Minor in Organizational Teaching and Learning

2018 – 2019
EDUC-4050 Instructional Technologies

Instructor: Zuochen Zhang

Office address: Room 3321, Education Building
Phone: (519)253-3000 x3960
Email: zuochen@uwindsor.ca
Class meeting time: Tuesdays 3:30 p.m. – 6:20 p.m.
Location: Education Building, Rooms 2223
Course Website: https://blackboard.uwindsor.ca/
Office hours: By appointment

COURSE DESCRIPTION
This course is designed to provide students with an introduction to theoretical and practical issues
pertaining to the use of information and instructional technologies in learning organizations.
Students will examine and critique a variety of such technologies and learn to apply them to
instructional design and practice for the enhancement of learning opportunities. Basic
concepts and principles in current educational and instructional technologies for teaching
and learning will be explored, and the development of appropriate instructional technologies
in terms of a learning organization’s goals will also be examined. Technological literacy will
be emphasized throughout while exploring computer applications, the utilization of
converging digital technologies, and the use of the Internet and web resources.

COURSE GOALS
Upon successful completion of this course, students will be able to:
 Critically discuss and examine significant issues pertinent to uses of new technologies for
teaching and learning.
 Identify, discuss, and make decisions that reflect a solid understanding of equity issues (e.g.,
class, gender, disability) as these pertain to the selection, evaluation and implementation of any
digital tools in learning organization.
 Demonstrate knowledge and an understanding of how to integrate digital technologies into their
classroom.
 Display basic operational competencies and perform basic trouble-shooting techniques with
new technologies.
 Demonstrate an understanding of how various learning theories might be relevant in thinking
about appropriate uses of new information technologies.
 Evaluate the pedagogical value of educational software.

EDUC-4050 Instructional Technologies Syllabus Page 1

REASSURING ADVICE AND EXPECTATIONS
Advice and expectations: Learning how to use new information tools is a labor-intensive activity, as
is planning for integrating their use in the classroom. It is normal to struggle, become frustrated,
and feel overwhelmed by new information. When in a bind, ask for help from your colleagues,
classmates, or the instructor. Classroom experience with both the theoretical and performance-based
practices is critical to understanding how one may infuse technology into their professional and
pedagogical practices. Thus regular attendance and effortful participation by students is necessary
to effectively meet course objectives. As well, to achieve the goals of this course, it will be
necessary for students to spend time outside of class working individually and collaboratively with
these new information tools.

REQUIRED READINGS
1. Definitions of instructional technology
Kurt, S. (2017). Definitions of instructional technology. Available:
https://educationaltechnology.net/definitions-of-instructional-technology/
2. The search for meaningful e-Learning
Salyers, V., Carter, L., Carter, A., Myers, S., & Barrett, P. (2014). The search for meaningful e-
Learning at Canadian universities: A multi-institutional research study. The International Review of
Research in Open and Distribute Learning, 15(6). Available:
http://www.irrodl.org/index.php/irrodl/article/view/1713/3121
3. Engaging uses of instructional technology
Walsh, K. (2014). 10 of the Most Engaging Uses of Instructional Technology (with Dozens of
Resources and Tools). Available: https://www.emergingedtech.com/2014/09/most-engaging-
uses-of-instructional-technology/
4. Blended learning
Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in
higher education. Available:
http://www.sciencedirect.com/science/article/pii/S1096751604000156
5. UID for M-Learning
Elias, T. (2011). Universal instructional design principles for mobile learning. Available:
http://www.irrodl.org/index.php/irrodl/article/view/965/1675

RECOMMENDED READINGS
 Barnes, J., & Patterson, B. (2011). A necessary evil: Edward Tufte and making the best of
PowerPoint. Available: http://www.thejuryexpert.com/2011/11/a-necessary-evil-edward-tufte-
and-making-the-best-of-powerpoint/
 Poole, B., Sky-McIlvain, E., Evans, J. & Singer, Y. (2008). Education for an information age:
Teaching in the computerized classroom (7th ed.). Available:
http://www.pitt.edu/~poole/InfoAge7frame.html
 Kurt, S. (2017). Addie Model: Instructional Design. Available:
https://educationaltechnology.net/the-addie-model-instructional-design/

EDUC-4050 Instructional Technologies Syllabus Page 2

ASSESSMENT
Assessment items include class attendance, participation, assignments, peer-assessment,
self-assessment, and final project.
Item Weighting
Class participation 20%
Tech workshop 20%
Discussion on readings 20%
Required online discussions 15%
Final Project 25%

FINAL PROJECT DUE

April 7, 2019
Detailed evaluation criteria will be developed collaboratively in class and provided prior to the
due dates.

CLASS POLICIES
a) Attendance
Punctual and regular attendance is expected. As a courtesy, students are requested to contact the
instructor in the event of an absence. Students are expected to fully participate in weekly in-class
and online asynchronous and/or synchronous activities. According to the Faculty of Education
Attendance Policy, students may be barred from writing tests, examinations, and completing other
assessment and evaluation performance tasks on the basis of poor attendance, lack of punctuality
and habitually leaving class early.
b) Late Assignments
Assignments must be submitted by midnight local time on the due date. Submitting assignments
on time is a professional responsibility of students. In exceptional circumstances, students may
contact the instructor in advance to request a reasonable extension. If an assignment or project is one
(1) day late, the maximum possible grade value will decrease to 75% of original value; if two (2)
days late, the maximum possible grade value will decrease to 50% of original value; if three (3)
days late, the maximum possible grade value will decrease to 25% of original value; if more than
(3) days late, the maximum possible value will decrease to 0% of original value.
c) Plagiarism
Plagiarism is a serious offence which will result in a failing grade for the course and being reported
to the relevant authorities. Ignorance of the law is no excuse. It is the student’s responsibility to
ensure that he/she is not in violation of the laws regarding plagiarism. Please familiarize yourself
with the general expectations where this is concerned and if you are in doubt please consult your
instructor.
d) Student Disability
Students with disability who require reasonable accommodations are encouraged to contact the
Student Disability Services (disability@uwindsor.ca) early in each semester to complete the
necessary forms. Please bring your official documents and speak to the instructor privately if you
require accommodations in class.

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TENTATIVE COURSE SCHEDULE
Date Topic/Readings Comments

Jan. 8  Welcome and introduction First required online

discussion
 Course syllabus
 Questions and comments
 Sign up for discussion on readings
Jan. 15  Introduction to PC hardware & software
 Orientation to Blackboard
 Sign-up for tech workshops
Jan. 22  Discussion on readings (#1)
 Introduction to interactive white board
Jan. 29  Introduction to website design issues
 Dreamweaver (1)
 Tech workshops
Feb. 5  Discussion on readings (#2) Second required online
discussion
 Formative evaluation
 Tech workshops
Feb. 12  Open source software for education
 Dreamweaver (2)
 Tech workshops
Reading Week
Feb. 26  Discussion on readings (#3)
 Tech workshops
Mar. 5  Introduction to social networking software
and pedagogical values
 Digital video and learning
 Tech workshops
Mar. 12  Discussion on readings (#4)
 Tech workshops
Mar. 19  Introduction to FTP
 Tech workshops
Mar. 26  Discussion on readings (#5)

 Tech workshops
Apr. 2  Final project presentation Third required online
discussion

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