Goal:
By the end of the course, each participant will integrate handheld computers into the curriculum with an instructional unit or administrative application.

Learning Outcomes

Content
This course is organized around nine modules. In the content modules there will be required readings and activities. Most activities will require your participation in the class discussion and sharing your reflection about what you read and learn. Participants will explore making eBooks, podcasts, vodcasts, and screencasts. Other activities will involve developing action plans or materials that will help you plan for program and professional growth. Suggested activities will include options appropriate to your level of experience.

Modules:

1. Orientation and Practice
2. Evaluating and Selecting Hardware and Software
3. Using eBooks within the Curriculum
4. Writing eBooks
5.  Using Podcasts and other eAudio within the Curriculum
6.  Preparing Podcasts
7.  Using eVideo and Vodcasts within the Curriculum
8. Preparing eVideos, Vodcasts, and Screencasts
9. Assessing Benefits of the iPod® and Handheld Computers within the Curriculum .

Each module is structured around an Introduction, Readings, Activities, an Activity Checklist, and Discussion Board Postings.

Class Discussion Participation

Many of the course instructional concepts are developed through discussion using our discussion board; it is important that you log in to the discussion board several times a week.

The discussion board's most vital use is to exchange ideas with other participants. You will be asked to complete postings for each module. These will include reactions to readings, discussing the topic/issue of the week, sharing information and resources with classmates, or responding to a problem posted by peers or your instructor. Some assignments will be submitted directly to the instructor.

Participants will:

1. Participate in a course discussion board and respond to discussion guide statements;
2. Reflection entries based on relevant topics in each section of the text;
3. Review 3 professional articles related to studies in technology-enhanced instructional practices;
4. Prepare quality eBooks that are appropriate for student use;
5. Prepare quality audio for a curriculum based podcast or eAudio.
6. Locate and download quality video that can be applied to the curriculum.
7. Develop a lesson plan and assessment rubrics that incorporate an iPod® or other handheld device. 
8. Examine the potential of using eVideo, vodcasts, and Screencasts within the curriculum

You will be able to customize activities to meet your specific personal and program growth needs.

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Collaboration
During each activity, you are encouraged to share your thoughts, ideas, and questions with other participants. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final copy of each project.

Feel free to use these world time tools when you are communicating with participants who live in different time zones.

The World Clock - Time Zones
WORLDTIME

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Email Accounts
Each student will receive a University of Wisconsin-Stout e-mail account.

Activities
Activities will vary with each module. Generally they will involve:

1. Participating in a discussion
2. Reading online articles and sharing what you learned
3. Completing a project

Self-Reflection
At the conclusion of the course, you will write a concise (250-300 word) reflection that responds to questions such as:

1. What was the most valuable thing you learned in this course?
2. How will you implement this in your teaching or training?
3. In what area(s) do you feel you need more information or practice to feel comfortable using a handheld computer in an educational environment?
4. How can you use your new skills to benefit your school and/or district?

Grading Scale and Evaluation

Grading System

Grade	Percent
A	95-100
B	90-94
C	85-89
D	80-84
F	<79

A -- Meets or exceeds the requirements
B -- Completion of most requirements
C – Minimal work is completed and criteria not met (Work must be resubmitted.)

Your grade will be based on:

50% - Satisfactory execution of module activities
20% - Audio and Video Projects
15% - Online Discussion Postings
15% - Self-reflection

Project Evaluation
Your multimedia projects will be evaluated on your demonstration of standards listed on the provided rubric or checklist.

Participation Evaluation
Much of the work you complete will not have a “Right or Wrong” answer, but will be a creative expression that can be applied to the curriculum. Evaluation will be based on the amount of your participation in Web-based class discussion, evidence of thoughtful discussion, questions you ask, and the completion of activities.

Evaluation of your discussion participation is cumulative and subjective based on notes that the instructor records each week.

Exemplary/Excellent

1. Discussion postings respond to the module activities and include thought-provoking questions designed to elicit responses from other participants.
2. Discussion postings make it clear you have read the required readings or completed the assignment.
3. Postings meet or exceed the minimum number required, are straight to the point, clearly stated, and respond constructively to others' ideas.
4. Discussion postings are completed during the time scheduled for the activity and discussion. (If technical difficulties or other circumstances make this difficult please contact the instructor immediately.)
5. Discussion postings respond to comments/questions of other participants and enhance the class discussion.

Average

1. Discussion postings respond to the module activities and include responses to others' comments in the class discussions.
2. Responds to most of the questions and assignments.
3. Participation is generally within the time frame for the activity

Incomplete/Below average

1. Discussion postings are below the minimum number of postings for the module or contributions are vague or merely perfunctory. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion
2. There is excessive quoting from the readings without any real supporting evidence of individual thought or indication or having read the required readings or completed the assignments.
3. Postings are completed late and discussion is limited.

You will receive feedback from the instructor after each module concerning your performance. In addition, you will receive feedback through peer review and interaction, helping you to craft your understanding.

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Required Textbook:

Bell, Ann. 2006. Handheld Computers in Schools and Media Centers. Linworth Publishing, Inc.
Available from: amazon.com and Linworth Publishing, Inc.

In addition to the textbook, participants will be asked to read materials and tutorials available on the WWW.

Required Equipment

Each participant should own either an iPod®, Palm or Pocket PC Handheld Computer, or AlphaSmart, a cradle to sync with a desktop or laptop computer, and a microphone for your computer.

Operating Systems: PC – Vista or Windows XP or MAC – OS X
Internet Connection: High Speed
Computer Accessories: Microphone
Suggested Download: QuickTime Pro Player & Editor

ADA Statement
In compliance with the Americans with Disabilities Act (ADA), students are encouraged to register with UW Stout Disability Services for assistance with instructional accommodations due to disabilities. The phone number of the Disability Services office is 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/disability/contact.shtml

Online Attendance
In an online course, you are not required to attend at a particular location or time of day.

This course is designed as an interactive course in which you contribute and respond to the discussion postings of other students.  Plan to log in and participate in the course discussion at least 3 times each week. Your instructor has access to a login summary including the date of each entry you make to the discussion board or dropbox—this includes a response to an assignment, a posting on the threaded discussion, submission of an assignment, or participation in group work.

If your professional/personal obligations or illness require you to be absent for more than 3 days, please contact me and arrange how you will make up the work. 

Please do not "drop out" for a period of time and then expect to "drop back in" without losing points. This makes it difficult for your colleagues to complete their assignments if feedback is required.

Late Policy
As an online instructor, I prefer to be flexible with due dates. Since we haven't committed to a regular schedule of meeting in a specific place, you can "come to class" at your convenience. But this presents a problem when class participants abandon the course calendar completely. Regular, timely feedback to classmates via the Discussion board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive.

Due dates for each module are published on the course calendar at the start of the class. Work turned in within seven days after that due date will be considered on time and will receive full credit.
After seven days, work that has not been submitted will receive a zero until the work is handed in and evaluated.

Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An e-mail to the instructor requesting an extension of the due date is sufficient.

Unexcused Makeup Work - If you have not requested an extension prior to the assignment due date, the late assignment will be considered unexcused.

Unexcused makeup work will be penalized 10% for each day the assignment is late after the 7th day following the due date listed on the calendar. For example, if the assignment is due on March 7th, then unexcused makeup work submitted after March 14th will receive a 10% per day deduction in points.

Please let me know if you have questions about this policy.

Academic Honesty & Misconduct
From the UW-Stout Policy: “Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.

Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:

Cheating - The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.

Plagiarism - The use of others’ ideas and words without a clear acknowledgement of the source.

Fabrication - The intentional and unauthorized falsification or invention of any information or citation in 1any academic exercise.

Assisting - The facilitation or assistance in academic dishonesty. UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.

Preparing for Your Online Class
Complete a short orientation checklist to make sure you're ready for the class to begin.