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Course Materials: Syllabus
S603 - Teaching and Learning at a Distance

iupui logoAn increasing number of public and school librarians are becoming involved in developing, supporting, and/or offering programs at a distance. From virtual book clubs to non-credit online courses on topics such as cooking to genealogy, public librarians are finding that virtual library activities can attract new patrons. Online high school courses, virtual test prep, and virtual reading programs are just a few of the ways that the virtual school library program can become the bridge between home and school.

Distance education is the process of connecting teachers and students with online resources, virtual communications, and remote activities as the primary means of instruction. This workshop was designed to help instructors, course developers, and others interested in distance education design and develop effective, efficient, and appealing online teaching and learning environments.

Learn to design and develop effective, efficient, and appealing online teaching and learning environments. This course was designed for academic, public, and school librarians. However other librarians involved with certification programs, professional development, and other virtual programs may also be interested. The course is also useful for university and K-12 educators, instructional designers, information scientists, and others interested in developing online courses.

This 1.5-credit hour course focuses on teaching and learning at a distance.

Teaching and Learning at a Distance

This syllabus was designed for an online course. If you've stumbled upon the materials and want to learn more about it, email Dr. Larry Johnson for more information.

Instructor Contact Information

Names - Annette Lamb, Ph.D. and Larry Johnson, Ph.D.,
University - IUPUI School of Library and Information Science
Mail Forwarding Address - P.O. Box 206, 1341 S. Boulder Drive, Teasdale, Utah 8477.
Larry. Johnson's Email - larrjoh@gmail.com or ljohnso@iupui.edu
Voice Mail or Fax through Vision to Action - 620 343 7989

Reminder: When you enroll in the course, email Dr. Johnson notifying him of your participation and confirming the email address that you want used for course communications.

Online Course Materials

Course Materials - http://eduscapes.com/distance/
Workshop Materials - http://eduscapes.com/distance/workshop_materials/index.htm
Syllabus - http://eduscapes.com/distance/workshop_materials/syllabus.htm
Calendar - http://eduscapes.com/distance/workshop_materials/syllabus.htm#calendar
Requirements - http://eduscapes.com/distance/workshop_materials/requirements.htm
Guide - http://eduscapes.com/distance/workshop_materials/guide.htm
Email Archives - http://eduscapes.com/distance/workshop_materials/archives.htm
Resources - http://eduscapes.com/distance/the_resources/index.htm
Oncourse Sharing Area - https://oncourse.iu.edu/portal

Course Bibliography and Resources

Course Assumptions

The following entry skills are required for this course:

This course makes the assumption that you are able to work independently. There are no required face-to-face meetings. There are no required synchronous online meetings. However, feel free to email or arrange a chat with your instructor any time!

This workshop will expand your thinking about teaching and learning at a distance. This course will be taught entirely online including web-based readings and resources, threaded discussions, plus online presentations and activities. Choices allow participants with varied backgrounds and interests to select activities that meet their professional needs.


Participants will be able to:

Course Content and Topics

The course is divided into three sections:

Part 1 - Focus on Content, Organization, and Web Development

Part 2 - Focus on Learning Communities and Communication

Part 3 - Focus on Practical, Engaging Learning Experiences

For details related to specific readings and requirements, go to the Course Guide.

Course Requirements

This course requires the completion of three types of assignments:

Cohort Collaborations. These small group assignments will ask you to solve a problem, discussion an issue, or create a product, then report back to the large group. The better you know your team members, the more fun you'll have with these assignments. It's up to you to decide how you'll delegate team member responsibilities and report back to the group. However be sure to check the activity requirements to be sure you get full credit for your participation. (3 Assignments with 2 Points Each)

Deep Discussions. Throughout the course, you'll be asked to post discussion assignments as well as reply to your peers. Keep in mind that participating in a discussion involves much more than a simple comment or kudos to your friends. Specific posting (2 Points) and response (1 Point) criteria are listed with each assignment. (8 Assignments with 3 Points Each)

Powerful Projects. You'll share what you've learned through two course projects.

Points Distribution (50 Points)

For a complete description of the requirements, go to the Requirements page at http://eduscapes.com/distance/workshop_materials/requirements.htm

Assignment Submission Guidelines
All assignments are due by MIDNIGHT on the dates listed. One advantage of this type of course is flexibility. However based on my experiences teaching online, it's important to establish due dates. The due dates are provided to ensure that all students are successful in this course. Please let me know if you need to change these dates because of personal or professional responsibilities. A two-day grace period will be provided when the instructor is notified ahead of the due date. Further extensions can be made in special circumstances with prior notice.


The points awarded for each activity are indicated on the Course Requirements page (Above link).

High expectations have been set for this course. Please notice that outstanding achievement will require careful attention to course criteria and exceptional quality in course assignments.

Final grades are based on the following range within the total 50 points possible:

A 48-50
A- 46-47
B+ 44-45
B 42-43
B- 40-41
C 38-39
F below 38

The meaning of the letter grades follows the SLIS Grading Policy:

A: Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. The grade of A+ is not granted in SLIS, except in very exceptional cases.
A-: Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+: Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks defined in the course syllabus.
B: Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials, and has performed at an acceptable level.
B-: Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+, C, C-: Unsatisfactory work and inadequate understanding of course materials.
D+, D, D-: Unacceptable work; course work completed at this level will not count toward the MLS degree.
F: Failing. May result in an overall grade point average below 3.0 and possible removal from the program.

A final grade of "I" or "Incomplete" will NOT be given except in extreme situations (As an adjunct professor, your instructor cannot assign an "I" grade). Please contact me if you're having difficulty completing the requirements of this course.


Students needing accommodations because of disability must register with Adaptive Educational Services and complete the appropriate form before accommodations will be given. The AES office is located at

Joseph T. Taylor Hall (UC), Room 137
815 W. Michigan St.
Indianapolis, IN 46202
Tel: (317) 274-3241
TDD/TTY: (317) 278-2050
Fax: (317) 278-2051 Email aes@iupui.edu

For more information go to http://diversity.iupui.edu/aes/

Academic Misconduct

Students should be sure to read the Student Code of Conduct. This code is intended to identify the basic rights, responsibilities, and expectations of all students and student groups, to serve as a guide for the overall student experience at Indiana University at Indianapolis (IUPUI).

IUPUI strives to “foster the best possible environment for teaching and learning, one that is based upon mutual respect and upon clear expectations of one another within the community of teachers and learners.” Should the faculty member detect signs of plagiarism or cheating, it is his or her most serious obligation to investigate these thoroughly, to take appropriate action with respect to the grades of students, and in any event to report the matter to the Dean of Students. The necessity to report every case of cheating, whether or not further action is desirable, arises particularly because of the possibility that this is not the student’s first offense, or that other offenses may follow it. Equity also demands that a uniform reporting practice be enforced; otherwise, some students will be penalized while others guilty of the same actions will go free. (IUPUI Academic Handbook, p200).

For more information, go to:
Student Code of Conduct http://www.iupui.edu/code/
A Guide for IUPUI Faculty http://www.iupui.edu/~fcouncil/handbook/

Course Calendar

Examine the Calendar below. The first column contains dates. The second column contains activities you should work on during the week indicated by the date. The third column displays specific assignments that are due as indicated in the first column.

All assignments are due by MIDNIGHT on the dates listed.

Note on Due Dates: One advantage of this type of course is flexibility. However based on my experiences teaching online, it's important to establish due dates. The due dates are provided to ensure that all students are successful in this course. Please let me know if you need to change these dates because of personal or professional responsibilities.

Date Suggested Activities Assignments Due
Aug 22 - Mon

Explore course materials (Begin with Workshop Materials, Requirements, Guide and also Workshop Content)
Introduce yourself (With posting at Oncourse Forum)
Read (1) The Basics, (2) The Basics: The Definitions, and (3) The Basics: Eight Elements of Effective Online Courses
Also read (4) The Learners, (5) Distance Learning Survey, (6) Learning Styles, (7) Multiple Intelligences, (8) Motivation and Engagement, and (9) Self-Regulation.

Aug 26 - Fri

Begin work on Deep Discussion 1: Learners and Learning (Oncourse Forum posting)

Introduction Due
Aug 29 - Mon

Read the (1) Course Content page and follow up with (2) Structure, (3) Elements, and (4) Formats.
Work on Deep Discussion 2: Course Content

Deep Discussion 1 Due
Sept 6 - Tues Read (1) Course Guides, (2) Syllabus and Course Calendar, (3) Personal Guides and CourseQuests, (4) Scaffolds for Learning, (5) Reception Scaffolds, (6) Transformation Scaffolds, and (7) Production Scaffolds.
Also read Dreamweaver for Course Development
Work on Deep Discussion 3: Course and Program Guides
Deep Discussion 2 Due
Sept 12 - Mon

Read the (1) Course Communication page and (2) Asynchronous & (3) Synchronous
Also read (4) Community, Cohorts, and Collaboration, (5) Community Building, (6) Cohort Groups and Teamwork, and (7) Collaborative and Cooperative Learning
Work on Deep Discussion 4: Communication Tools, Community, & Collaboration
Share topic of your final project (Oncourse posting - Final Project area)

Deep Discussion 3 Due
Sept 19 - Mon

Read the (1) Course Discussion page followed by (2) Purpose, (3) Relevance, (4) Context, (5) Prompts, (6) Participation, (7) Assessment, (8) Facilitation, and (9) Management
Work on Deep Discussion 5: Online Discussions
Work on your final project components.

Deep Discussion 4 Due
Sept 26 - Mon

Online readings begin with (1) Course Activities followed by (2) Thinking Expectations, (3) Process Approaches, (4) Tutorial Approach, (5) Project, Problem, and Inquiry-based Approaches, (6) Case and Field Study Approach, (7) Expert Interaction Approach, (8) Role Playing, Scenarios, and Simulations, (9) Interactives, Gaming, and Computer-based Simulations, and (10) Product Expectations.
Also read (11) Course Assessment, (12) Plan Assessment, (13) Manage Assessment, (14) Checklists and Rubrics, and (15) Tests and Examinations
Work on Deep Discussion 6: Engaging Activities & Assessments

Deep Discussion 5 Due
Oct 3 - Mon

Read the Course Management page.
Work on Deep Discussion 7: Course Management
Work on Final Project

Deep Discussion 6 Due
Oct 10-Mon Final Project - final week Deep Discussion 7 Due
Oct 14 - Fri Share Projects (Post URLs at Oncourse)
Last Day of Class
Final Project Due
Oct 17 Grades submitted this week by Dr. Johnson  


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