Ted Nellen

Kathleen P. King, Ed.D.
Office: Rm 1012E, Tel. (212) 636-6472

Course Description:

	"Internet Applications and Distance Education" will focus on innovative, effective and
manageable application of the Internet and distance education technologies to the classroom. The
primary emphasis will be integrating Internet resources, distance education and related activities
into the curriculum.

	Several class activities will involve the development of materials for use in the classroom
(K-12, adult education or higher education). The course includes Internet searches, e-mail and
distribution list development, web site utilization and development for the classroom, and distance
education planning. The class specifically includes the use of the following: the Worldwide Web,
Netscape, e-mail functions, listserv membership, distribution list development and maintenance, use
and comparison of several internet search engines, and basic web page and web site development. Some
experience with Mac or IBM-compatible computers helpful; no knowledge of programming is needed. (this syllabus) and (Dr. King's resource pages) 

Objectives: Students will develop the ability to

	1. operate IBM-compatible computers in order to successfully use software for presentation,
preparation, and integration of curriculum and instructional materials across grade and content

	2. demonstrate Internet e-mail skills to facilitate learner-centered participation,
discussion and research in an asynchronous medium. (Skills include: basic e-mail skills, distribution
list development and use, listserv functions: searches, subscription, archives, etc.)

	3. demonstrate Internet World Wide Web skills to access information from a variety of sources
related to theory and practice across grades and content areas. (Skills include web browsing,
searches, and custom bookmark use.) 

	4. demonstrate Internet web development skills to promote individual and group participation,
research and dialogue across content areas and grades. (Skills include: basic HTML and web page
development, web page publishing, editing and maintenance.) 

	5. demonstrate familiarity with current issues in information technology as they relate to
the Internet and education. 

	6. integrate the Internet and information technology into the curriculum across cultures,
disciplines and grades. 

	7. demonstrate familiarity with current and emerging technologies in the field of Distance
Education to evaluate opportunities to integrate them into curriculum. 

	8. demonstrate familiarity with the resources, planning and implementation requirements of
Distance Education as they relate to both diverse educational settings and learners.

	9. identify current issues and their implications in the Distance Education field. 

	10. identify resources for staying current in computers, the Internet and related
technologies as they relate to education.

Required texts:
	Crumlish, C. (1999). The Internet; No experience required (2d ed.). San Francisco: Sybex.
	Cyrs, T. E. (Ed.). (Fall, 1997) Teaching and learning at a distance; What it takes to
effectively design, deliver, and evaluate programs. New Directions for Teaching and Learning, 71. San
Francisco: Jossey-Bass. 

	Cahoon, B. (Ed.). (Summer, 1998). Adult learning and the Internet. New Directions for Adult
and Continuing Education, 78. San Francisco: Jossey-Bass. 

Course Procedures:

	1. Readings. Read and consider a wide selection of books and articles that speak to the
course issues. Use the course bibliography to supplement the assigned readings. 

	2. Lectures. Presentation of data and analysis concerning the subject matter of the course.
Students are expected to read materials about the upcoming class topic prior to the weekly

	3. Class discussion and participation. Students are encouraged to share experiences, raise
and clarify questions and to take an active role in this graduate course. 

	4. Course application. In order to better understand the strategies and issues in teaching
and learning, students will participate in a variety of learning experiences. 

	5. Laboratory. Students will be learning computer skills during this course. It is necessary
for the student to practice these skills outside of the classroom. 


	1. Class Attendance and Participation: Class participation includes attendance and
demonstrated class participation. In this course the emphasis is hands-on exploration and use of
computer and technical resources, this makes attendance a critical facet of the course. Regular and
punctual attendance is expected; lateness and absences will result in deduction of points for this
course requirement. If you miss a class, you are to write a 2pp summary of the material covered in
that class according to the syllabus; this is due at the next class meeting. To complete this
requirement you may need to use outside reading resources. In addition, except for extreme
circumstances that have been discussed and compensated for with the permission of the professor,
students missing more than 3 classes will not be able to pass the course. Contributions to class
discussions, panel discussions, "field trips" and participation in all other class activities will
comprise participation. 15 pts

	2. Electronic Journal: This will be emailed to the professor at the end of each class. The
electronic journal is designed to encourage you to reflect about what we are learning, reading,
discussing and computing. 15 pts

	3. Web Page Development: As an extension of a web browser bookmark list, the student will
develop a homepage for use in their classroom/s that may be later integrated into the student's web
course project. This will include important sites for their discipline, appropriate search engines
and related links. Preparation of this project will include Internet searches and browsing,
application of basic HTML and design guidelines. The use of the campus Internet access or another
provider will be essential. The project as it is turned in will include the web page/s on disk,
posted to the Internet and printed out. Because of the limitation on file size, limited graphics
should be used. 
		DUE DATE: October 25	30 pts

	4. Assignments: these will include the assigned reading, lab exercises conducted during class
time, listserv participation and e-mail activities. 

	Listserv and Bulletin Board Summary and Reflection: A four-page summary and reflection paper
on 1) your listserv experience and 2) your web-based bulletin board experience. Discuss the tone,
content and participant behavior in the listserv and bulletin board along with your opinion on the
usefulness and application of them for educational purposes. PLEASE NOTE: This assignment should be
posted to the class web course site on by the beginning of class on the due date. 

		DUE DATE: Nov 15	10pts

	5. Final project: Web Course Development: This project is designed to synthesize your
knowledge of computers, Internet technologies, distance education and educational theory. This will
be accomplished both through the preparation and content of the finished project, a course site on
either, or In addition to the web course site, you will hand
in 1) a hard copy of the site including, a printout of all the pages on the site, 2) a title page,
and 3) an overview of the layout of the course, rationale (2-3 pp.) for its design and reference list
(to support rationale - it may include some of our readings). The topic of the course is to be taken
from your grade and content area. The project will use APA, 4th ed. format, and must be a
computer-generated document. Possible resources include - our readings, magazines and journals: 
International Society of Technology Education journals: Journal of Research on Computing in
Education, Learning and Leading Technology; PC Magazine; T.H.E. Journal; Syllabus; Chronicle of
Higher Education, etc. All sources will be noted in a reference list attached to your project.

	You will also demonstrate the course web site to the class in the last two sessions of this
		DUE DATE: Dec. 13	30 pts


Class Attendance: Class participation is an important part of any course. In this course the emphasis
is hands-on exploration and use of computer and technical resources, this makes attendance a critical
facet of the course. In the event that you will not be able to attend class, please notify the
instructor as soon as possible. 

Grading: Official information on grades may be found on page 23 in the Graduate School of Education

References: A bibliography is appended to this syllabus and the most current version will be
available at In addition, a web page resources have
been developed and is highly recommended to the class:,
as is the Educator's Electronic Notebook created by Dr. Patricia Libutti and myself These are good places to start your search for educational
information on the Internet. 

Written Assignments: The quality of writing and format of all written work will be taken into account
in grading; all written work should be presented at a graduate level of proficiency. The manual of
style adopted by the School of Human Services, American Psychological Association (APA), 4th edition,
should be adhered to in all written work. All papers should be typed, double-spaced, spell checked
and edited for correct grammar. 

E-mail accounts: If you do not already have a Fordham e-mail account, you need to go to the "VAX
room" opposite the library as soon as possible and sign-up for one. This will be used inside and
outside the class time. Computer and Internet access are available in several locations on the
Lincoln Center campus and also via dial-up. 

Course Requirements:
15 %	Class participation, preparation and discussions
15 %	Electronic journal
30 %	Web page development  	DUE 10/25
10 %	Completion of assignments and listserv summary 	DUE 11/15
30 %	Final project 	DUE 12/13
100 %

Class	Topic
1	Management: Lab time, e-mail accounts, textbooks
9/6	Windows 95/98 and e-mail basics
	Introduction to the Internet; Internet video
	Web-based bulletin board:
	Cyrs, chapter 1; Background: Crumlish, chapter 1, 2, (3) and Appendix A

2	Communicating on the Internet - e-mail, listservs, domains 
9/13	Session: Selecting and joining a listserv--(AEDNET is suggested) 
	Cahoon, chapter 1 Teaching and Learning Internet Skills
	Cahoon, chapter 4 Adult Learners and Internet-Based Distance Education
	Crumlish chapters 4-7; Cyrs, chapter 9

3	Distribution list development and usage; Email TO and CC
9/20	Introduction to Web browsing for educators; Netscape  
	Web-based bulletin board:
	Cahoon, chapter 3 Course Development and the World Wide Web
	Crumlish chapters 5, 8, 9

4 Handling listserv traffic... ?
9/27	Searching for topics; search engines compared (web sources) 
	Crumlish chapter 10-12, Background: 8 & 9

5 HTML viewing and basics & local homepages 
10/3	Crumlish chapter 19; Cyrs, chapters 2, 3, 4

6	HTML - creating pages 
10/10	KPKedu --- - Internet resources and tutorials
	Crumlish, 19, 11, 12

7	HTML - Final class workshop & Publishing on the web - FTP
10/17 - Internet resources & tutorials

10/25	Instructional Design Principles for Distance Learning 
	**Verduin & Clark, chapters 5 & 6: Assessing program quality ...; Program Foundations
	Cahoon, chapter 6 Online education: An emerging pedgogy
	Cyrs, chapter 5, Student Centered Instruction for the Design of Telecourses

9	Start Webcourse development- Work on web courses - blackboard, nicenet, delphi
11/1	Discuss Instructional Design
	**Verduin & Clark, chapters 5 & 6: Assessing program quality ...; Program Foundations

10	Internet Resources: Evaluating and Instructing 
11/8	Issues and Trends in Distance Education; Overview of current delivery systems
	Session: Creating evaluations
Work on web courses - blackboard, nicenet, delphi
	Cyrs, chapters 11, 12, 13

11	Listserv paper DUE - POST IT TO before class
11/15	REMOTE LOGIN: at home, at work or from the lab 
	Listserv & AUP discussion 
	Work on web courses - blackboard, nicenet, delphi
	Crumlish chapter 14, 15: Chatting, Conferencing and Collaborating


12	Issues and Trends in Distance Education; Overview of current delivery systems
11/29	Session: Going to "class" & action plan  -- Trial run "Live-chat"
Work on web courses - blackboard, nicenet, delphi
	Cyrs, chapters 7, 8, 9, 10

13	Administrative Issues in Distance Education
12/6	Edu-Searchquest & AUP development
	Cahoon, chapter 7 Ethics
	Cyrs, chapter 14 & 6
	Work on web courses - blackboard, nicenet, delphi

12/13	FTP, Telnet & Gopher 
	Project presentations - hands-on format
	Crumlish chapter 16 - 18

15	Current Issues in Distance Education; Project presentations - hands-on format
12/20	Cahoon, chapter 8 Themes and things to come
	Cahoon, chapter 2 Intranets for learning and support
	Course Summary and Evaluation


Alexander, J., & Tate, M. A. (1999). Web wisdom: How to evaluate and create information quality on
the web. Mahwah, NJ: Lawrence Erlbaum. 

Arntson, Berkemeyer, Halliwell, & Neuburger. (1996). Learning the Internet. New York: DDC

Boettcher, J. (Ed.). (1994). 101 success stories of information technology in higher education: The
Joe Wyatt challenge. Boston: McGraw-Hill. 

Boschmann, E. (Ed.). (1995). The electronic classroom; A handbook for education in the electronic
environment.  Medford, NJ: Learned Information, Inc. 

Brooks, D. W. (1997), Web-teaching; A guide to designing interactive teaching for the world wide web
(innovations in science education and technology). Plenum Publishing Corporation. 

Burrus, D., & Gittines, R. (1994). Technotrends: How to use technology to go beyond your competition.
New York: Harperbusiness. 

Cady, G. H. & McGregor, P. (1996). Mastering the internet, 2d ed. San Francisco: Sybex. 

Cahoon, B. (Ed.) (1998, June). Adult learning and the Internet. New Directions for Adult and
Continuing Education, 78. San Francisco: Jossey-Bass. 

CEO Forum on Education & Technology. (2000). The CEO Forum year 3 report: The power of digital
learning: Integrating digital content. Washington, D.C.: CEO Forum on Education & Technology.
Available online: rpt3.pdf

Crumlish, C. (1999). The Internet; No experience required (2d ed.). San Francisco: Sybex. 

Cyrs, T. E. (Ed.). (Fall, 1997) Teaching and learning at a distance; What it takes to effectively
design, deliver, and evaluate programs. New Directions for Teaching and Learning, 71. San Francisco:

Detheridge, T. & Bowell, B. (1998). Using CMC to support the professional needs of teachers. In Z.
Berge & M. Collins (Eds.), Wired together: The online classroom in K-12: Vol 3. Teacher education and
professional development (pp. 161-169). Cresskill, NJ:  Hampton.

Duning, B. S., Van Kekerix, M. J., & Zaborowski, L. M. (1993).  Teaching learners through
telecommunications. San Francisco: Jossey-Bass. 

Eastman, D. V. (1995). Alone but together. New York: Hampton Press. 

Ellsworth, J. (1994). Education on the internet. Indianapolis, IN: Samsnet. 

Ely, D. (1994). Changing Directions in Higher Education Media and Technology Programs - An Interview
with Robert M. Diamond. Educational Media and Technology Yearbook, 20, 132-41. 

Falk, D. R. and Carlson, H. L. (1995). Multimedia in higher education; A practical guide to new tools
for interactive teaching and learning. Medford, NJ: Learned Information Inc. 

Garrison, D. R., & Shale, D. (Eds.) (1990). Education at a distance; From issues to practice.
Malabar, FL: Krieger. 

George, G. & Camarata, M. R. (1996, July-Aug.). Managing instructor cyberanxiety: The role of
self-efficacy in decreasing resistance to change. Educational Technology, 49-54. 

Hafner, K., & Lyon, M. (1996). Where wizards stay up late: The origins of the Internet. New York:
Simon and Schuster. 

Hirshbuhl, J. J., & Bishop, D. (Eds.). (1996). Computer studies; Computers in education (7th ed.).
Guilford, CT: Brown and Benchmark. 

International Society for Technology in Education (ISTE). (2000). National education technology
standards for students: Connecting curriculum and technology. Eugene, OR: ISTE. 

James, W. B., & Gardner, D. L. (1995, Fall). Learning styles; Importance for distance learning. New
Directions for Adult and Continuing Education, 67. San Francisco: Jossey-Bass. 

Jonassen, D. (Ed.). (1997). Handbook of educational communication and technology. New York:

onassen, D. H. (1999). Computers as mindtools for schools. Upper Saddle River, NJ: Prentice-Hall. 

Jonassen, D. H., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist
perspective. Upper Saddle River, NJ: Prentice-Hall. 

Keegan, D. (1996). Foundations of distance education. London: Routledge. 

Kent, P. (1996). Using Netscape 3. Indianapolis, IN: Que. 

Kent, T. & McNergney, R. (1999). Will technology really change education?: From blackboard to Web.
Thousand Oaks, CA: Corwin/Sage. 

King, K. P. (1998). KPKing's Education Bookmarks. [Online]. Available:

King, K. P. (1998, June) "Course development for the world-wide web." In B. Cahoon (ed.) Adult
learning and the Internet. New Directions for Adult and Continuing Education. San Francisco:

King, K. P. (2000). Professional development that impacts practice: Teachers learning technology
applications to education. American Educational Research Association, 2000 Conference, Division I,
New Orleans, LA, April 24-28, 2000. 

King, K. P. (2000). Educational technology that transforms: Educators' transformational learning
experiences in professional development. In T. Sork, V. Chapman, & R. St. Clair (Eds.), Proceedings
of the 41st Annual Adult Education Research Conference (pp. 211-215). Vancouver, BC: University of
British Columbia, June 2000. 

Kizzier, D. (1995). Teaching technology vs. technology as a teaching tool. In N. Groneman (Ed.),
Technology in the Classroom 1995 Yearbook (pp. 10-24). Reston, VA: National Business Education

LeMay, L. (1995). Teach yourself web publishing with HTML in a week. Indianapolis, IN: Samsnet. 

Libutti , P. (1998). Educator's Electronic Notebook [Online]. Available: 

Massey, W. & Zemsky, R. (1995). Using information technology to enhance academic productivity.
(Online). Appears at: 

McCormack, C., & Jones, D. (1997). Building a web-based education system. New York: John Wiley &

Minoli, D. (1996). Distance learning technology and applications. Artech House. 

Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. New York: Wadsworth. 

Niemi, J. A. & Gooler, D.D. (Ed.). (1987). Technologies for learning outside the classroom. . In New
Directions for Continuing Education, 34. San Francisco, CA: Jossey-Bass . 

Palloff, R. M. & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco:

Pitter, K. & Minato, R. (1996). Every student's guide to the world wide web. New York: McGraw-Hill.

Porter, L. R., & Porter, L. (1997). Creating the virtual classroom; Distance learning with the
Internet. New York: John Wiley & Sons. 

Roblyer, M. D., Edwards, J., & Havriluk, M. A. (1997). Integrating educational technology into
teaching. Upper Saddle River, NJ: Prentice Hall. 

Roschelle, J. & Teasley, S.D. (1995). The construction of shared knowledge in collaborative problem
solving. In C. O'Malley (Ed.), Computer Supported Collaborative Learning, (pp. 69-97). Berlin:

Rossman, M. & Rossman, M.  (1995). Facilitating distance education. In New Directions for Adult and
Continuing Education, 67. San Francisco, CA: Jossey-Bass . 

Rumble, G. (1997). Cost and economics of open, ditance and flexible learning (Opening and distance
learning). London: Kogan Page Ltd. 

Ryder, R. J., & Hughes, T. (1997). Internet for educators. Upper Saddle River, NJ: Prentice Hall.
Online at:

Seeles, B. B. & Richey, R. C. (1994). Instructional technology; The definition and domains of the
field. Weashington, D.C.: Association for Educational Communications and Technology. 

Shoemaker, C. J. (1998). Leadership in continuing and distance eduction in higher education. New
York: Allyn & Bacon. 

Verduin, J. R. & Clark, T. A. (1991). Distance education; The foundations of effective practice. San
Francisco: Jossey-Bass. 

Williams, B. (1995). The Internet for teachers. Braintree, MA: IDG Books. 


Bailey, E., & Cotlar, M. (1994, April). Teaching via the Internet. Communication Education,
43, 184-93.

Barboni, E. (1996, April). Getting out of the technology box: Asking the right questions. The
Independent, 8-9.

Barrett, E. (1993, February/March). Collaboration in the electronic classroom. Technology Review,

Berge, Z. (1995). Computer-mediated communication and the online classroom in distance learning.
Computer-Mediated Communication Magazine 2, 4, 6. [Available online] 

Boyer, C. (1996). Program development using distance learning technologies: Perspectives of the
distance location. In Proceedings of the Eastern Adult, Continuing and Distance Education Research
Conference, Penn State. 

Briggs, L. A., & Wagner, G. D. (1996). Factors of distraction in a one-way video, two-way audio
distance learning setting. In Proceedings of the Eastern Adult, Continuing and Distance Education
Research Conference, Penn State. 

Bruce, M. A., & Shade, R. A. (1995). Effective teaching and learning strategies using compressed
video. Techtrends, Sept. 18-22. 

Dumestre, M., & Noel, R. D. (1996). Moving into interactive video instruction; Lessons for faculty
and administrators. In Proceedings of the Eastern Adult, Continuing and Distance Education Research
Conference, Penn State. 

Fowler-Frey, J. M., & Strunk, S. J. (1996). Alternative methods, alternative delivery systems; The
professional development of ABE practitioners. In Proceedings of the Eastern Adult, Continuing and
Distance Education Research Conference, Penn State. 

Gordon, S. & Maples, J. Jr. (1995, Winter). Using interactive technology to enhance student
comprehension and retention. Journal of Instruction Delivery Systems, 26-29. 

King, K. P. (1999). Unleashing technology in the classroom: What adult basic education teachers and
organizations need to know. Adult Basic Education, 9(3), 162-175. 

Kinnman, D. E. (1995). The future of distance education. Technology and Learning, January, 15, 4, 58. 

Niemi, J., Owens, K., & Ehrand, B. J. (1996). The video-teleconference HRD classroom; Effective
practice through quantitative and qualitative evaluation research. In Proceedings of the Eastern
Adult, Continuing and Distance Education Research Conference, Penn State.

Pellegrino, J. (1995, February). Technology in support of critical thinking. Teaching of Psychology,
22, (1), 11-12. 

Shneiderman, B. (1993). Engagement and construction; Educational strategies for the post-TV era.
Journal of Computing in Higher Education, 4 (2), 106-116. 

Shneiderman, B. (1995). Windows of opportunity in electronic classrooms. Communications of
the ACM, 38 11, 19-24. 

Snider, R. (1992, December). The machine in the classroom. Phi Delta Kappan, 316-23. 

Sweeters, W. (1994, May-June). Multimedia electronic tools for learning. Educational Technology,

Tannehill, D., Berkowitz, R., & Lamaster, K. (1995). Teacher networking through electronic mail. 
Journal of Technology and Teacher Education, 3 (2/3), 119-136. 

Thatch, E. C., & Murphy, K. L. (1995). Competencies for distance education professionals. ETR&D, 43
(1), 57-79. 

Wagner, G. D. (1996). Applying adult learning theories to technology-based instruction. In
Proceedings of the Eastern Adult, Continuing and Distance Education Research Conference, Penn State. 

Wolfe, C. (1995, February). Homespun hypertext: Student-constructed hypertext as a tool for teaching
critical thinking. Teaching of Psychology, 22, (1) 29-33. 

Magazines & Journals
	American Journal of Distance Education
	Educational Technology
	Educational Technology Research and Development
   	Internet Magazine at
	Technology in the Classroom Yearbook
	Technology Review
   	The Chronicle of Higher Education at
	T.H.E. Magazine (Technological Horizons in Education)
	The Technology Teacher