Course Syllabus (revised 1-31-06)
EDT6460 – Globalization and Educational Technology
Spring 2006
Prepared by Howard Poole, Educational Technology (Retired)

Course Description: This course will introduce students to the concepts and ideas presented in the book “The World is Flat” written by Thomas Freidman of the New York Times.   The book explores the changing world of technology and how these changes are impacting the globalization of the world as we know it today.   The concepts and ideas should impact school technology use and the way that classroom teachers and Educational Technology personnel do their jobs.  

Instructor: Howard Poole, Phd
Email: poole@wmich.edu
Phone 1-269-424-3221 (home)
Office - Retired (sorry no campus office)
Office Hours (by request only)

Course Textbook ( REQUIRED)

The World is Flat   by Thomas Friedman
(#1 National Bestseller in 2005 and 1.3 million copies in print)

See your local book store or visit Amizon.com or BarnesandNoble.com to get more info on the book.   Many used copies are available on Ebay. There is also a audio version of the book on CD and in MP3 file format. I have the CD version but found it difficult to follow.

Course Management System (Required)

This online course will use the WMU WebCT system that can be found at http://gowmu.wmich.edu. Contact the University Help Desk for assistance with getting WebCT access or contact Academic Technology and Instructional Services area at Western for technical issues regarding the WebCT system at http://atis.wmich.edu/support/index.html.

Course Requirements:

• Read the Text Book –“The World is Flat”
• Completion of Course Assignments
• Access to the Internet to search for resources and to submit assignments
• Use of the WMU WebCT system

Course Goals:

• Introduce student to concepts and ideas presented in Friedman’s book
• Introduce student to online resources related to the Friedman book
• Develop student skills reviewing their own experiences and concepts as they relate to the Friedman book
• Develop student skills in looking at school and non-school organizations related to the Friedman book’s concepts
• Develop student skills in predicting when the Friedman book’s concepts will impact school districts ( if they have not already done so)
• Introduce student to an understanding of the secrets to the “new American crisis” and how various age groups understand the crisis.
• Introduce student to the elements of “Compassionate Flatism”
• Introduce student to the rules for coping with globalization
• Introduce student to geopolitics and globalization
• Assist student with making future plans in their career as it relates to globalization

Schedule:

• Week One/Two – (January 9 thru 24)  - Obtain book and find two online reviews of the book (Assignment I)
• Week Three – (January 25 thru February 1) – Read Chapters 1 thru 4 and develop timelines (Assignment II)
• Week Four – (February 2 thru 9) – Validate timelines in two organizations (Assignment III)
• Week Five – (February 10 thru 16)  - Job Task Analysis (determining your “Fungibility”) (Assignment IV)
• Week Six – (February 17 thur 23) - Read Chapters 5 thru 8
• Week Seven --(February 24 thru March 2) – Understanding the Dirty Little Secrets (Assignment V)
• Week Eight – (March 3 thru 10) – Spring Break – Read Chapters 9 thru 13
• Week Nine – (March 11 thru 18) – Elements of “Compassionate Flatism” (Assignment VI)
• Week Ten – (March 19 thru 25) – Rules of Coping with Globalization (Assignment VII)
• Week Eleven – (March 26 thru April 2) - Geopolitics and Globalization (Assignment VIII)
• Week Twelve – (April 3 thru 10) – Future Plans (Assignment IX)
• Week Thirteen – (April 11 thru 18) – End of Course Evaluation due

Course Assignments

Assignment I – Online Book Reviews – Course Introduction (50 points)

Students will look online for TWO book reviews of the course textbook.   You can do this while you are waiting for your book to arrive.   Please briefly summarize the reviews in short 300 word summaries.   Please include a working URL so that others can find the review if needed.   Submit the reviews as Microsoft Word attachments in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on January 24 th.

Assignment II – Develop Timelines for Friedman “Flatteners” (100 points)

Students will develop a timeline (sequence of dates) as reported in the textbook on the “flatteners” as described by Friedman.   Once you have determined the timeline presented by Friedman determine your own timeline for when you first experienced the various flatteners.   In my case I have not experienced all of the flatteners. (Note: If you have not yet experienced any of the flatteners attempt to look ahead to determine when in the future you might expect to first experience them (i.e. use your crystal ball to look ahead)).   Compare the two timelines (yours and Friedman’s) and attempt to explain why they might be different or the same. Submit the two timelines (i.e. one document comparing the two) as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on February 1st.

Assignment III – Validate Timeline in School and Non-school Organizations (200 points)

Students will identify a school and non-school organization and will interview employees of both that can provide information about when the organization as a whole first experienced the Friedman “flatteners”.   In the previous assignment you looked at your timeline and compared it to Friedman’s.   In this assignment you will compare a school and a non-school as an organization.   With luck you can find a “tech” person who has been around the organization and can provide you with some rough dates on when the organization first experienced the flatteners.   In some cases the organizations may not have yet experienced all of the flatteners.   Compare any differences and/or similarities you may have found in your mini-study of two organizations.   Submit the two timelines (i.e. one document comparing the two) and your comparisons as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on February 16st.

Assignment IV – Your Job Task Analysis as it Relates to Globalization (100 points)

Students will study their own job to identify common tasks that they perform as part of their work (if you are a full time student identify job tasks in a future job you hope to get).   Job descriptions or announcements for jobs often contain a list of job tasks.   Asking others to list your job tasks might also help you identify what you do.   Once you have identified a list of tasks ( most people have more than a dozen unique job tasks), rate the tasks based on how someone else with the same level of schooling and talent, but located in a different country where the pay is only 20% of your current pay level could perform them.   Use a simple rating system such as 1= could easy do the job, 2= could possibly do the job, 3= most likely they could do the job, 4 = mostly they could not do the job, and 4= could not do the job.   Review your ratings and determine which tasks of your job are options for outsourcing or offshoring and which are not (see Chapter Six on Fungibility).   Summarize your feelings about this job task analysis.   Submit the job task analysis and your summary as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on February 23rd.

Assignment V – Dirty Little Secrets (200 points)

Students will study how others understand the three dirty secrets as described in Chapter Seven of Friedman’s book.   Students will interview three persons from three different age groups (total of nine people) to determine their knowledge of and understanding of the three secrets.   Students will compare their findings across the age groups and draw any conclusions about their findings of the general knowledge of and understanding of these age groups regarding the “Quiet American Crisis”.   Pick three of the following age groups for comparison: 6-16 yrs of age, 17-24 yrs of age, 25-35 yrs of age, 36-50 yrs of age, 51-65 yrs of age, and greater that 65 years.   If possible select one age group from the lower, middle and higher age groups for comparison.   Submit the findings and comparisons between groups as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on March 10th.

Assignment VI – Understanding “Compassionate Flatism” (100 points)

Students will explore the key elements of “compassionate flatism” as outlined in Chapter Eight of Friedman’s book.   Rank order the five key elements in this chapter with the first ranked item being the most important in your mind and the fifth ranked element being the least important.   If you have your own suggestion for a key element please add it to the list and include it in the ranking.   Also provide an explanation of your elements importance.   Provide a rational for the rankings and submit your rankings as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on March 18th.

Assignment VII – Rules of Coping with Globalization (100 points)

Students will explore how an American School system can cope with globalization using the seen rules outlined in Chapter Ten of Friedman’s book.   The rules focus on “companies”, but I believe they can be applied toward school systems as well.   In your opinion discuss how a school system can address each of seven rules.   In the end rank order the rules from most important to least important for schools.   If you have another rule you want to add to the mix please do so.   Outline your rule and explain it’s importance and place it in the final ranking.   Submit your discussions of the rules and rankings as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on March 25th.

Assignment VIII – Geopolitics and Globalization (100 points)

There are many important and interesting ideas and observations in the final three chapters of the Friedman book.   Pick three items that seem to be most important to you and explain why your selected them and think they are important.   If any of these items relate to schools please draw the connection.   Submit the discussion as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on April 2nd.

Assignment IX – Future Career Plans (50 points)

Based on your reading and work in this class on the book “The World is Flat” create a career plan for your future work (i.e. what will you do between now and 2020 to keep your career and job as successful and full filling tasks.)   Submit your future plans as a Microsoft Word attachment in an email to the Instructor (poole@wmich.edu).   Please complete this assignment by midnight on April 10.

End-of- Course Evaluation – (30 extra credit points)

The Instructor will prepare an online “end-of-course” evaluation for you to complete to rate the course content, instructional support, and offer up possible suggestions for improvement to the course.   Directions for completing the evaluation will be provided by the Instructor at the end of the course.

Grading Summary

Assignment I – Course Intro – Online Reviews - 50 points
Assignment II – Flatteners Timeline - 100 points
Assignment III – Validate Timelines in Organizations - 200 points
Assignment IV – Reviewing at Your Job Tasks - 100 points
Assignment V – Dirty Little Secrets - 100 points
Assignment VI – Compassionate Flatism - 100 points
Assignment VII – Rules of Coping with Globalization - 100 points
Assignment VIII –- Geopolitics and Globalization - 100 points

Assignment IX  Future Career Plans - 50 points

Total 900 points
 

Grades

A = 93% or greater (837 points or greater)
BA = 88% - 92% (792 - 836 points)
B = 82% - 87% (738 - 791 points)
CB = 75% - 81% (675 - 737 points)

C = 68% - 74% (612 - 674 points)
E = 68% or less (611 or less)
 

Academic Integrity

You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate (pp. 271-272) [Graduate (pp. 24-26)] Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Judicial Affairs. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.

Computer Use Policies

You are responsible for making yourself aware of and understanding of various computer use policies adopted by Western Michigan University ( http://www.wmich.edu/oit/policies/webpolicy.html). Appropriate computer use in EDT 6460 will follow these guidelines.

Course Flexibility

The Instructor reserves the right to reduce assignments, but not add new assignments during the semester depending on the availability of technology resources and the number of students in the class.

Late Assignments

Assignments more than one week late will have a 10% reduction in there scores.   All assignments MUST be completed before the end of the semester.   If any student has an unusual situation that prevents them from completing assignments on time they should contact the Instructor to determine alternate options.