About OTL @ McDaniel

McDaniel's Online Teaching and Learning track (planned soon to be a stand alone certificate) is designed to meet the needs of classroom teachers (K-20), professional development trainers, and any individual interested in the design, development, and delivery of online learning.

The track consists of three 3-credit hour courses and one 4-credit hour capstone course.

OTL 501: Foundations of Online Teaching and Learning
OTL 502: The Technology of Online Teaching and Learning
OTL 503: Designing Online Learning Environments
OTL 590: Portfolio Project (Capstone)

Together, OTL 501, OTL 502, and OTL 503 focus on:

• the theoretical foundations of online teaching and learning
• flexible and appropriate instructional design strategies for learner-centered, online course design
• strategies for establishing community, appropriate online personae, and managing an online class
• strategies for assessing online projects, conferences, and ePortfolios
• practical hands-on experiences with the basics of Web page development and multimedia production, as well as building and managing online learning objects

Although the OTL series is not prescriptive in terms of theory and pedagogy, it does emphasize learning design (which focuses on the needs of the learner) over the traditional Systems Design (which, it can be argued, has tended to focus more on the needs of the instructor). To that end, we carefully consider collaborative learning, student-centered strategies, constructivist pedagogies, and performance (digital portfolio) assessments. While giving due respect to Systems Design and behaviorist learning theories, one goal of this program is to seek less industrial course development processes and more flexible design strategies--ways of putting together online learning courses and activities that are, it is hoped, more appropriate to students, as well as to the institutional/cultural situations most faculty and trainers find themselves in.

The purpose of OTL 501 is for the participant to develop his/her own theoretical framework appropriate to online learning. OTL 502 covers the essential technical skills necessary for building basic online learning activities. OTL 503 uses the theory from 501, the skills from 502, and applies them both as participants develop an appropriate design process, build the complete structure of an online class with at least one content module, and start to apply best practices for preparing and teaching an online class. In OTL 590, the capstone course, participants complete the design and development of the online class and document each design decision in an online portfolio--connecting each decision and class component with appropriate online theoretical, pedagogical, and technological contexts.

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Course Description

OTL-502: THE TECHNOLOGY OF ONLINE TEACHING AND LEARNING (3 credit hours) provides students with the basic technical skills for using media appropriately in the context of online teaching and learning. The class will consider fundamental design principles and best practice strategies for learning activities for an online learning platform. The primary assessment of the course will be the development of an online digital portfolio that displays (and reflects upon) using a variety of online media for learning activities.

Course Objectives

Students who complete Technology of Online Teaching and Learning (OTL 502) will be able to:

• Describe the range of technologies used in the design, development, and delivery of online learning and understand the practical implications of applying them
• Discuss the technological context that affects online teaching and learning, including such issues as SCORM, learning objects, 508 compliance, and appropriate asynchronous and synchronous systems
• Complete an online digital portfolio that demonstrates basic practical Web skills
• Create/edit basic graphics for the Web that support online learning
• Use audio and video to support an online learning activity/lesson/tutorial
• Use, when appropriate, captioning software and/or alternative scripts for multimedia

Course Requirements and Deliverables

Each member of this class is expected to:

1.	actively participate in weekly discussion forums		30%	rubric
2.	create an online portfolio in HTML that hyperlinks to:		5%	design rubric
	2a.	benchmark portfolio critique	5%	details and rubric
	2b.	one online learning activity/lesson/tutorial with text and graphics	10%	details and rubric
	2c.	one online learning activity/lesson/tutorial that includes audio	10%	details and rubric
	2d.	one online tutorial/report that uses video... or on how to use Wikis or Blogs or Podcasting or Vodcasting for your particular discipline/teaching situation	15%	details and rubric
	2e.	development notes	25%	details and rubric
	2f.	a collection of best discussion posts on the topic of SCORM, Learning Objects, 508 compliance, and/or Universal Design for Online Learning (minimum 500 words)	--

NOTE: For some students, learning the technologies for designing, developing, and publishing an online portfolio in HTML will be the most difficult and time-consuming part of this class. For others, however (those with considerable Web development experience), it is likely to be the easiest.

For those of you who already have experience using Web development software, we hope you will use this class to expand your skills and share them with us.

For instance, do you know how to use PHP? Can you create forms? Do you know how to use CGI-PERL? Java? Can you create animations in Flash? Quizzes in Flash? Do you know how to use captioning software? For your portfolio, you can write tutorials on how to use those technologies. Or you can produce learning activities using them.

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Expectations

In terms of time and commitment, this course is based on the traditional, 3-(graduate)-credit-hour semester. That means we expect participants to do the same amount of work in 8 weeks as they would in a regular long semester.

It is expected and that each participant sign on to Blackboard at least twice a week and participate in the Discussion Forums.

To do well in this class, participants should expect to spend approximately 105 hours, roughly divided as follows:

• 20 hours in outside reading
• 25 hours participating in online discussions, collaborative activities, and peer review
• 60 hours in learning new technologies and preparing an online portfolio

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Course Materials: Books / Hardware / Software

BOOKS

• Gillani, B. (2003). Learning theories and the design of e-learning environments. Lanham, Maryland: University Press of America.
• Ko, S., & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton Mifflin.

HARDWARE

Obviously, you need a computer with an internet connection and audio and video capability (this includes a microphone and speakers or headphones). Broadband is not absolutely necessary, but highly recommended.

SOFTWARE

Virus Protection: It should go without saying that any computer you take to the internet should have a virus protection program that is updated at least once a week. We also recommend firewall protection and internet security packages offered by Norton and McAfee.

Flash Plugin. You will need a recent version of Flash connected to whatever browser you use. You will need this to view the Show Me videos produced for this class. And you may end up creating such videos yourself.

Costs:

You may need to spend $29.95 for Quicktime Pro, especially if you really podcast (and not just create audio files). With that one possible exception, however, every piece of software required to create material for this class can be downloaded for free or for a functioning 15-30 day trial.

Programs you will definitely need

A. You will need a Web Editor. If you already have a program, such as Dreamweaver in the Adobe Studio suite, please continue to use that. If you do not have a program, we suggest (and will offer basic instructions for) Mozilla Composer, which is a part of the Mozilla suite...and free.

B. You will need an FTP Client. If you already have a program, such as Cute or WS-FTP, please continue to use it. If you do not have a program, however, we suggest (and will offer basic instructions on) FTP Commander, which is free.

C. You will need an Graphics Editor. There are so many around. If you already have a program, such as Photoshop, Fireworks, or PaintShop Pro, please continue to use it. If you do not have a program, however, we suggest (and will offer basic instructions on) PhotoFiltre, which is free.

D. You will need an Audio Editor. If you already have a program, please continue to use it. If you do not have a program, however, we suggest (and will offer basic instructions on) Audacity , which is free.

Other programs you may need for Modules 4-6.

• Quicktime Pro ($29.95)
• Camtasia Studio. (30-day free trial) records screen, audio, and video on your computer and allows them to be converted into an online video for tutorials/presentations. Probably one of the best ways to convert narrated Powerpoint files into vodcasts. It produces 508 compliant and SCORM compliant "movies." (You can export to a Flash file with IMS manifest files, etc.) In fall 2006, a single copy can can be purchased from JourneyEd for $149.00. It is definitely worth trying out.
• iTunes (free)
• MagPie Captioning Software with both Windows and MacOS editions. Creates captions and audio descriptions for rich media (free)
  • Note: MagPie 2x requires the download of Quicktime and Java Runtime Edition (JRE), so follow directions on their Site closely.
• RealProducer Basic (free). Converts some audio/video files to Real streaming files.
• AuthorPoint by AuthorGen (30-day free trial--only first two minutes of movie work) Converts PowerPoints to SCORM compliant Flash (retail $299)
• Articulate (15-day free trial ). High end and pretty expensive. Converts PowerPoints to Flash movies (retail $699.00)
• FlashPoint (a free trial version available) PowerPoint plugin that converts the presentation to Flash. Retail. $49.00

Key Dates

DATE	Class Begins
DATE	home page of portfolio should be uploaded, with hyperlink to benchmark critique and development notes (in progress)
DATE	"Text and Graphics" Learning Activity uploaded and hyperlinked from portfolio home page
DATE	Collection of best discussion posts on "Technological Context" uploaded and hyperlinked from portfolio home page
DATE	"Audio" Learning Activity uploaded and hyperlinked from portfolio home page
DATE	Online Tutorial/Report (using video) or on How to Use Wikis, or Blogs, or Podcasting, or Vodcasting in an online teaching/learning situation. Portfolio complete

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Grading Policy

Grades will be apportioned as follows:

Grading Guidelines

According to Graduate School grading policy, the following symbols are used: "A "--excellent; "B"--good; "C"--passing; and "F"--failure. In this course, assignment and course grades will be calculated as follows: "A" = 90-100; "B" 80-89; "C" =70-79; "F" --<70

The grade of "B" represents the benchmark for the Graduate School. It indicates that the student has demonstrated competency in the subject matter of the course, i.e., the student has fulfilled all course requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these materials and concepts in clear, reasoned, well organized and grammatically correct responses whether written or oral.

Only students who fully meet this standard and, in addition, who demonstrate exceptional comprehension and application of the course subject matter, merit an "A".

Students who do not meet the benchmark standard of competency fall within the "C" range or lower. They, in effect, have not met graduate level standards. Where this failure is substantial, they earn an "F".

The Grade Of "I" (Incomplete): The grade of "I" is exceptional and given only to students whose completed coursework has been qualitatively satisfactory but who have been unable to complete all course requirements because of illness or other extenuating circumstances beyond their control. The grade of "I" may be considered only for students who have completed at least fifty percent (50%) of the total coursework requirements and who have received a passing grade on all the coursework, which they have completed The instructor retains the right to make the final decision on granting a student's request for an "I", even though the student may meet the eligibility requirements for this grade.

Writing Standards

Effective teachers and trainers are also effective communicators. Written communication is an important element of the total communication process. The Graduate School recognizes and expects exemplary writing to be the norm for course work. To this end, all papers, individual and group, must demonstrate graduate level writing ability and comply with the format requirements of the Publications Manual of the American Psychological Association (latest ed.). Careful attention should be given to source citations, proper listing of references, representation of numbers, and the presentation of tables and figures.

Policy on Academic Integrity (Plagiarism)

Plagiarism is the intentional or unintentional presentation of another person's idea or product as one's own. Plagiarism includes, but is not limited to the following: copying verbatim all or part of another's written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes.

The penalties for plagiarism include a zero or a grade of 'F' on the work in question, a grade of 'F' in the course, suspension with a file letter, suspension with a transcript notation, or expulsion.

Note: Work submitted for this class must be your own, and it must be original to this course. If you have questions regarding this stipulator, please consult instructor.

Honor Code

The McDaniel College community affirms its commitment to the ideals of personal integrity and community honor, including academic endeavors and respect of personal property. Academic violations consist of cheating, plagiarism, revamping other student's work, and misuse of library materials and electronic media. Students will uphold the Honor Code in all endeavors.

Successful Online Learners

Beyond motivation and self-discipline, following are the other traits we find successful online students have in common:

1. Online Learners actively participate in conferences. The conferences are set up to help you better understand a specific aspect of the course. Taking part in the interchange will lead to a better understanding of the topic.
2. Successful Online Learners are active members of their student group. Blackboard has a special feature that allows students to work in a private study area with or without the faculty member. This is an excellent place to work out your strategies on group work or run ideas by your course mates.
3. Successful Online Learners take advantage of the fact that there are no time and place barriers. Students can access their courses 24 hours a day, seven days a week, at home or away. The coursework fits their schedule, it doesn't dominate it. They work on their course when they can give their full concentration to it.
4. Successful Online Learners ask questions. They put their questions in the Café whenever they have a question, and before they can forget it.
5. Successful Online Learners work at their own pace. Some modules may take some students longer than others (others may take less time). Because there is no rigid pacing as required in a classroom, successful students take the extra time they need to absorb material before moving on.
6. Successful Online Learners are adventuresome. The course material provided on the Web is just the beginning. The advantage of the medium is the window it provides to all sorts of electronic libraries and other interesting places to visit that give new perspectives or updates on the course material. Research is easier on the Web, and research is a significant advantage in understanding college-level material.
7. Successful Online Learners understand the power of their computer. In addition to the Web resources, online learners know how to manipulate text, cut and paste citations (always using proper references, of course), e-mail, and chat.
8. Successful Online Learners start early. They don't wait a few before they get started. They log on right away, get an overview of the course and the workload, plan their five weeks, and surf around to see what resources are available (help desk, tutorials, etc.).
9. Successful Online Learners keep an informal and clear writing style that aids online communication, which is predisposed to textual ambiguity.
10. Successful Online Learners give correspondents the benefit of the doubt when their intentions seem unclear. Ask for clarification and always assume the best intentions. Sometime, it takes patience, courtesy, and kindness to listen through the noise.
11. Successful Online Learners submit work on time.

Contact Information

The instructor will be checking into the course several times a week and will be posting messages and announcements regularly.

• Email: instructor email

If you do not receive a response same day, you can usually expect a response within the next 24 hours.

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Technical Help

Steve Kerby can be reached at skerby@mcdaniel.edu or 410-386-4686.

Phone calls are only returned during business hours. Email, however, is usually answered 7 days a week during all hours. It is advisable to include OTL in the email subject header.

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