dissertation work, particularly learner-leader model
a.
Swan, K. (2006). Online Collaboration, JALN, 10(1), online,
whole issue.
http://www.sloan-c.org/publications/jaln/v10n1/index.asp. Papers:
á Swan, K. Online Collaboration: Introduction to the Special Issue
á Haythornthwaite, C. Facilitating Collaboration in Online Learning
á Garrison, D. R. Online Collaboration Principles
á Shea, P., A Study of Students' Sense of Learning Community in Online Environments
á Swan, K., Shen, J. & Hiltz, S. R., Assessment and Collaboration in Online Learning
b. Wasson, B. & M¿rch, A. I. (2000). Identifying collaboration patterns in collaborative telelearning scenarios, Educational Technology & Society, 3(3), online. http://ifets.ieee.org/periodical/vol_3_2000/c04.html
a. Barab, S. A., Kling, R. & Gray, J. H. (2004). Introduction: Designing for virtual communities in the service of learning. In S.A. Barab, R. Kling & J.H. Gray, (Eds.). Designing virtual communities in the service of learning (pp. 1-15). NY: Cambridge University Press.
b. Chpt 15 H&K: Gengler
c. Chpt 16 H&K: Searing, Library services and outreach to elearners
d. Bruckman, A. (2004). Co-evolution of technological design and pedagogy in an online learning community. In S.A. Barab, R. Kling & J.H. Gray, (Eds.). Designing virtual communities in the service of learning (pp. 239-255). NY: Cambridge University Press.
á Riel, M. & Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In S.A. Barab, R. Kling & J.H. Gray, (Eds.). Designing virtual communities in the service of learning (pp. 16-50). NY: Cambridge University Press
á Chpt 3 H&K: Community development among distance learners: Temporal and technological dimensions, Caroline Haythornthwaite, Michelle M. Kazmer, Jennifer Robins, & Susan Shoemaker
á
Chpt 4 H&K:
Catch a Cyber by the Tale: Online Orality and the Lore of a Distributed
Learning Community, Betsy Hearne & Anna Nielsen
á Kazmer, M. M. (2005). Community-embedded learning. Library Quarterly 75, 190-212. http://mailer.fsu.edu/~mkazmer/kazmer_embedded_learning_lq.pdf
á
Chpt 11
L&N: Identity, community and
distributed learning, Kirkup
á Haythornthwaite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed learning communities. In K. A. Renninger & W. Shumar, Building Virtual Communities: Learning and Change in Cyberspace (pp. 159-190). Cambridge: Cambridge University Press. – OR – Haythornthwaite, Social network aspects of online learning communities. Paper to be presented at the LearnIT research program, Online Learning Communities in Context seminar, Gšteborg, Sweden, Oct. 30-Nov. 1, 2006.
á Nardi, B. & OÕDay, V. Chapter 4 in Information Ecologies: Using Technology with Heart. Available online at http://www.firstmonday.org/issues/issue4_5/nardi_chapter4.html
á Star, S.L. & Strauss, A. (1999). Layers of silence, arenas of voice: The ecology of visible and invisible work. CSCW, 8 (1-2), 9-30.
á Chpt 5 H&K: Juggling Multiple Social Worlds: Distance Students Online and Offline, Kazmer & Haythornthwaite
á Chpt 9 L&N: Learning as cultural practice, Crook
Newly found
á
Barab, S.A. & Roth, W-M. (2006). Curriculum-Based
Ecosystems: Supporting Knowing From an Ecological Perspective. Educational
Researcher, 35(5), 3-13. [Sasha A. Barab and Wolff-Michael Roth]
Extra
á Bruce, B. C. & Hogan, M. P. (1998). The disappearance of technology: Toward an ecological model of literacy. In D. Reinking, M. McKenna, L. Labbo & R. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographical world (pp. 269-281). Hillsdale, NJ: Erlbaum. http://www. isrl. uiuc. edu/~chip/pubs/disappearance. shtml
á Haythornthwaite, C. (forthcoming). Digital divide and elearning. In R. Andrews & C. Haythornthwaite, Handbook of Elearning Research, Sage.
á
Chpt 6, L&N:
Distribution and interconnectedness: the
globalisation of education, Edwards
á
Chpt 7, L&N:The English language and ÔglobalÕ teaching, Mayor
& Swann
á Johnson, S. D., Benson, A. D., Duncan, J. R., Shinkareva, O., Taylor, G. D., & Treat, T. (2004). Internet-based learning in postsecondary career and technical education. Journal of Vocational Education Research, 29(2), 101-119. http://scholar.lib.vt.edu/ejournals/JVER/v29n2/johnson.html
á Chpt 10, L&N: The university campus as a Ôresourceful constraintÕ: process and practice in the construction of the virtual university, Cornford & Pollock
á UIUC Global Campus report and plans: http://www.vpaa.uillinois.edu/reports_retreats/Global_Campus/Global_Campus_Final_Report.pdf
á Conole, Gr‡inne; Carusi, Annamaria; de Laat, Maarten; Wilcox, Pauline; Darby, Jonathan (2006). Managing differences in stakeholder relationships and organizational cultures in e-learning development: lessons from the UK eUniversity experience. Studies in Continuing Education, 28(2), 135-150.
á Recent Report: Allen, I. E., & Seaman, J. (2006). Growing by Degrees: Online Education in the United States, 2005 - Southern Edition. Sloan-C. Available from: http://www.sloan-c.org/publications/survey/index.asp
Mobility
á Sharples, M., Taylor, J. & Vavoula, G. (forthcoming). A theory of learning for the mobile age. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of Elearning Research. London: Sage. Available temporarily at: http://leep.lis.uiuc.edu/spring06/lis590ell/Readings/Sharples_etal_Mobile.doc
á Tallman, J. (2000). Who owns knowledge in a networked world? In D.E. Hanna & Associates, Higher Education in an Era of Digital Competition: Choices and Challenges (pp. 185-213). Madison, WI: Atwood.
á Varvel, V., Montague, R-A., & Estabrook, L. (forthcoming). Policy and Elearning. In R. Andrews & C. Haythornthwaite (Eds.), Handbook of Elearning Research. London:Sage.