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| Project Proposal |
| ITEC 830 |
| Dr. Kim Foreman, Instructor by |
| Sylvia Y. Schoemaker Rippel |
Introduction.................................................................................................................................. 3
Analysis: Purpose......................................................................................................................... 4
Analysis: Needs............................................................................................................................ 4
Design: Prototype Storyboard................................................................................................... 6
Design: Alpha Storyboard.......................................................................................................... 6
Design: Site Map.......................................................................................................................... 7
Design: List of Technologies Used............................................................................................. 7
Development: Course Goals.................................................................................................... 8
Development: Target Audience.............................................................................................. 8
Development: Instructional Strategies.................................................................................... 9
Implementation: Information Presentation............................................................................ 9
Content Outline............................................................................................................................ 9
Scope of Work............................................................................................................................ 11
Key Considerations.................................................................................................................... 11
Technical Information................................................................................................................ 12
Development Process............................................................................................................... 12
Content Review......................................................................................................................... 12
Timetable:..................................................................................................................................... 12
Budget/resources...................................................................................................................... 13
The learner objectives are as follows..................................................................................... 14
Evaluation: Assessments........................................................................................................... 15
Some years ago I extended my Business Communication class by developing a web extension with pages for the various formats the students needed to learn in writing business documents such as letters (full block, block, and semi-block), memos, resumes, and reports. Then, later, I developed a course blog developed as the course progressed, documenting course materials, adding web links and other relevant materials to extend the class. Tests and assignments were still paper-based, and midterm and final notebooks of student work was still required. Later, as student demonstrated more and more familiarity with computers and the web, I added assignments that were web-based and assignments were submitted as attachments to student emails to me. With added classroom computers and projection technology and university computer lab support, I changed from paper to digital format for most of the student assignments and editing was done electronically, with selected group editing, tracked changes, and peer reviews. The system was gradually enhanced as the technology and web developments permitted.
Each semester the process would begin anew. I would retire the old course blog and renew my email address for a "blank slate" new beginning. New students would be given assignments and I would moderate individual and group progress. I now required in place of the notebooks, a student course blog with their summaries and mind maps (predominantly FreeMind). Many students were first introduced to blogs and mapping software through the course. Others helped in the teaching/learning process by contributing to the course content with their own designs and found materials, and added graphics and videos to the mix.
Over the semesters, I was satisfied by the feedback from students, and continued with the blended classroom and web practices.
Today, I find that my work as an instructor could be better managed with the addition of a wiki to course development and management. For the most part, outside of Wikipedia, wikis are relatively new for many students who students have yet to be exposed to personal and/or course wikis, according to my informal poling of the class.
My proposal is to develop a wiki prototype for my course to meet needs not otherwise addressed.
This project is proposed to explore an open learning landscape for a traditional classroom-based course. The project addresses the need to develop a re-design for my business communication and research course for college students (E93/BA318, Business Communication / Communications in Leadership and Negotiation), a multi-level (graduate and undergraduate), multi-purpose (communications in both leadership and negotiation contexts) class taught in the US and has been taught abroad Canada and Vietnam in a corporate exchange program. The class online component re-design is particularly in need of innovative methods and materials for the benefit of students with diverse cultural, educational, and linguistic backgrounds and to allow an on-going structure that unfolding semester course blogs do not readily lend themselves to.
As an experienced instructor, I know that learning takes place in many more ways than a traditional classroom can address. What I need to extend are ways students can extend what they learn by applying new materials that are relevant to their individual areas of need and interest. My need is to find effective and efficient ways individual students can reinforce and extend what they already know and be personally motivated to learn more. Any review of contemporary learning theory will indicate that creativity and interest trump basic repetition and memorization, that learning by doing, learning in a social situation, learning with the instructor not as a “sage on the stage” but as an informed coach available “on the side” to achieve learning goals. Learning with the development of a project shared locally and even globally are ways we know will extend the learning experience.
Web 2.0 tools have changed the landscape of learning. My project cannot explore all the ways education has been revolutionized. Here I would like to develop a basic prototype of what can be done with the use of web technologies such as a wiki to extend learning beyond the classroom. The mix of in-class and virtual space learning tools applied in the teaching of business communications English 93 /BA 318 course will enhance the learning/teaching opportunities and will productively meet the need for individualization and support for collaboration.
In my typical classes, the unique mix of students requires a redefined approach to the traditional methods and materials of the classroom. My need is to extend student-driven learning for individualized purposes in addition to the traditional classroom instruction. Blended with classroom instruction, the Internet has come to provide an essential open and extensive learning landscape through personally and collectively driven means. Emergent Internet Web 2.0 technologies now provide the possibility of meeting diverse learning needs. Application of freely-available tools can help redefine traditional classroom courses through virtual extensions, including course and student blogs and wikis and visual and auditory communication tools: podcasts, videocasts, maps, graphics, among other features of the new open learning landscape. This project thus proposes a re-design of E93/BA318 with the additional Web 2.0 learning tools. The goal is to enhance the course studies and to provide individualization of instruction and learning to meet diverse student needs. ·
Thus to meet diverse learning needs, this project is purposed to further explore the way a wiki will meet required objectives. The re-design of E93/BA318 will be able to combine face-to-face instruction with extra-class extensions. In the context of an open learning landscape (OLL), the course learning will be extended through the Internet, and especially the application of Web 2.0-type connectivity tools to meet the instructional needs of diverse learners and provide needed learner and course management tools that are open and freely available in the emergent learning landscape of twenty-first century communications media.
The wiki for my business communication course will be part of a personal exploration of innovative ways to use freely available OLL tools can enhance and extend the in-class learning experience, especially through the development of individual and course blogs and wikis. Application of open and free new communications tools for collaboration (including Google docs, email lists, web pages, eNotebooks, graphics management tools (Flickr, Picasa, Freemind, Freemindshare), among others, make OLL extensions possible. Included also will be consideration of ways in which elements of OLL can be used for assessment through student ePortfolios and project rubrics.
To aid in the design process prototype storyboarding can highlight initial concerns. For this purpose I will present textually and graphically the formats that will be covered in the instructional process. As an example of a unit, letter formats will be presented. The following is a prototype example of a storyboard for the business letter formats module
![prototypeStoryBoard.png]()
Each page for formats will have links to the content.
For the alpha storyboard, elaborations are projected. Student and course wikis will develop the content with additional elements for student explorations and study.
![AlphaStoryboard.png]()
Elements to be further enumerated and explained.
Other required formats to be added:
Memos
Reports
The site map will be a welcome tool for presenting the outline of the wiki materials. Plans are to have both alphabetized text and graphical map versions.
In the prototype the stite map will offer a means for presenting major first content and will be an aid to noting areas for future development.
Basic to the background for this project is the use of the Internet and especially Web 2.0 technology. Here, for the proposed project the primary focus is on wikis, especially the use of the Wetpaint Wiki. Background technologies are now generally understood by the current generation of students and will be assumed known with potential learning aids to be linked or developed as required.
As specified on the course syllabus, primary BA 318 : Communications in Leadership and Negotiation course objectives are to:
1. Improve your ability to comprehend and produce effective written and oral business communications for leadership and negotiation purposes,
2. Evaluate business communications within appropriate contexts, and
3. Apply systematic communicative language processing strategies for critical thinking, problem solving, conflict resolution, decision-making, goal setting and attainment
The learner objectives are as follows:
Upon successful completion of this course, the student will be able to:
1. Learn to analyze the communicator, audience, purpose, context, and strategies of business communications in functional settings.
2. Select appropriate content, style and organization for varied situations.
3. Recognize appropriate presentation formats and techniques, and apply effective strategies in varied situations.
4. Become aware of tone and style choices in varied communications.
5. Gain experience in group projects.
6. Evaluate accurately the communications of self and others.
7. Reach concord in difficult situations
8. Provide appropriate leadership strategies in individual and group contexts.
The audience for the course re-design is a diverse group of university students studying business communications for leadership and negotiation. The students are at various stages in their college studies and are both native and second language speakers of English, and in various terms are located in the US and .other countries.
Instructional strategies beyond those typical of the classroom presentations and discussions, will be centered on student access and development of content, individually and in close collaborations as elected and assigned.
Face-to-face (F2F) presentations will be augmented by Web 2.0 extensions: sites, blogs, wikis, graphic organizers, maps, and other tools that will form the context for the addition of virtual spaces for the course selected from the open learning landscape of the Interne enabling extra individual learning projects and collaborations. Web 2.0 interface designs and interactive features allow users to control the pacing, and sequencing of content. Course information will be presented in small, discrete chunks to minimize overload and enhance retention.
Course content for the shared classroom components are outlined on the course syllabus. Topics covered will be supplemented by those targeted by the students in their own goals for learning. Overall topics include: fundamentals of business communications in leadership and negotiations; basic patterns of business messages as appropriate to dynamic contexts; cross-cultural communication; business communication technology; best practices in current functional business communication contexts. Weekly readings require responses in the form of summaries, maps, and reflections.
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| The syllabus specifies the following weekly topics from the readings: 1 Introduction 2 L1: What is Leadership Communication? N1: The Nature of Negotiation 3 L2: Creating Leadership Documents N2: Negotiation: Strategizing, Framing, and Planning 4 L3:Using Language to Achieve Leadership Purpose N2: Negotiation: Strategizing, Framing, and Planning 5 L4: Developing and Delivering Leadership Presentations L5: Using Graphics and PowerPoint for a Leadership Edge 6 L6: Developing EQ and Cultural Literacy to Strengthen Leadership Communication N3: Strategy and Tactics of Distributive Bargaining 7 N4: Strategy and Tactics of Integrative Negotiation 8 Midterm L7: Leading Productive Management Meetings 9 L8: Building and Leading High Performance Teams N5: Perception, Cognition, and Communication 10 L9: Establishing Leadership through Strategic Internal Communication L10: Leading through Effective External Relations 11 N6: Finding and Using Negotiation Leverage 12 L10: Leading through Effective External Relations 13 N7: Ethics in Negotiation 14 N8: Global Negotiation 15 N9: Managing Difficult Negotiations: Individual Approaches 16 Final |
Much of the course content requires a variety of delivery and learning systems. The project is anticipatory in nature. The focus is on blending and extending traditional methods and materials with Web 2.0 extensions for the course management, delivery, and student participation. Web 2.0 technologies will provide instructor and learner new opportunities to apply and extend classroom content. Course blogs, wikis, and email/gmail/list management will be used as mechanisms in the process. Students will be guided in “virtualizing” their work, as they will become familiar with various tools and means to go paperless and create a connected learning community with the freedom to apply and create a growing resource for learning through web-based delivery.
Assessment will be both traditional and innovative. Content created by student individually and in teams, their ePortfolios, projects, assignments, presentations of their work in class and on the OLL are to be evaluated based on instructor/learner community-defined individualized rubrics.
Key considerations of the open language landscape Web 2.0 extensions applied to the classroom course will evolve with input from student and instructor evaluations of the learning experience, instructional methods mix, and materials used.
Some factors for evaluation include:
The course length: 16 weeks
Feedback and assessments: electronic and paper, formal and open.
Modes of blended OLL and classroom F2F discussions, presentations, student and course blogs, wikis, email, maps, flash, video, podcasts, among other emergent OLL options
The open language learning environment of the Internet and Web 2.0 environment is essentially platform free. Emphasis on the OLL factors will provide increased accessibility.
Initial, medial, and post-project phases will be cycled as the applications and options develop. Ongoing interactions and reflections on the process are encouraged and enabled in face-to-face, email, blog, wiki, and established sites.
Content Review
Given the university academic context, built-in semester review points will provide an opportunity for feedback and optimization.
Proposed timeline:
Pre course:
Syllabus
Course site
Course start:
Email, photos, contact lists
At midterm:
Tests, ePortfolio assessment, student project proposals
At finals time:
Tests, ePortfolio assessment, project assessment
Initial phase:
Form central site, linked suites, course blog, course email lists to student-created content.
Students will develop their ePortfolios for midterm and final evaluations of content, style, and form.
Instructor will receive feedback from students for modifications of content and tools.
Budget/resources:
Cost effective development of materials is made possible through use of open and freely available tools and platforms (OLL) will keep outlays to a minimum for institution, instructor, and students,’ New media materials outlays(such as freely available Youtube materials, for example) are also less than traditional (commercially produced) A/V materials
Possible strategies for course goals and objectives:
1. Improve your ability to comprehend and produce effective written and oral business communications for leadership and negotiation purposes,
Web site on formats and links to sites on subject
2. Evaluate business communications within appropriate contexts, and
Discussions, guidelines, rubrics
3. Apply systematic communicative language processing strategies for critical thinking, problem solving, conflict resolution, decision-making, goal setting and attainment
Assignments, rubrics
The learner objectives are as follows:
Upon successful completion of this course, the student will be able to:
1. Learn to analyze the communicator, audience, purpose, context, and strategies of business communications in functional settings.
Systematic language processing and critical thinking skills
2. Select appropriate content, style and organization for varied situations.
Web guidelines, rubrics; communication production skills
3. Recognize appropriate presentation formats and techniques, and apply effective strategies in varied situations.
Apply online models
4. Become aware of tone and style choices in varied communications.
Online examples, exercises, discussions
5. Gain experience in group projects.
Lists, Wiki, blog, maps collaborations
6. Evaluate accurately the communications of self and others.
Group and team collaborations and presentations
7. Reach concord in difficult situations
Web 2.0 collaborations
8. Provide appropriate leadership strategies in individual and group contexts.
Reports online and in in-class team and individual classroom presentations
Models, rubrics, ePortfolios, formal and informal assessments will be interwoven with individual goals and objectives targeted. A variety of opportunities and creative ways to demonstrate and share attainments will permit various paths for the learner to recall and rehearse important information and concepts and demonstrate knowledge and skills. A personal communication development plan with a time frame for expected attainment is part of both the traditional classroom/text based content and the eExtensions of the OLL.
The following is an example assessment rubric for blogs and wikis from rubistar.com (http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1468817&):
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Blogging and Wiki Assessment Rubric
Instructor Name:
Student Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 |
| Ideas & Content | The student has many original ideas and expresses them clearly. The great majority of ideas are related to the assignment. Covers topic in-depth with details and examples. Subject knowledge is excellent. | The student expresses some original ideas. The majority of ideas are related to the assignment. Includes essential knowledge about the topic. Subject knowledge appears to be good. | The ideas expressed are not necessarily original, and are not usually connected to the assignment. Includes essential information about the topic but there are 1-2 factual errors. | The ideas expressed are not original, often confused and are not connected to discussions around the assignment. Content is minimal, OR there are several factual errors. |
| Post Frequency | The entry frequency greatly exceeds course expectations. | The entry frequency is slightly above average. | The entry frequency is slightly below average. | The entry frequency is well below course expectations. |
| Writing Quality | No misspellings or grammatical errors. No HTML errors in wiki/blog (e.g., broken links, missing images). | Entries show above average writing style. The content demonstrates that the student reads moderately, and attempts to synthesize information and form new meaning. | Entries show a below average, overly casual writing style with a lack of attention to style. Students pay little attention to other reading and mostly regurgitate previous personal views. | Entries are of very poor quality. There is little to no evidence of reading other information in order to form new meaning of the topics at-hand. |
| Community | Contributes greatly to the development of the class wiki/blog. | Contributes adequately to the development of the class wiki/blog. | Contributes moderately to the development of the class wiki/blog. | Contributes minimally to the development of the class wiki/blog. |
