Instructor Contact Information

Name
Annette Lamb, Ph.D. - alamb@eduscapes.com or anlamb@iupui.edu
Larry Johnson, Ph.D. - ljohnson@mail.escapees.com or ljohnso@iupui.edu
Mail-forwarding Address - 238 Rainbow Drive #13839 Livingston TX 77399-2038
Your professors will be moving throughout the semester. Email for the latest address if you’d like to send something direct.
Vision to Action Voice Mail and Fax - 620 343 7989

Online Course Materials

• Course Index - http://eduscapes.com/trl/
• L595 Syllabus - http://eduscapes.com/trl/syllabus.html
• L595 Calendar - http://eduscapes.com/trl/syllabus.html#calendar
• L595 Email Archives - http://eduscapes.com/trl/archives.html
• Requirements - http://eduscapes.com/trl/require.html
• CourseQuest Learning Guide: Course Readings & STARS - http://eduscapes.com/trl/coursequest1.html
• Course Projects - http://eduscapes.com/trl/projects.html
• Oncourse Sharing Area - http://oncourse.iu.edu

Print Course Materials

• Required:
  I Found It on the Internet: Coming of Age Online by Frances Jacobson Harris. American Library Association. ISBN 0-8389-0898-5 Price: $35.00. Available at the IUPUI Bookstore or purchased online from vendors such as Amazon.com or Barnes and Noble.
  
  
• Optional:
  Catching the Best of the Web by Annette Lamb. Purchased online at Vision to Action.

Web-based Course Materials

• Required:
  Course Readings - http://eduscapes.com/trl/

Course Assumptions

The following entry skills are required for this course:

• demonstrate basic computer skills related to keyboarding, operating system, and disk management
• identify, select, access, and evaluate information found on the Internet and in the library
• use technology as a personal and professional productivity tool for activities such a word processing (Microsoft Word) and desktop presentations (Microsoft PowerPoint)
• use a word processor, web development tool, or raw HTML for simple web page development
• download trial software, drivers and plugins such as Real Media, Windows Media Player, and/or QuickTime to play audio and video from the web - directions are provided in class
• use Oncourse for forums and information sharing

This course makes the assumption that you are able to work independently. There are no required face-to-face meetings. There are no required synchronous online meetings. However, feel free to email or arrange a chat with your instructor any time!

Course Description

The Internet is overflowing with resources that help educators connect books with technology-rich resources. Unfortunately, it's often difficult to locate worthwhile resources and build effective, efficient, and appealing curriculum materials. This course will help you create interdisciplinary, thematic, web-based units that address common standards and benchmarks in reading/literacy, as well as other subject areas. Learn to create standards-based, technology-rich learning materials including activities, projects, and performance assessments.

This course will explore trends in teaching, learning, and technology. For example, literature circles have become a popular way to differentiate instruction in the classroom. Internet resources, educational software, and technology tools can be used to expand learning through motivating and meaningful themes. Webquests provide an authentic, technology-rich environment for problem solving, information processing, and collaboration. This inquiry-based approach to learning involves students in a wide range of activities that make good use of Internet-based resources. In this course, students will evaluate existing Webquests, adapt a Webquest, and develop a WebQuest that use a piece of literature as a focal point for inquiry-based learning.

Students will participate in online threaded discussions, develop technology-rich learning projects, and implement a project in a school, public, or academic library setting, classroom, or other learning environment. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs.

Course Goals

Students will be able to:

• identify essential questions and match standards to effective and efficient technology-rich learning environments.
• identify, evaluate, select, use, adapt, and create resource projects, thematic units, literature circles, WebQuests, PowerQuests, and other technology-rich, inquiry-based learning environments that incorporate literature.
• apply common technology tools including Word, PowerPoint, and Inspiration (Kidspiration) to technology-rich learning environments.
• identify, design, and implement interactive, web-based projects that incorporate online communication elements such as email and threaded discussions.

The instructor will:

• Encourage critical and creative thinking related to the use of technology for learning in libraries and classrooms.
• Convey examples of theory, techniques, and models relevant to technology-rich learning.
• Judge student performance fairly in accordance with the SLIS grading policy and the expectations for the assignments outlined in this syllabus.
• In the long term, increase the likelihood that future media specialists will support, promote, and facilitate effective uses of technology in learning related to AASL learning standards and increase the portion of time future practicing school media specialists devote to establishing technology-rich instructional units in collaboration with other teachers.

Course Purposes

L595 is a three-credit graduate course that may be used to complete:

• an elective for the MLS, MIS or IST degree with program advisor approval
• credit to renew a teaching license in school library media or other discipline area if approved by the certification advisor
• an elective for undergraduate teaching credentials

L595 also meets a portion of the new standards for Teachers of Library Media in Indiana as approved by the Professional Standards Board.

Course Requirements

For a complete description of the requirements, go to the Course Requirements page.

For a nice checklist of the course activities, check out L595 Course Checklist.

Course Grades

The points awarded for each activity are indicated on the Course Requirements page. High expectations have been set for this course. Please notice that outstanding achievement will require careful attention to course criteria and exceptional quality in course assignments.

Final grades are based on the following range within the total 100 points possible:

A 98-100
A- 94-97
B+ 91-93
B 88-90
B- 85-87
C 81-84
D 75-80
F below 74

The meaning of the letter grades follows the SLIS Grading Policy:

A: Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. The grade of A+ is not granted in SLIS, except in very exceptional cases.
A-: Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+: Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks defined in the course syllabus.
B: Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials, and has performed at an acceptable level.
B-: Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+, C, C-: Unsatisfactory work and inadequate understanding of course materials.
D+, D, D-: Unacceptable work; course work completed at this level will not count toward the MLS degree.
F: Failing. May result in an overall grade point average below 3.0 and possible removal from the program.

A final grade of "I" or "Incomplete" will NOT be given except in extreme situations. Please let me know if you're having difficulty completing the requirements of this course.

Accommodations

Students needing accommodations because of disability must register with Adaptive Educational Services and complete the appropriate form before accommodations will be given.  The AES office is located in Cavanaugh Hall 001E, 425 University Blvd., Indianapolis, IN 46202-5140 and may be reached by phone 317/274-3241 or 317/278-2050 TTD/TTY; by fax 317/274-2051; or by email aes@iupui.edu   

For more information go to http://www.life.iupui.edu/Who/Adaptive/

Course Calendar

Examine the Calendar below. The first column contains dates. The second column contains activities you should work on during the week indicated by the date. The third column showns specific assignments that are due as indicated in the first column.

Notice that there are three activities due at once. Do not try to do them all at the same time! The week before they are due you should be making your postings so you can spend the next week reading and responding to the work of your classmates.

All assignments are due by MIDNIGHT on the dates listed.

Note on Due Dates: One advantage of this type of course is flexibility. However based on my experiences teaching online, it's important to establish due dates. The due dates are provided to ensure that all students are successful in this course. Please let me know if you need to change these dates because of personal or professional responsibilities.

| Syllabus | Calendar | Requirements | Projects | CourseQuest |

Created by Annette Lamb, 8/02. Updated 5/05.