CMI Course Goal

1.                  Students should be able to describe the course/instruction design process in their own words

2.                  Students should be able to describe the impact of computers in the classroom in their own words

3.                  Students should be able to describe the issues surrounding distance education in their own words

4.                  Students should be able to analyze textual digital information, critic it, and support their critic. (needs to be split into more detailed statements)



1.                  Read seed article (as assigned)

2.                  Write weekly reflection in blog from framing questions, reading, and class discussion

3.                  Read weekly reflections in other team members blogs

4.                  Write weekly comment on other team members blogs using targeted questions to help them draw out data

5.                  Using seeding articles research similar, either Format 1 or Format 2 as noted in assignments, articles that further develop the topic (during assigned weeks) and post to CiteULike.  Discuss the articles in your blog entry.

6.                  Read one other team members article(s) – based on which Seed Reading Format is assigned - (during assigned weeks) from CiteULike.  Discuss the article(s) in your blog entry.

7.                  Project 1 – write a training skeleton for one area that you could teach to your team.

8.                  Project 2 – write a short paper discussing how computers could be used in the classroom to teach topics related to your Project 1

9.                  Project 3 – write a short paper discussing how your Project 1 could be taught using distance education

10.              Grad student project – interview an experienced skills trainer to discuss how they use the areas we have discussed in class.  (More information will be given to grad students separately.)

11.              Final exam – answer the essay questions by referring to your blog entries.  In each answer cite where you addressed the issue in your blog (date, paragraph, and line). If you did not reflect on related topics in your blog please provide information on why you did not do so in your answer.


Seed Reading Formats:


Format 1 – Read the assigned article.  Find two additional articles that address areas presented in the assigned seed article.  Post the new articles to CiteULike.  Discuss the article and why you chose it in your blog; include any keywords you used in your search.  Then you should read one additional article from those chosen by each of your team members.  Those articles should be discussed in your blog as well.


Format 2 – Follow the instructions in Format 1 with the following two exceptions:  1) you are required to find only one related article, and 2) you are required to read only one article from each of your team members.



Weekly schedule:


August 29, 2005           Introduction & Library Training

            In class activity:  Iannuzzi, P., Mangrum, C. T., II, & Strichart, S. S. (1999). Teaching Information Literacy Skills. Boston: Allyn and Bacon.


September 12, 2005     Technology competencies:  Weblogs, OnCourse, & CiteULike

            Class reading:  Wiggins, G. & McTighe, J. (1998). What is backward design?  In Understanding by Design (pp. 7-19). Upper Saddle River NJ: Merrill Prentice Hall. 


September 19, 2005     Identifying the Needs and Goals for Instruction

            Seed reading (format 1):           Morrison, G. R., Ross, S. M., & Kemp, J. E. (2001).  Identifying the Need for Instruction.  In Designing Effective Instruction (pp. 24-43) (3rd ed.). Hoboken NJ: Wiley.

September 26, 2005     Learner, Context, and Task Analysis

            Seed readings (format 2):          1) Learner Analysis in Instructional Design:  The Affective Domain.  Available at .

                                    2) Recommended Methods: 2. Analyse context of use.  Available at .

                                    3) Task Analysis.  Available at .

                                    Example:  Task Analysis.  Available at .


October 3, 2005          Assessment

            Seed reading (format 1):  Angelo, T. A. & Cross, K. P. (1993).  What is Classroom Assessment?  In Classroom Assessment Techniques:  A Handbook for College Teachers (pp. 3-11). San Francisco CA: Jossey-Bass. 


October 10, 2005        Prototyping

            Seed reading (format 1):  Gentry, C. G. (1994).  Prototyping.   In Introduction to Instructional Development:  Process and Techniques (pp. 159-176). Belmont CA: Wadsworth.

October 17, 2005        Shared Learning Environments - Oncourse, Blackboard, WebCT, etc.

            Class reading:   Ewing, J. & Miller, D. (2002). A framework for evaluating computer supported collaborative learning. Educational Technology & Society, 5.

**Project 1 due via OncourseCL drop box**


October 24, 2005        Microcomputers in the classroom

            Seed reading (format 1):  Geisert, P. G. & Futrell, M. K. (2000).  Using Computers in Teaching:  A Professional Goal with Primer.  In Teachers, Computers, and Curriculum:  Microcomputers in the Classroom (3rd ed., pp. 1-29).  Boston: Allyn and Bacon.


October 31, 2005        Technology and Information Literacy

            Seed reading (format 1):  Spitzer, K. L., Eisenberg, M. B., & Lowe, C. A. (1998).  Technology and Information Literacy.  In Information Literacy:  Essential Skills for the Information Age (pp.207-219).  Syracuse NY: Clearinghouse on Information & Technology Syracuse University.


November 7, 2005       Sociable Computing in the Education – Interactivity

            Seed reading:  Sivaradje, G. & Dananjayan, P. (2001). Interactive computer mediated communications for distance education and its limitations. IETE Technical Review, 18, 277-282.


November 14, 2005     History of Distance Education

            Class reading:  Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003).   “Definitions, history, and theories of Distance Education.  In Teaching and Learning at a distance:  Foundations of Distance Education. (2nd ed., pp. 27-59).  Upper Saddle River NJ: Merrill Prentice Hall.


**Project 2 due via OncourseCL drop box**


November 21, 2005     Adapting training to a distance environment

            Seed reading (format 1):  Woodman, M., Milankovic-Atkinson, M., Sadler, C., & Murphy, A. (2001). From Conventional to distance Education:  Adopting a Pedagogy and Managing the Transformation. In J.Stepehenson (Ed.), Teaching & Learning Online:  Pedagogies for New Technologies (pp. 150-161). London: Kogan Page.


November 28, 2005     Networked Learning

            Seed reading (format 1):  Chute, A. G., Sayers, P. K., & Gardner, R. P. (1997). Networked Learning Environments. In T.E.Cyrs (Ed.), Teaching and Learning at a Distance:  What It Takes to Effectively Design, Deliver, and Evaluate Programs (pp. 75-83). San Francisco CA: Jossey-Bass.


December 5, 2005       Which is better face-to-face or distance?  With or without computers?

            Class reading:  1)  Hara, N. & Kling, R. (2000). Students' distress with a web-based distance education course:  An ethnographic study of participants' experiences. SLIS Working Papers [On-line]. Available at: .

            2) Cuban, L. (2001).  Are Computers in Schools Worth the Investment?  In Oversold & Underused:  Computers in the Classroom (pp.178-197). Cambridge MA: Harvard University Press.

            3) Stoll, C. (2000).  Arrogance of the Techies.  In High-Tech Heretic:  Reflections of a Computer Contrarian (pp.111-125). New York: Anchor Books.


**Project 3 due via OncourseCL drop box**


December 12, 2005     What have we learned?

            No reading


**Graduate Student Projects due via OncourseCL drop box**