Course Outline

EDUB5840
September 2007

Instructor: Dr. Denis Hlynka
Office: 236 Education
Email: dhlynka@cc.umanitoba.ca
Office hours: Immediately after class, or by appointment

Calendar description
An introduction to the internet for teaching and learning. Focus on instructional applications of the internet for all levels from K-12 as well as adult, postsecondary and training settings. Current research will be examined and monitored for its relevance to this fast changing field.

Narrative course description
Within a few short years, the internet has become ubiquitous. Five years ago, You-tube, wikipedia, open source software, and the I-phone did not exist. The internet has exploded as a new communications device.

This course begins with two caveats. First, the internet was not developed for education and pedagogy. While the internet may have much educative and pedagogical potential, that was not its original intent. Second, this is not a technical course dealing with “how to” produce webpages, use email, or fine-tune your computer to be able to access I-tunes or Real Audio or mp4. Teachers are not technicians. This course deals with pedagogy and how it is impacted by educational technologies. This course will explore the potential of the internet for teaching and learning

Course Format
This course follows the traditional format of weekly lectures, seminars and tutorials. This is not a lab course. Access to a computer lab will be provided if and when necessary. Students are expected to have access to a computer beyond class time.

Objectives
This course is designed for post baccalaureate teachers from K-12, and in higher and adult education In addition, the course has application to those involved in training programs in business, government and industry.

Students enrolled in Internet Pedagogy can expect to:
1. Develop a "comfort level" with the internet as a potential educational resource.
2. Explore pedagogic opportunities of the web.
3. Examine selected specific websites as both exemplary and problematic.
4. Examine the multiplicity of web metaphors, such as the web as a highway, a library, a communicator and a marketplace.
5. Explore social issues related to the web such democracy, anarchy and politics.
6. Identify web sources of instructional and curriculum materials.
7. Summarize basic relevant research on the use of the internet in teaching and learning.
8. Summarize new directions in education promised by the internet
9. Explore ethical issues dealing with the web in education including issues of cheating, plagiarism, bullying and copyright.
10. Examine the potential and the dangers of e-learning.

Evaluation

1. A portfolio consisting of 10-15 capsule discussions and examples of selected internet “tools” for the teaching of your subject area. See below for details. (40%)
2. A presentation and paper of at least 1500-2000 words (6-8 double-spaced
pages), following the IB model to be described below. (30%) based on course readings.
3. Exercises. To be announced in class. (10%)
4.A final examination, consisting of identification and essay questions, held on the last class period (20%).

Late assignments may be submitted only with the consent of the instructor.
Evaluative feedback will be provided before the last date for voluntary
withdrawal were possible.


Instructions for email contact:
Due to the large amount of email received, please begin the subject line with EDUB 5840 followed by the specific subject. (eg. EDUB 5840 Question; EDUB 5840 Final Paper; EDUB 5840 Clarification please). When you submit an attachment, please label it with your last name. (Attachments get separated from emails and have to be re-labeled.)

Grading
Letter Grade Grade Point Level of Achievement Percentage Range
A+ 4.50 Exceptional 95 and above
A 4.00 Excellent 90-94
B+ 3.50 Very Good 85-89
B 3.00 Good 80-84
C+ 2.50 Satisfactory 75-79
C 2.00 Adequate 70-74
D 1.00 Marginal 60-69
F 0.00 Failure Below 60



Textbook

There is no formal textbook for the course. A virtual textbook will be pieced together from online readings.


Course outline / Tentative schedule

Course themes and topics

1. The pervasiveness and ubiquitousness of the internet.
2. Web metaphors: utopian and distopian
3. The changing role of information in the digital age
4. Pedagogy in the digital age. How the internet shapes pedagogy and curriculum. How the internet changes the way we teach and students learn.
5. Ethics and the internet. Netiquette. The dark sided of the internet: Cyberbullying, cyberplagiarism, cheating, cyberpornography, stalking
6. Democracy, the internet and pedagogy
7. Societal impact of the internet. The internet and modern existence
8. Globalization vs. localization
9. How the internet changes the way we think and the way we do research.




General

This course subscribes fully to all aspects of the University of Manitoba ROASS document as found in the general calendar.

PLAGIARISM: Student attention is drawn to statements in the University calendar regarding academic dishonesty including plagiarism and cheating of any kind. Plagiarism or cheating is a serious offence.

EVALUATIVE FEEDBACK As much as possible, formative evaluative feedback will be provided before the VW date. However, due to the project nature of this course, such feedback may not always be forthcoming. Students are therefore urged to contact their professor before the VW date, if in doubt.

LATE ASSIGNMENTS POLICY Late assignments will be permitted if and only if students have discussed the issue with the instructor before the due date. Students will NOT be allowed to re-write papers to raise their final grade.



BIBLIOGRAPHY

Required readings

*Documents with asterisks are available on google. It is expected that students will be able to search and find as necessary. Note that this is a truncated bibliography, with full source documentation deliberately omitted.



*Barney, D. (2007). One nation under Google: Citizenship in the technological republic.

*Benjamin, W. (1936). The work of art in the age of mechanical reproduction

*Birsch, D. G. Graham: The internet: A philosophic inquiry (book review)

*Borgman, A. (1999) Society in the postmodern era

*Cooke, A. (2000) The Magic of the Internet

*Croft, C. (2007). The twenty-first century museum and gallery

*Davis, D. (1996). The idea of a 21st century museum

*Eco, U, (1996) From Internet to Gutenberg by Umberto Eco

*Giles, J. *Internet encyclopedias go head to head

*Graham, G. (nd). Anarchy and the internet

*Greene, M. and Baer, M. (2000). What does Globalization mean for teaching and learning

*Hall, M. (2000). The New Imperialism of Borderless Education

*Hall, M. (2000). Realizing the Virtual Hamburger: Education and the margins of the network society.

*Kenway, J. The information superhighway and postmodernity. by Jane Kenway

*Lewis, G. (2006) *Blogging Democracy: The contribution of political blogs to democracy. By Gareth Lewis

*Owston, R. D., (1997). The World Wide Web: A technology to enhance teaching and learning

*Ratzan, L. (2000). Making sense of the Web: A metaphoric approach by L.

*Rothenberg D. (1997) How the Web Destroys the Quality of Students' Research Papers

*Solomon, D. (2006). I ’ve got nothing to hide and other misunderstandings of privacy


Additional Bibliography

Achterhuis, H. (Ed.), & Crease, R. P. (Tran.). (2001). American philosophy of technology. Bloomington, IN: Indiana University Press.

Barney, D. (2000). Prometheus wired: The hope for democracy in the age of network technology. Vancouver: UBC Press.

Blake, N. (Ed.),& Standish, P. (Ed.). (2000). Enquiries at the interface: Philosophical problems of online education. Oxford: Blackwell.

Carey, J. W. (1992). Communication as culture: Essays on media and society. New York: Routledge.

Cavalier, R. J. (Ed.). (2005). The impact of the internet on our moral lives. New York: State University of New York Press.

Cottle, T. J. (2001). Mind fields: Adolescent consciousness in a culture of distraction. New York: Peter Lang.

Dakers, J. R. (Ed.). (2006). Defining technological literacy: Towards an epistemological framework. New York: Palgrave.

Dusek, V. (2006). Philosophy of technology: An introduction. Malden, MA: Blackwell.

Ferre, F. (1988). Philosophy of Technology. Englewood Cliffs, N. J.: Prentice Hall.

Franklin, U. M. (1990). The real word of technology. Toronto: Anansi.

Raschke, C. A. (2003). The digital revolution and the coming of the postmodern university. New York: RoutledgeFalmer.

Seiter, E. (2005). The internet playground: Children's access, entertainment, and mis-education. New York: Peter Lang.

Slack, J. D., & Wise, J. M. (2005). Culture + Technology.New York: Peter Lang.

Video

Anderson, Chris (2004). Technology’s long tail. http://www.ted.com/index.php/talks/view/id/72

Baraniuk, Richard (2006): Goodbye, textbooks; hello, open-source learning. http://www.ted.com/index.php/talks/view/id/25

Bezos, Jeff (2003): After the gold rush, there's innovation ahead. http://www.ted.com/index.php/talks/view/id/105

Gore, Al (2006): 15 ways to avert a climate crisis. http://www.ted.com/index.php/talks/view/id/1

Kelly, Kevin (2005): How does technology evolve? Like we did. http://www.ted.com/index.php/talks/view/id/19

Robinson, Ken (2006): Do schools kill creativity? http://www.ted.com/index.php/talks/view/id/66

Leadbeater, Charles (2005): The rise of the amateur professional http://www.ted.com/index.php/talks/view/id/63

Negroponte, Nicholas (2006): The vision behind One Laptop Per Child http://www.ted.com/index.php/talks/view/id/41

Pogue, David (2006): When it comes to tech, simplicity sells. http://www.ted.com/index.php/talks/view/id/7


Wales, Jimmy (2005): How a ragtag band created Wikipedia. http://www.ted.com/index.php/talks/view/id/37