Star A. Muir 422 Innovation Hall Office Hours: 5:00-6:30pm, Thursday
703.993.2939 smuir@gmu.edu

Course Description

Provides students with an overview of and hands-on experience with technology tools available to enhance classroom and online learning. Examines issues related to the use of technology in teaching and learning and guides students in the development of effective technology-enhanced learning activities.

Prerequisites

Basic familiarity with computer operations, including use of e-mail. Basic skills in word processing (other office applications would be helpful). Basic Internet and electronic database research skills.

Learning Outcomes

1. Students will be familiar with a wide range of technology options to enhance learning and teaching.
2. Students will be aware of the strengths and weaknesses of various technologies and be able to choose the options most effective for a particular teaching situation.
3. Students will be able to design effective learning activities using technology to enhance student learning of disciplinary materials.
4. Students will be able to assess the effectiveness of technology-enhanced learning activities.
5. Students will understand legal and ethical issues associated with using technology to enhance instruction, such as copyright, privacy, and security.

General Course Policies

The following grading scale is in effect for this course (Graduate Catalog, 2003-2004).

A+ = 99-100
A = 93-98
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C = 70-79
F = 69 or less

GMU Honor Code is in full force. Discussion and support between students is encouraged, but in producing course assignments you are presumed to be working alone unless an assignment specifically calls for group or collaborative work.

If you have a disability, let me know as soon as possible.

Material turned in late is reduced 10% for every two days late.

Participation is expected and essential.

Governing Principles

Choice:

• Of skills
• Of ways of knowing
• Of areas of interest
• Of how to complete the course requirements

Fairness:

• A clear understanding of course expectations
• Equal treatment
• Respect for all participants

Interaction:

• Based on common knowledge (reading)
• Sharing

Chaos:

• Life
• Information society
• George Mason University
• This class

Growth:

• Toward achievable goals
• Toward a more effective course

Learning Categories and Related Assignments

Technology Skill Development (15%)

• Instructional Design (20%)
• Assignment #1: Online Activity (5%)
• Assignment #2: Office, Video, Digital Images (5%)
• Extended Learning Experience: Created or Revised Syllabus or Workshop (10%)

Critical Assessment (30%)

• Develop critical resources by reading one book and integrating concepts into presentations and syllabus. (5%)
• Attend and critique two live events that use technology as a teaching tool. (10%)
• Critically assess an online learning resource and suggest specific improvements (10%)
• Complete an “e-journal” recording technology skills development efforts and assessing this learning experience (5%)

Presentation/Demonstration/Dialogue (25%)

• Forum Presentation (5%)
• Practicum Presentation (5%)
• Final Presentation (15%)

Collaborative Activities and Resource Development (10%)

• Participation in class and WebCT discussion (5%)
• Contribution to Class Resource Web page (5%)

On the final day of class, students will collect and submit a final portfolio, which will include all course materials (learning activities developed, syllabus, web page critique, critique of two live events, e-journal, presentation papers and outlines, class resource contribution). This portfolio should be turned in using a folder or a binder, and should include a disk or CD of electronic materials. Contributions to the class resource Web page should be clearly marked or identified.