Syllabus LTLE 378 Fall 2015

v. 10092015
Course Information
LTLE 378-0201 (72726)
Web Design for Learning
Fall 2015 (second 8 weeks; 1 credit)
Oct 19 Dec 11; Friday 9:05-10:45
Memorial Hall 3245

Instructor
Information

Robert Turner
Student Success Center Room 1112
turnerre@jmu.edu
Office Hours Mon 3pm - 4pm and by appointment.

Goals of the Course

The goals of the course are the following:
Develop knowledge of key topics and trends in web-enhanced learning*
Develop foundation knowledge in key aspects of eLearning design and development
including visual design principles, steps in eLearning design and development, and a design
library of examples of good and poor web design.
Develop entry-level proficiency (i.e., working knowledge and skill) with the featured
web-based learning authoring tools via hands-on experience.
Design, develop, and beta test an ePortfolio featuring eLearning artifacts developed in class
including reflections on the usage of the tools in education/work contexts.
For the purposes of this course, the generic term
web-enhanced learning
will be used to describe
teaching and learning that is supported in some way by a web-based tool. Particular varieties of
these approaches such as web-based learning, web-enabled learning, web-assisted learning, online
learning will be discussed.

Nature of Course Content

Key elements of the course content are described below:
Course Description
The course provides practical hands-on focus on the design and development of digital learning
objects using industry-standard practices to address the needs of a real-world client utilizing an
explicit assessment component. This focus is situated within in the broader context of current
SACS Syllabus

Updated 02/2012

status and trends in e-learning. The course is designed with particular attention to the needs of
the Human Resources Development and Education Media minors.
Objectives
Develop knowledge of key topics and trends in web-enhanced learning*
Describe the generic ADDIE model and relevant variations.
Describe the difference of formal and informal e-learning and the conditions under which
each is appropriate.
Describe current status and trends relating to e-learning (e.g., rise of virtual school, role of
hybrid courses).
Describe the role of Learning Management Systems (LMS) in e-learning and describe several
commonly-used LMS.
Describe the role of SCORM in e-learning.
Develop foundation knowledge in key aspects of eLearning design and development
including visual design principles, steps in eLearning design and development, and a
design library of examples of good and poor web design.
Identify and apply principles of visual design in the design of digital learning objects.
Identify and document steps in the eLearning design and development process.
Develop a personal design library including examples of good web design and poor web
design.
Develop entry-level proficiency (i.e., working knowledge and skill) with the featured
web-based learning authoring tools via hands-on experience.
Featured tools include Adobe Presenter, Adobe Captivate, Articulate Storyline, and Camtasia
Studio
Tools include an explicit assessment component.
Design, develop, and beta test an ePortfolio featuring eLearning artifacts developed in
class including reflections on the usage of the tools in education/work contexts.
Prerequisites
This course assumes that students have mastered the basics of computing for the PC platform
and are familiar with common application tools (e.g., Word, PowerPoint). Completion of an
broadly-focused instructional design and development course (e.g., LTLE 370) is recommended.
Intellectual content of the course
SACS Syllabus

Updated 02/2012

The course provides practical hands-on focus on the design and development of digital learning
objects using industry-standard practices to address the needs of a real-world client. This focus
is situated within in the broader context of current status and trends in e-learning. The course is
designed with particular attention to the needs of the Human Resources Development and
Education Media minors.
Related standards
AECT (2012) Standards
NOTE: Parenthetical page references are to Educational Technology: A Definition with
Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)
1. Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches. (p. 81)
Using - Candidates demonstrate the ability to select and use technological
resources and processes to support student learning and to enhance their
pedagogy. (p. 141)
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate
the effective integration of appropriate technologies and instructional materials.
Managing - na
Ethics - na
2. Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective
implementation of educational technologies and processes based on contemporary
content and pedagogy.
Creating - Candidates apply content pedagogy to create appropriate applications
of processes and technologies to improve learning and performance outcomes.
(p. 1)
Using - Candidates implement appropriate educational technologies and
processes based on appropriate content pedagogy. (p. 141)
Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses
the adequacy of learning and evaluates the instruction and implementation of
educational technologies and processes (p. 116 - 117) grounded in reflective
practice.

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 Managing - Candidates manage appropriate technological processes and

resources to provide supportive learning communities, create flexible and diverse
learning environments, and develop and demonstrate appropriate content
pedagogy. (p. 175 - 193)
Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community. (p. 296)
3. Learning Environments
Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing
effective learning environments. (p. 1)
Creating - Candidates create instructional design products based on learning
principles and research - based best practices. (pp. 8, 243 - 245, 246)
Using - Candidates make professionally sound decisions in selecting appropriate
processes and resources to provide optimal conditions for learning (pp. 122, 169)
based on principles, theories, and effective practices. (pp. 8 - 9, 168 - 169, 246)
Assessing/Evaluating - na
Managing - Candidates establish mechanisms (p. 190) for maintaining the
technology infrastructure (p. 234) to improve learning and performance. (p. 238)
Ethics - Candidates foster a learning environment in which ethics guide practice
that promotes health, safety, best practice (p. 246), and respect for copyright,
Fair Use, and appropriate open access to resources. (p. 3)
Diversity of Learners - Candidates foster a learning community that empowers
learners with diverse backgrounds, characteristics, and abilities. (p. 10)
4. Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology - rich learning
environments within a supportive community of practice.
Collaborative Practice - Candidates collaborate with their peers and subject
matter experts to analyze learners, develop and design instruction, and evaluate
its impact on learners.
Leadership - Candidates lead their peers in designing and implementing
technology - supported learning.
Reflection on Practice - Candidates analyze and interpret data and artifacts and
reflect on the effectiveness of the design, development and implementation of
technology - supported instruction and learning to enhance their professional
growth.
Assessing/Evaluating - na
Ethics - Candidates demonstrate ethical behavior within the applicable cultural
context during all aspects of their work and with respect for the diversity of
learners in each setting.

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5. Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance
learning (p. 4) and improve performance (pp. 6 - 7).
Theoretical Foundations - Candidates demonstrate foundational knowledge of
the contribution of research to the past and current theory of educational
communications and technology. (p. 242)
Method - na
Assessing/Evaluating - na
Ethics - na
NETS-T (2008) Standards
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in
the NETS-S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an
innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an
evolving culture and exhibits legal and ethical behavior in their professional practice.
Teachers:
a. advocate, model and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources.

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Assignments and Due Dates

The topics addressed and the assignments for each week of the class are listed below.

Class Schedule/Activities

Beautiful Web Design

Assignment

Week 1 (Oct 23)

Overview course
Develop personal design library (PDL)
ongoing
Review Presenter
Review Stuart Hall/pick topic

---

Develop personal design library

(PDL)
Read Chapter 1 Outline principles
Develop slides

Week 2 (Oct 30)

Review Chapter 1
Work on Presenter

Preface
Chapter 1 - Layout

Complete Presenter mod

Read Chapter 2 Outline principles
Complete Storyline training

Week 3 (Nov 6)
Review Chapter 2
Work on Storyline mod

Chapter 2 - Color

Complete Storyline mod

Read Chapter 3 Outline principles
Complete Camtasia training

Week 4 (Nov 13)

Review Chapter 4
Work on Camtasia mod

Chapter 3 - Texture

Complete Camtasia mod

Read Chapter 4 Outline principles
Complete Captivate training

Week 5 (Nov 20)

Review Chapter 4
Work on Captivate mod

Chapter 4 - Typography

Complete Captivate mod

Week 6 (Nov 27)

Work on ePortfolio

Thanksgiving

Begin design of ePortfolio

Week 7 (Dec 4)

Chapter 5 - Imagery

Design/Develop ePortfolio

Week 8 (Dec 11)

ePortfolio presentations

Requirements and Policies

Requirements and Policies for the course are presented below:
Required Texts
Beaird, Jason. (2012).
The Principles of Beautiful Web Design, 2nd Edition
San Francisco: SitePoint. Ebook: July 2012.
Print ISBN: 978-0-9805768-9-4 | ISBN 10: 0-9805768-9-X
Ebook ISBN: 978-0-9870908-0-5 | ISBN 10: 0-9870908-0-1
(Optional) Pitman, Benjamin. (2011).
Designing Effective eLearning: A Step-by-Step Guide
. Publisher:
CreateSpace Independent Publishing Platform (Amazon).
ISBN-10: 1456541757
ISBN-13: 978-1456541750
SACS Syllabus

Updated 02/2012

Expectations
You are expected to silence all cell phones and hand-held devices as soon as you enter the room,
and to avoid texting or emailing or engaging in other activities that distract from the content in this
course. Points will be deducted for failing to meet this expectation at the discretion of the instructor.
This behavior is unprofessional and there is a professionalism score. On the other hand, the course
makes use of new technologies (such as Smartphone still and video cameras), and the student is
challenged to identify ways to engage learners using these technologies.
You are expected to follow all rules of our classroom/lab. This includes placing all food
and drinks on the table by the door when you enter the room.
You are expected to come to class regularly. If you must miss class, please make
arrangements with the instructor in advance. See also the related policies below. You
are also expected to arrive at class on time and be ready to engage actively in discussion
of the days topics.
You are expected to have a 4GB USB drive by the second the class.
You are expected to have, and have tested, a headset including earphones and
microphone by the second class. This is necessary for creating ed media and
communicating online.
You are expected to take responsibility for your learning. This means coming to class
prepared to actively participate, following the JMU honor code, completing all
assignments when due, and taking time to reflect in a meaningful way on your learning.
You are expected to complete all class assignments as it appears on the class schedule
without reminders in class to do so.

This class includes the development of numerous ed media artifacts. You are expected
to maintain backups of all of the products you create. While space will be provided to
store these products online, you need to make sure that you maintain a redundant
backup approach to ensure that your work is not lost.
Attendance
This is an eight-week course with only seven scheduled class sessions. It has the ambitious goal
of creating a digital learning object to address the stated needs of a real-world client. Students
are expected to attend all class sessions and complete all work on time. Failing to attend class
will result in a 7% decrement in grade per absence, unless excused well in advance of class (at
least 24 hours notice given to instructor and instructor approves) due to University sanctioned
events (ex. athletic trip or conference), personal illness, or family emergency. The instructor
reserves the right to review absences on a case by case basis.
Participation and Collaboration
Students are expected to participate and collaborative actively in class and project activities. See
the section on Grading for details.

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Academic Honesty
Students enrolled in this course are expected to comport themselves in a manner consistent with
the JMU Honor Code, as described at
http://www.jmu.edu/honor/code.shtml
. For the current
course, students may collaborate on all aspects of learning particular knowledge or skills.
However, demonstration of that knowledge or skill, such as represented by the quizzes,
mini-projects, projects, and the course final, must be done individually by the student without
outside assistance.
Accommodations for Students with Disabilities
JMU abides by Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act, which mandate reasonable accommodations be provided for students with
documented disabilities. If you have a disability and may require some type of instructional
and/or examination accommodations, please contact me early in the semester so that I can
provide or facilitate provision of accommodations you may need. If you have not already done
so, you will need to register with the Office of Disability Services, the designated office on
campus to provide services for students with disabilities. The office is located in Wilson Hall,
Room 107 and you may call 540-568-6705 for more information.
Contacting the Instructor
Robert Turner may be reached by email (
turnerre@jmu.edu
) during posted office hours and by
appointment.
Course Cancellation Policy
This course is subject to JMUs bad weather course cancellation policy posted at
http://www.jmu.edu/JMUpolicy/1309.shtml
. In the case of cancellation, the instructor will contact
student via email regarding provisions for making up any class time or coursework caused by
such cancellation.
Make up policy
Because of the tight schedule of the class, students make up for classes missed will be considered
on a case by case basis.

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Key Dates
Please be aware that receiving an override into a full class does not automatically enroll
you in the class. You must register on e-campus.
October 15, 2015
May 2016 graduation applications due to major advisors.
October 26, 2015
Last day to add/drop an 8W2 session class.
October 29, 2015
Last day to withdraw from a semester class.
November 4, 2015
Spring registration begins. Check MyMadison for enrollment appointment times.
November 4, 2015
Last day to add with department permission for 8W2 session classes.
November 19, 2015
Last day to withdraw from an 8W2 session class.
November 23, 2015
Coursework for Spring/Summer 2015 incomplete grades due to instructors.
November 23-27, 2015
Thanksgiving holiday-no classes.
December 11, 2015
Semester and 8W2 classes end.
December 14-18, 2015
Final Examinations.

December 19, 2015

Fall Commencement.

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Methods of Evaluation
Student performance will be assessed in the following manner:
Methods
Class participation
Visual design documentation
Principles of visual web design
Authoring tool training
Authoring tool demonstrations
Training module presentations
ePortfolio presentation
Personal Design Library
Rubrics
Student performance will be evaluated using the following rubrics:
Rubric for Class Participation
0-1
0-1
0-1
0-1

Student participates frequently in class

Student responses in class demonstrate mastery of content
Student offers constructive feedback to other students in class
Student listens to/respects other students comments in class

Rubric for Principles of beautiful web design

0-5
0-5
0-5
0-5
0-5

Chapter 1 documentation complete

Chapter 2 documentation complete
Chapter 3 documentation complete
Chapter 4 documentation complete
Chapter 5 documentation complete

Rubric for Authoring tool training (screenshot)

0-2
0-2

Documentation of research on tool is complete (7 areas)

Documentation of research on tool is clearly stated

Rubric for Subject Matter slides

0-4
0-4
0-4
0-4

Slides reflect visual design principles

Information on tool is clearly stated
Information on tool is complete
Slides contain no errors

Rubric for Authoring tool demonstrations (4)

(see end of syllabus)

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10

Rubric for ePortfolio

(see end of syllabus)

Rubric for Portfolio presentation

Clarity
Presence
Time

0-2
0-2
0-2
6

Scoring for Professionalism

The class/lab, the class wiki, and the class Blackboard site are all considered to be extensions of
the workplace. As such, the rules of professionalism that apply to the workplace also apply to
these class spaces. Ten points are awarded at the beginning of the semester to recognize
professional behavior in the 378 class spaces. Incidents of unprofessional behavior (e.g., texting
in class on a non-class issue, inappropriate comments on class wiki) will result in the decrement
of one or more professionalism points. Any such cases will be discussed with the student.
Grading
Grades will be based on point totals assigned for class activities, according to the following:

Principles of beautiful web design

Personal Design Library
Authoring tool training (3@4) scrnshot
Subject matter slides
Authoring tool mods (4@20)
ePortfolio
Portfolio presentation
Class participation
Total points possible

25
10
12
16
80
16
6
4
169

Grades will be assigned according to the following (expressed in percent of total points
possible):

A
AB+
B
BC+
C
CD
+
D
DF

SACS Syllabus

95
91
88
85
81
78
75
71
68
65
61
60

100
94
90
87
84
80
77
74
70
67
64
0

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LTLE 378 Wiki

http://wiki.coe.jmu.edu/TurnerLTLE378FAL2015

Access password will be provided in class.

LTLE 378 ePortfolio Award
. The Best ePortfolio Award will be given to the individual
earning the highest score on their ePortfolio presentation based on audience ratings (ratings do
not affect grading).

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12

LTLE 378 Web Design for Learning

Assessment Rubric
Authoring Tool Mods

Criteria

2-3 minutes
in length
Coverage

Visual
design/
appearance

Table of
contents/
navigation
Detractors

Audio

Assessment

Effects/titles

Presentation
Creativity

Below Standard
0
Very short, inadequate
effort or much too long,
considering the content
Address fewer than five
slides and/or content is
sparse
Several visual design
guidelines are not
followed; poorly
composed; not visually
appealing
Unclear navigation;
titles stated poorly
and/or; design not
consistent with product
More than one element
detracts from overall
quality (eg, typo).
Hard to understand or
presence of extraneous
sounds; low/
inconsistent volume
No assessment item(s)

No effects/titles or
effects/titles that
seriously detract from
product
Does not play or plays
with critical issue
Usual treatment;
expected.

Meets Standard
1

Excellent
2

Length is appropriate to
the content

n/a

Address fewer than seven

slides and/or content is
sparse
Slides generally composed
well; one or more visual
design guidelines not
followed; visually
appealing
Non-optimal navigation;
titles stated in acceptable
manner; design generally
consistent with product
No more than one
element detracts from
overall quality (eg, typo)
Few defective sounds;
volume OK

Addresses all seven

slides; substantive
content
Slides follow visual
design principles;
visually appealing

Includes assessment item;

item is not well
constructed
Unobtrusive effects/titles,
with only minor problems

Plays with few noncritical

issues
Interesting element
beyond the usual
treatment.

Points

Clear navigation;
titles well stated;
design consistent
with product
No elements detract
from overall quality
Good sound
throughout, with no
distracting sound or
echo, volume OK
Includes assessment
item; item is well
constructed
Effects/titles
contribute to
product, properly
used
Plays as expected
Includes engaging,
unique, innovative,
unexpected aspect
to demo.

Alignmentoff,textnotsame,

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13

ePortfolio Rubric
LTLE 378
Note: ePortfolio must include the following content areas (e.g., menu selections): Home,
Artifacts. Additional content areas may be added at the students discretion. All areas of the
ePortfolio, even those not required, will be subject to the rubric below.
Element/Points
0
1
2
Points

Artifacts

Navigation

Layout

Use of
multimedia

Use of graphics

Clarity of
expression

SACS Syllabus

<2 artifacts
Significant issue with
one or more scoring
elements
Minor issue with
more than one
scoring element
Significant issue with
one or more scoring
elements
Minor issue with
more than one
scoring element
Significant issue with
one or more scoring
elements
Minor issue with
more than one
scoring element

2-3 artifacts
Minor issue with no
more than one
scoring element

4 or more artifacts
Mods
Description of how
each artifact was
created (tool,
process)

Minor issue with no

more than one
scoring element

Easy navigation with

minimal effort
Links work as
expected
Minimal
scrolling/clicking
Easy to read,
Clear fonts
Good use of
whitespace
Good use of color
Consistent design
across site
Proper alignment of
elements

Significant issue with

one or more scoring
elements
Minor issue with
more than one
scoring element
Significant issue with
one or more scoring
elements
Minor issue with
more than one
scoring element
Significant issue with
one or more scoring
elements

Minor issue with no

more than one
scoring element

Elements play as
expected
Proper volume
Clarity of audio/
voiceover

Minor issue with no

more than one
scoring element

Clearly displayed
No distortion
Appropriate size
Enhances overall look
of site

Minor issue with no

more than one
scoring element

No spelling, grammar,
or punctuation errors

Minor issue with no

more than one
scoring element

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14

 Minor issue with

more than one
scoring element
Reflection

Significant issue with

one or more scoring
elements
Minor issue with
more than one
scoring element

Minor issue with no

more than one
scoring element

Creativity

Does not include a

Includes a unique,
unique, innovative, or
innovative, or
insightful element
insightful element
beyond expectation
beyond
expectation

Descriptions are
succinct and clearly
stated
No editing required
Includes strengths
and weaknesses of
the tool used
Suggestions for
improving tool use
How to use the tool to
support one's own
teaching and learning
BONUS
transformational

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