Multimedia Seeds: Course Materials: E-mail Archives

S621 (Jan 28, 2012) Update
Hello everyone;
Looks like the pleasant 'January thaw' weather is going to hold here through the first of February. Can you believe it? January is almost over. Everyone did fine on the first rounds of Sprout postings; a few missed a partial point (Specific suggestions were given) but there were no major problems with anyone's work.

SO FAR IN THE COURSE
One of the intended goals for a few of the activities early in this class (Garden Introductions, Sprout1) was to have you consider your experiences, ideas and insights with some types of nonprint material formats. That is why you were exposed to the historic ideas of "format bias" and media librarianship and asked directly about audiobooks, MP3s, and the like. These are not questions where there is one right answer or any response is better than another. You were asked to reflect on your own understandings and feelings because during this class, we will continue to focus on digital audio and digital video formats. However I don't think that we can or should separate these formats apart from others (Printed materials for example). I personally view all media formats as each being different sort of "delivery wagon" (Richard Clark) for ideas, information, entertainment, and emotions. Debate about this view and opposing views have been going on for a few decades (Question of whether or not media / technologies can affect learning?).

For more information about the debate, visit:
The Media Effects Debate at Karen Swan's blogsite: Notes on Technology & Learning
http://karenswan.wordpress.com/2006/08/09/the-media-effects-debate/
The Media Debate at EduTech Wiki http://edutechwiki.unige.ch/en/The_media_debate
You were asked to recognize and identify your preferences and biases. During the remainder of the course, try to keep an open mind - - revisit some format options and try some "new things."

Most of my professional life has been spent working in positions weighted toward responsibility for nonprint media. Therefore I often question situations (libraries, schools, etc.) where information packaged in an audio or video format is treated differently than print materials; i.e., use restricted, checkout denied, budgets shifted, etc. Often people think of video as being only entertainment. There are numerous informational and instructional audio and video materials. And many libraries support a large fiction collection that for some users, may be pure entertainment? Some of the reasons for treating nonprint differently do not always hold up to scrutiny. Even when theft / loss are an issue, a close examination of both print and nonprint materials should be used to back up any policy / practice decisions. For example, books are also taken / stolen from libraries, and many cost as much or more than a DVD or audiobook.

PROJECT 1 - MEDIAGRAPHY
If you have not already began thinking about your first project, now is the time to get started on Project1 Mediagraphy
http://eduscapes.com/seeds/course/guide1.html#p1

Part of your assignment task is to narrow or broaden the topic so that your collection represents the best available audio and video items available. That is you have to narrow the topic enough so that you find almost everything available; and widen the topic enough that you can select quality materials - - rather than include everything that can be found. Hope that makes sense.

For ALL of the projects, be sure that that you cover the needed introductory elements that are mentioned in the contents guidelines of the assignment. Identify:
Who - identify the audience, make sure it fits and remember 'one size does not fit all'
What - topic
When - timeframe to be used (Even if hypothetical situation, choose an optimum time for use)
Where - library, what type of library, etc.
Why - Explain why this is needed? by your audience (patrons, users, students)
This is the five W's plus an H?
H stands for how - - how are techniques / strategies employed to accomplish intended the tasks.

In addition, this first project also asks you to explain:
Why audio, video (Justify the media formats that are the focus of our course)
Selection criteria (Explain the basis for your selection of items)
Logically explain all of these details about the selected mediagraphy of Project1, and also for any project. How you organize and structure your document is somewhat open, but most begin with the above details arranged in some fashion and then follow with the annotated items selected for your collection. Organize and structure the project; it's a good idea to use headings and subheadings to make the structure as clear-cut and easy-to-understand as possible.

Within the mediagraphy (bibliography), make the annotations as alike as possible - - same types of information and similar treatment for all items. Realize that that is also shaped by the material formats that are included but whether it is audio, video, website, or a book - - there should be some common core information along with information that is unique to the media type.

Be sure to allow enough time for the peer review process. Get your project posted to Oncourse for the class by Feb. 13th. During that week, you should complete the peer project reviews and make final revisions in time to update your final version on Feb. 20th.

Remember this is not a competition, all projects are graded with the same criteria checklist (the minimum criteria are identified in the assignment). You will share your projects, receive feedback from classmates (peer review), and make any needed updates / revisions before scoring is completed. Classmates can help identify typos and missing elements that impact the final score. In examining the projects of others, you may discover techniques that could enhance and improve your own products. At the very least, you will gain lots of practical ideas and information in your review of other student's work.

PROJECT SPACE
Pardon the duplicate information for some, but I want to be sure that everyone has read the instructions at the Requirements page http://eduscapes.com/seeds/course/require.html

Make sure you read the Personal Web Space section about housing of your course products / projects.

Throughout the semester, you will be sharing your four projects with the class and with the virtual community. This means that you will need to have an online space where you submit and store your class Projects. Rather than relying on university space, it's a good idea to start developing a long-term storage space on the Web for your work (Some of you may already have a website you can use?). Think in terms of an entry / index page that can be extended to include added pages for all your projects. You may also want to create separate pages for other classes. This could easily be expanded to become a part of your professional portfolio.

Project One: Ask that you NOT SUBMIT your Mediagraphy as a Word or PowerPoint document. Reasoning is that the finished projects often involve / contain graphic images and URL links to online resources. Also the size and scope of the project is such that both MSWord documents and PowerPoint presentations are often clunky, cumbersome; their formatting and layouts are easily impaired. This impacts the look and usefulness of the finished product. PowerPoint documents work best as a presentation element rather than as stand-alone documents. The Mediagraphy is meant to be a 'public' project being shared at-large with a library community. Prepare it for a global audience. Therefore think in terms of setting up a webpage at a free-online space. Concentrate on the content of the mediagraphy and develop a clean, professional website. You may use the easy-to-follow templates provided by the host site you select. Here are the links to possible webspace:
1) Google Sites http://sites.google.com/
2) Wikispaces http://www.wikispaces.com/
3) Weebly http://weebly.com

Make sure that you select the free and basic services. Explore the help or tutorials that each site provides: Tours at Wiki and Learn More at Google Sites. You may have knowledge or experience of other such shairing sites; if they will work for you, that is fine.

Once the project is uploaded and checked to see that it displays properly to the public, you can then 'post' a brief introduction and link to its location at the correct Oncourse Forum section. After the final due date, I will follow that posting to score your work (replace your first document with the revised final version).

ONLINE READING
Last week's reading focussed on Audio Collections - - Sprout4: Remote Audio Collections http://eduscapes.com/seeds/collections/games.html is due next Monday as well as a reply / response to Sprout2.

Have a great weekend and productive week. Be sure to continue to email me with questions, concerns, and difficulties encountered.
lj

S621 (Jan 24, 2012) Kwicknote
Many of you are probably aware but at this week's ALA Midwinter Conference in Dallas, the 2012 Youth Media Awards were announced (Monday).
http://ala.org/news/mediapresscenter/presskits/youthmediaawards/alayouthmediaawards

Each year the American Library Association (ALA) honors books, videos and other outstanding materials for children and teens. Recognized worldwide for the high quality they represent, the ALA Youth Media Awards, including the prestigious Newbery, Caldecott, Printz and Coretta Scott King Book Awards, guide parents, educators, librarians and others in selecting the best materials for youth. Selected by committees composed of librarians and other literature and media experts, the awards encourage original and creative work in the field of children's and young adult literature and media.

Some of the awards are directly related to this courses content:
1) Andrew Carnegie Medal for excellence in children's video: "Children Make Terrible Pets" from Weston Woods Studios and based on the book written by Peter Brown, narrated by Emily Eiden, music by Jack Sundrub and Rusty Young, animation by Soup2Nuts.
2) Odyssey Award for best audiobook produced for children and/or young adults, available in English in the U.S.:
"Rotters" produced by Listening Library of Random House Audio Publishing Group. Book written by Daniel Kraus and narrated by Kirby Heybone.
Four Odyssey Honor audiobooks were also selected:

a) "Ghetto Cowboy" produced by Brilliance Audio, written by G. Neri & narrated by J.D. Jackson
b) "Okay for Now" by Listening Library (Random House), written by Gary D. Schmidt & narrated by Lincoln Hoppe
c) "The Scorpio Races" by Scholastic Audiobooks, written by Maggie Stiefvater & narrate by Steve West and Fiona Hardingham
d) "Young Fredle"by Listening Library (Random House), written by Cynthia Voigt & narrated by Wendy Carter

3) Young Adult Library Services Association also announced their Fabulous Films for Young Adults - a a list of films centered around a theme that will appeal to young adults in a variety of library settings. This years' choices were:
2012 Fabulous Films for Young Adults: Song and Dance
http://www.ala.org/yalsa/booklists/fabfilms/fabfilms2012
You can examine previous year's selections for the YALSA lists at http://www.ala.org/yalsa/fabfilms
4) Similarly YALSA announced a list of Amazing Audiobooks for Young Adults 2012
http://www.ala.org/yalsa/audiobooks/2012
You can view other announcements for YALSA awards at http://ala.org/yalsa/

You can view the press release for awards at http://ala.org/news/pr?id=9108

Learn more about the conference at
http://www.alamidwinter.org/

Many libraries and librarians use these award lists in their selection of new materials for their collections. Here I have focused on the non-print awards; however many print awards are announced; i.e. such as the annual Caldecott and Newbery Medal winners, the Michael L. Printz Awards, Coretta Scott King Awards and many, many more.

S621 (Jan 22, 2012) Update
Hi gang,
I've started reading the first Sprout1 exercises; I always enjoy seeing your perspectives and insights regarding each situation or scenario. Sprout 2 was assigned for this week, and calls for very different tasks. Normally I finish up scoring a given Sprout in a few days after the replies are completed.

Your discussions about media librarianship, format bias, special needs and like issues are interesting. As expected, the ideas and discussions are mixed. A few denials of any such issues and others coming in with observations, examples, and experiences. Decades ago in my first school library position, I had equal budgets for print and non-print materials ($ 10 / student for each) - - this was in addition to any equipment monies budgeted. And later I worked in a higher education position where no budget monies were allocated for purchase of audio or video materials - only equipment and supplies. Sprout1 scenarios were purposely designed to be 'open-ended' - - that is, I am not looking for you to have a 'right answer', rather I am interested in your viewpoint, related experiences, and unique insights. The purpose of Sprout1 was to bring ideas and sometimes issues into view, and hopefully you will consider some of these questions again at the end of this course and periodically throughout your library career.

SPROUT2 EXERCISE
Sprout2 http://eduscapes.com/seeds/course/guide1.html#s2 requires that you visit, observe, interview and analyze three different audio video collections. In comparing and contrasting different types of collections; some of you may think outside the 'box' about the type of library. Three branches of a public, school or academic library may not be all that different. Hope that we have a wide variety of audio and video collections that are examined and analyzed. There are diverse and different library collections out there and online, and a reminder that for this course we are focused on their audio and / or video components.

Length of an Oncourse posting - the standard answer is however long it takes. I like to see a well organized, logically structured analysis with emphasis on your comparisons and insights along with good examples. I DISLIKE rambling discourses that do not identify important concepts and elements. And this preparation does relate directly to a needed skill for the library professions - creating, organizing, and developing clear and concise professional reports / documents.

DUE DATES
The 'authority' for assignment due dates normally (See above) is the course calendar http://eduscapes.com/seeds/course/calendar.html If you are working through the course guides; we are now proceeding through the guidepage: Audio and Video Collections http://eduscapes.com/seeds/course/guide1.html

Don't forget that you also need to post at least one reply to a Sprout1 discussion. In order to gain full credit, the response / reply needs to extend the discussion. In other words, it needs to be more than positive feedback or agreement. It needs to bring in added ideas, information, examples that are directly related to the topic. It's fine to post as many responses as you wish, but just make sure that at least one meets the criteria for the extra point.

ASSIGNED READING
In addition to completing Sprout2, posting a reply to Sprout1, this past week you should have read the following websections:
Audio: The Big Picture http://eduscapes.com/seeds/collections/audiobp.html
Audio Collections: Music http://eduscapes.com/seeds/collections/musiccollect.html

Make sure that you read the above two segments completely / carefully. The remainder of the web materials covers some of the different music genres and should have been explored. This is not an inclusive list of music genres, it does not cover all types of music. The main idea is that you should have a basic understanding of each genre; there are linked resources to a few articles that define many of the types of music. Often a brief history is provided. There are links to sites that have music samples and other related information. Hope that you enjoyed those sections, and listened to some sample audio clips. What were your favorites? Consider what other types of music that you would add to these below. How would you group them differently? Make sure that you learn about any type of music that is unfamiliar:
Blues, Jazz, and R & B http://eduscapes.com/seeds/collections/blues.html
Country, Folk, and Bluegrass http://eduscapes.com/seeds/collections/country.html
Children's Music http://eduscapes.com/seeds/collections/children.html
Christian and Gospel http://eduscapes.com/seeds/collections/christian.html
New Age http://eduscapes.com/seeds/collections/newage.html
Rap, Hip Hop, and Dance http://eduscapes.com/seeds/collections/rap.html
Rock, Pop, and Adult Contemporary http://eduscapes.com/seeds/collections/rock.html
Seasonal and Karaoke http://eduscapes.com/seeds/collections/seasonal.html
Soundtracks, Showtunes, & Vocalists http://eduscapes.com/seeds/collections/soundtracks.html
World Music http://eduscapes.com/seeds/collections/world.html

Also complete the assigned Sprout3 for next week.

MESSY CODING IN ONCOURSE POSTINGS
What to do if your posting at Oncourse has a lot of extraneous coding / gibberish? This is sometimes caused by keyboarding into a program such as MSWord and then copying / pasting into Oncourse. Microsoft products are noted for their hidden coding. Remove it by converting and leaving as a 'plain text' document before copying and pasting. Some people like to compose their comments in the simple text editors like Notepad for Windows users or Textedit for those using the Mac platform. Try out your postings in the Practice Area that has been setup in the Oncourse Forum section. Note also that you can delete and replace your own postings at Oncourse.

ONLINE TOOLS FOR NOTE TAKING
For anyone that needs ideas about reading off the screen, fatigue, and avoiding printing out web pages - - you might try some of online tools for taking notes as you read. Learn more about this at http://eduscapes.com/sessions/notes/tips.htm

Annette and I did spend last Monday visiting some new-to-us territory around our region. We drove to Tickaboo, UT and got a look at the Uranium mill there (Currently closed but may reopen again soon) and the small - - make that very small, mining town. We also took a look at nearby Lake Powell. We traveled several back roads to some overlook vistas, hiked and explored a few locations, identified and photographed a seam of Uranium ore / left it all there, did not bring any of it home (8-). Made very good use of 4-W drive for much of the return trip - - would not have made it back without it.

Know that much of the Midwest has been hit by another snowstorm. Take care and have a great week.
Dr. J

S621 (Jan 12, 2012) Update
Hello,
I've enjoyed looking at some of your introductions posted at Oncourse. I hope that you have had time to skim those, so that you gain some measure of the wide scope of experiences and interests represented in the class. Also be sure to catch the followup postings made to you by classmates. I will read through all in the next couple of days.

COURSE GUIDE
The sequential Course Guides are setup to direct you through the course. http://eduscapes.com/seeds/course/courseguide.html
Read and follow them carefully.

At first, some students may be overwhelmed by all of the links. Keep in mind that the Course Guide connects to the course readings and provides the guidelines for all the requirements. Use the Course Checklist http://eduscapes.com/seeds/course/checklist.html and the Calendar http://eduscapes.com/seeds/course/calendar.html to be sure you've completed the required assignments.

If you are on track and on schedule, you have completed most everything required in the Getting Started section and are working through the first part for Course Guide1: Audio and Video Collections http://eduscapes.com/seeds/course/guide1.html (As mentioned before, coordinate your progress through the course guides with the assignments and due dates on the Course Calendar).

ASSIGNMENTS
I will NOT always list the assigned online readings (They are listed and linked to within the course calendar); however we are still in the first week of the course and I want to make sure that everyone is 'on the right page(s).' Read the following (listed / linked to on the calendar):

These are assigned for the week and after completion of the readings, you should have understandings needed to continue and complete the assigned Sprout discussion. Remember that you may need to refresh a webpage within your browser to make sure that you are viewing the latest content with the corrected article links.

SPROUT DISCUSSIONS
As you move through the Course Guides, you'll notice a number of different Sprout Discussion assignments. You are to post these activities in the appropriate Forum section at Oncourse. You'll also need to respond to another student's posting for each activity. For example, you are to complete Sprout 1 posting between now and next Tuesday night.

By the following Tuesday night (one full week), you are to followup with at least one reply to another student's posting. For the full credit, your reply / response must provide additional information, ideas, examples related to the original posting. Responses in the arena of "I like", "I agree", "I will use" etc. related to whatever was posted will not gain any credit - even though positive feedback is encouraged and welcomed. Rather for the full score, you need to extend the original Sprout discussion with substantive additions. Again, your reply / response is due within one week from the original posting.

If for any reason, you cannot complete an assignment on time - - you need to make me aware and give your best reason. Normally I extend due date by one - two days for any valid reason. If you see a conflict between the class and your schedule, it is best to work ahead rather than have to 'catch up' later. However when something unexpected arises, make sure that you keep me appraised of the situation. Work submitted late without prior notification and an accepted reason receives a reduced score.

Finally the Forum discussions serve as our 'in-class discussions.' Your participation is encouraged - - that is you can post as many relevant comments as you wish. Your ideas and experiences will help to extend the course to a richer and fuller level. Your participation will 'make' the course.

COURSE GRADING
In my scoring, I start with the criteria that is contained within each assignment. Reminder that an A grade or full score (all available points) is reserved for outstanding work / achievement throughout a course. There is more specific information about the scoring of Sprout postings and replies / responses given on the Requirements page. Sprout1 postings are due next week, and your replies / responses needed to be completed in the following week (Same pattern is followed for all Sprouts during the semester).

Have a great remainder of the week and weekend; I'll be online and working most of the time. Monday is a holiday and I plan to get outside much of that day (We have had a Jan thaw here, and it is supposed to reach the high forties this weekend - great winter hiking weather). But I will get back online in the afternoon; ask that you always contact me with any questions and concerns.
Larry

S621 (Jan 9, 2012) - Let's Get Started . . .
Hello everyone,
It is time to get this class going! For those of you who are in both of my web courses; there is some duplication in these beginning messages - - bear with that but do not miss the important stuff.

FIRST INSTRUCTION
I see a few familiar 'faces' (guess that would be names) on the roster and also several people new to me. I know that we usually have a wide variety of students in this course; persons interested in public libraries, school libraries, academic libraries, and special libraries of all types. I look forward to learning more about you!

I will be sending out these periodic e-mails about every week to keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff occasionally, but will try not to bore you with too much of that (like I may have just done for some of you). I prefer to use my personal e-mail for class interactions rather than Oncourse, larrjoh@gmail.com

There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time. Some people find that this the most difficult part of the course. You need self-discipline to be successful in distance learning.

There is no required textbook for the class; all the materials will be provided through the course website and via e-mail.

My job is to help you successfully complete this course. I spend much of my time at or close to a computer hooked directly to the Internet, so I'm happy to hold personal e-mail discussions whenever you feel the need to talk. So anytime that you have questions or a problem, e-mail me - - I'll get back with you as soon as possible.

REFRESH / RELOAD WEBPAGES
There have been several changes made to the course materials. If you have recently explored webpages, you may still have an old version of a webpage stored on your computer's memory. Therefore it is a good idea to hit the refresh / reload tab on your browser to insure that you are seeing the latest version.

Other recommendations - Microsoft products are often bloated with hidden coding; therefore they can bring in unexpected coding that interferes in simple things like copy and paste postings made in Oncourse. Therefore you need to know how to eliminate those problems. I rely on simple text editors such as Textedit (Mac) and Notepad (PC) for making sure that the keyboarded code is clean. Convert text content to plain text and then copy and paste. Check your posted work / discussion and make sure that it is 'clean.'

Remember that there is a practice area setup in Oncourse Forums section. You also should be able to edit and / or delete any posting that you add in Oncourse. That allows you to clean up your postings and make sure they are the way that you want.

ASSIGNMENTS
You can get started. As several of you have found already, Oncourse is ready for you to enter and make your introductions (follow the instructions at the Requirements page). If something doesn't work or look quite right - let me know.

Start with these links:
Entry page for L552 website http://eduscapes.com/seeds/index.html
Explore the navigation menu (left side of webpage, highlighted in yellow)
Start with the 'Course Materials section http://eduscapes.com/seeds/course/index.html
Explore the Syllabus, Calendar, Requirements, and Resources
Syllabus http://eduscapes.com/seeds/course/syllabus.html
Calendar http://eduscapes.com/seeds/course/calendar.html
Requirements http://eduscapes.com/seeds/course/require.html
Resources http://eduscapes.com/seeds/course/bib.html

Throughout the course, you will need to refer back to these documents. They should assist your progress.

Next, follow the instructions in the Course Guide; begin with http://eduscapes.com/seeds/course/courseguide.html

Coordinate the information found on the Course Calendar with working through tasks on the Course Guide.

RECOMMENDATION
I strongly recommend that the only page that you print out from the online materials be the Checklist. I would not print-out course materials for reading; it's takes a lot of time and paper (money spent) plus you cannot grab the connected resources in this hypertext Web environment.

Remember - - if you are having trouble or something does not make sense: e-mail me,

Back with you in a few days,
Larry

S621 (Jan 7, 2012) - Get Set . . .
Hello Everyone,
Trust that everyone is having a good holiday break. Many of you probably aren't ready to think about this class, but others may be anxious to get going. This web-course officially starts January 9th - next Monday.

I am still waiting to hear from some persons enrolled; that's not unusual but if you have not e-mailed - - checkin' (e-mail me) between now and next Monday. Let me know if there are any changes needed for your e-mail (preferred e-mail address?). I have no problem sending to two different e-mail addresses - just want to be sure that you promptly receive all communications. Also if you have a preferred name version / nickname to be used, also let me know.

EMAILED UPDATES
I will be sending out periodic e-mails to everyone to try and keep you up-to-date on assignments, due dates, and what's-going-on for the class. I will place an archive of these e-mails online at the course website, so that you can always check on them later.

My wife (Annette Lamb) and I both teach online courses in the IUPUI SLIS program. You can learn a little more about our lives at http://www.eduscapes.com/lamb/ - a webpage at our eduScapes website (also where we house the online materials for the course). Feel free to share some of your life with me also, especially since we do not meet face-to-face. In an online course, it is essential that everyone keep in contact and communicate any situation, problems, or concerns that are affecting performance in the course.

I know that there is usually a wide variety of students in this course. Some of you have teaching experience and / or library experience, while others may be working in another area / field as you complete your graduate coursework. I look forward to learning more about you! I enjoy teaching online courses and exploring the world around us. I usually teach one or two classes each semester at IUPUI, but I no longer live in Indiana. For a decade Annette and I were nomads of a sort, living in our motorhome (full-time RVers) and traveling all over North America. We were teaching in the IUPUI SLIS program for over half of that time. The motorhome has a satellite Internet system mounted on the roof. In the Spring of 2008, we moved into a home we had built in rural southern Utah. We live on Boulder Mountain at 7,300 ft elevation, near the small towns of Torrey and Teasdale and close to Capitol Reef National Park (20 miles away). It's sunny here today and spitting occasional snowflakes, not expecting much accumulation. So far this winter we have had over thirty inches of snow (Nov-Dec) but most of that has melted; we can see the ground in many places.

Brief background related to this course: I have spent about half my career working in public schools; first as a classroom teacher (middle and high schools) and as a school library media specialist (single building, multi-building, and district wide assignments in various years at District #116, Urbana, IL). Followed that experience with a few years heading up the instructional media center at a community college (also in IL) and then over a decade as a media services administrator at an IN university. I completed my PhD at Indiana University in Instructional Systems Technology (IST). For much of my career, I was in charge of non-print collections, campus media production facilities, and the facilitation and use of non-print, audiovisual media in classrooms. In addition, I have planned and delivered staff development programs and worked with faculty as an instructional designer to create instructional materials.

The best and quickest way to contact me is my personal e-mail at larrjoh@gmail.com I check that e-mail frequently; you can normally expect a reply in 24 hrs or less. If you e-mail me via Oncourse or my IUPUI address, it will be forwarded to me.

NO SYNCHRONOUS MEETINGS
As I mentioned, we will not meet face-to-face or have scheduled sessions for this class. That's one advantage of an online course; you do not have to be in a particular location at a given time. You can access the course materials online any hour of the day and day of the week. However this does mean that you are responsible for scheduling your own time to meet the course requirements. You may find that this is the most difficult part of the course. Each course is different (This is one of several online courses that I teach) but all require discipline and commitment.

JUMP START
You do not have to do anything until next Monday, and I will e-mail another update message with complete instructions for proceeding into the course. But some of you are ready to get started, visit the first Course Guide websection at
http://eduscapes.com/seeds/course/guide0.html

For now, limit yourself to these activities (Within the yellow highlighted areas):
1) Pre-class Warm Up
2) Introduce Yourself
3) Garden Introduction

You may complete those or wait until first thing next Monday to complete the two different introductions (posted to Oncourse).

There is no required textbook for this course, but there are lots of online materials and reading assignments.

Back with you soon;
Larry

S621 Update - Audio & Video Sources (Dec 29, 2011)
It's a little early; class officially starts in a little over one week.

Just a few details - - some of which has already been emailed to anyone who has been in contact directly with me:

The entry page for online materials for this course is http://eduscapes.com/seeds/index.html
The syllabus and calendar have been updated / are ready to go. Feel free to explore but keep in mind that there are a few changes within the materials that are still being updated.

There is NOT A TEXTBOOK for this course; all of your assigned readings and resources are online and accessed from the course website.

I'm using the email address either found at OneStart / Oncourse or one provided by you. If you prefer another address to be used, just let me know. Similarly let me know if you have a preferred / different name used to address you.

I will be back in touch next week (Before the course start date) with a few suggestions. However nothing is needed between now and the startup date (Monday Jan. 9th).

Happy New Year,
Larry

Larry Johnson, PhD
Indiana University at Indianapolis (IUPUI)
larrjoh@gmail.com
ljohnso@iupui.edu
http://eduscapes.com

Archives of E-mailed Messages S621 Audio and Video Sources

Archives of E-mailed Messages
S621 Audio and Video Sources