HRD 236, Syllabus

HRD 236 Technology & HRD

The George Washington University

Syllabus

Instructor

Instructor	Chih-Hsiung Tu, Ph.D.	Chih.Tu@Nau.Edu	928-523-0761

Teaching Philosophy

Obtaining a good understanding of the instructor's teaching philosophy is an effective method of ascertaining the instructor's expectations. Please be sure to read the instructor's teaching philosophy.

Goals & Objectives

The purpose of the course is to increase understanding of how technology affects learning within the workplace. After completing this course, participant should be able to:

Describe several different technologies that are currently being used for training and education in organizations
Discuss social impacts of these technologies
Explain significant factors that affect the selection, implementation, success and/or failure of learning technologies within an organization
Describe the emergence of learning organizations and the significance of knowledge management
Develop a comprehensive learning organization plan.

Overview

Technology is reshaping how organizations work and how learning takes place in the workplace. This course examines such changes in the context of educational technology leadership and knowledge management in corporations, government/military agencies, associations, schools and universities. In addition to providing an overview of how and why technology impacts the world of work, emerging technological roles and expectations will be discussed. The interactions between and among management, employees, and customers are of particular interest.

Delivery Format & Pre-requisites

This course is designed for graduate students in education who want to study the organizational context of technology in depth. Students should possess a basic familiarity with instructional technology. It will be assumed that all students possess basic familiarity with the Internet/Web when the course begins.

Reading

Required Textbook

Marquardt, M. J. ; Kearsley, G. (1999). Technology-Based Learning: Maximizing Human Performance and Corporate Success. St. Lucie Press/ASTD, Boca Raton, FL..
Notes: ISBN 1-57444-214-7

Course Schedule

Date	Time	Lesson	Topics
February 21, 2005 (Monday)	6.30pm - 9.30pm	Orientation	Orientation
February 23, 2005 (Wednesday)	6.30pm - 9.30pm	Lesson1	Technology-Based Learning
February 24, 2005 (Thursday)	6.30pm - 9.30pm	Lesson2	Technology, Organizations, & Performance
February 26, 2005 (Saturday)	9.00am - 5.00pm	Lesson3	Learning Technology
		Lesson4	Knowledge & Knowledge Engineering
February 28, 2005 (Monday)	6.30pm - 9.30pm	Lesson5	EPSS & Networks
March 2, 2005 (Wednesday)	6.30pm - 9.30pm	Lesson6	Social Factors & Community of Practices
March 3, 2005 (Thursday)	6.30pm - 9.30pm	Lesson7	Evaluation & Practices
March 5, 2005 (Saturday)	9.00am - 5.00pm	Lesson 8	Wrap-up

Evaluations

Categories	Points
Course Participation & Online Discussions	20 points
Assignment 1, & 2 (22.5 points x 2)	45 points
Final project	35 points
Total	100 points

Course Participation & Online Discussion

Course participation and participation in online discussions are expected of all students registered in this class. Regular participation in-class and in online discussions is mandatory. Not participating will reduce your final grade. Each student must post at least “FOUR” messages. Failure to post these messages will result in a grade deduction. Students are required to participate in online discussions regularly throughout the week. However, the requirements of this course are not satisfied by simply posting four messages a week; the quality of participation and interactive engagement are necessary required for learning in the environment of this class .

Here are some guidelines for participants for regular posting to online discussions.

1. You should complete the activities throughout the workweek and avoid leaving them until the last day.

2. Your posting should be thorough and thoughtful. Just posting an “I agree/disagree with your comment” or an “I think the same” to someone else’s thoughts is not considered an adequate response.

3. It should be evident from the postings that participants are reading each other's comments. That is, the participants should make references to each other’s points of view.

4. Four postings are considered marginal, four or more are expected. Of course, posting more frequently is certainly encouraged.

Assignments

All assignments will be written in the American Psychological Association (APA) format, double-spaced, including page numbers. Failing to follow the required format will result in point deduction. Each assignment is due at the beginning of each lecture date. Late submission will not be accepted.

Assignments may involve various written reports, critiques of articles, research papers, or technical productions (see each assignment for details).

Assignments must be written in a clear and concise English format. Students should adhere to the length requirements of each assignment. All assignments should be in the APA format, doubled-space, font size 12, and include page numbers. Failure to follow the proper format will result in grade deduction. See each assignment for the details. The standard file format is Adobe Acrobat, unless otherwise specified.

APA is the style to be used for references and bibliography. If different reference styles are required by your professional field please note this in each of your assignments. Those of you in educational fields are required to use APA style.

APA resources

American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed. ed.). Washington, DC: American Psychological Association.

American Psychological Association. (1999) Electronic Reference Formats Recommended by the American Psychological Association. Retrieved May 25, 2000 from World Wide Web: http://www.apa.org/journals/webref.html

Here are some APA examples for your references:

Journal:

Tu, C. H. (2000). On-line learning migration: From social learning theory to social presence theory in CMC environment. Journal of Network and Computer Applications, 23(1), 27-37.

Book:

Short, J. A., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons, Ltd.

Book chapter:

McIsaac, M. S., & Gunawardena, C. N. (1996). Distance Education. In D. Jonassen (Ed.), Handbook for research on educational communications and technology (pp. 403-437). New York: Scholastic Press.

Web site:

Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience: Science working group on facilitated communication. Retrieved January 25, 1996, from the World Wide Web: http://www.apa.org/journals/jacobson.html

Assignment 1: Paper: Knowledge Management (4/5/2005)(22.5 Points)

Assignment 2: Paper: Knowledge Management System Evaluations/CoP (4/5/2005)(22.5 Points)

Final Project: Final Project (4/5/2005)(35 Points)

Grading

Grade	A	A-	B+	B	B-	C+	C	C-	F
Range (Points)	93-100	90-92	87-89	83-86	80-82	77-79	73-76	70-72	Below 70

Syllabus

SUBJECT TO CHANGE