Building an Effective Scaffolding Online Course:

The Curriculum Design of the Introduction to UNIX/Linux Course

Brenda CantuJoseph Helsing

Dr. William MoenUniversity of North Texas

OUTLINE• Introduction

• iCAMP

• Course History

• Course

–Purpose, Goals, & Learning Outcomes

–Madeline Hunter’s Direct Instruction Model (HDIM)

–Curriculum Framework: HDIM Structure

–Content Layout

OUTLINE cont. • Curriculum Breakdown

– Illustrated Server Guides: PuTTY & Mac Terminal

–Lessons

–Assessments

• Mozilla Open Digital Badge

• Conclusion

INTRODUCTION• Introduction to UNIX/Linux Course Curricular

Decisions

• Week long

• Graduate level

• Online

• Asynchronous

• Design Goals

• Provide effective lessons with clear examples

• Facilitate self-monitoring skills via student-centered assessments

INTRODUCTION cont.

• Course content

–Five modules

• Lesson

• Lesson Test

•Guided Practice

•Application Test

• Final Exam

• Prioritized Curricular Features

–Consistent curricular structure

– Immediate assessment

–Hands-on practice on a live server

INTRODUCTION cont.

iCAMP

• Information: Curate Archive Manage Preserve (iCAMP) Project (icamp.unt.edu)

• Three-year Institute of Museum and Library Services (IMLS) grant– Develop four courses in Digital Curation & Data

Management

COURSE HISTORY

• Spring 2012: Tools, Application, and Infrastructure for Digital Curation

• Focused on Fedora digital repository & curation microservices

• Summer 2012: Development of a separate UNIX scaffolding course

• Focused on basic set of knowledge, skills, and abilities to work with UNIX/Linux servers and applications

COURSE HISTORY cont.

• Spring 2013: UNIX Scaffolding Course transitioned into the Introduction to UNIX/Linux course

• Incorporated Madeline Hunter’s HDIM

• Additional practices and assessments

• Targeting specified student learning outcomes

• Self-monitoring opportunities

COURSE PURPOSE

• To provide students with effective lessons that included clear examples and student-centered assessments that facilitated their self-monitoring learning skills.

COURSE GOALS

1. Teach students the commands and their definitions needed to work within the UNIX/Linux system

2. Give students direct application experience through guided assignments and independent assessments

COURSE LEARNING OBJECTIVES

1. Define and implement basic UNIX/Linux commands from the command line

2. Organize, manage, and modify files and processes within the UNIX/Linux file system

3. Synthesize UNIX/Linux tools using features such as filters, pipes, and I/O redirection in a purposeful manner

4. Evaluate UNIX/Linux resources to find additional information about UNIX commands

MADELINE HUNTER’S DIRECT INSTRUCTION MODEL (HDIM)

• Presented an algorithmic curricular structure

–Consistent organization of concepts

–Student-centered hands-on practice

• Evaluating student understanding

–Formative & summative assessments

CURRICULUM FRAMEWORK: HDIM STRUCTURE

• Objectives/Standards

• Anticipatory Set

• Input/Modeling

• Checking for Understanding

• Guided Practice

• Independent Practice

CONTENT LAYOUT

• Module 1: Introduction to UNIX

• Module 2: File Handling in UNIX

• Module 3: I/O Manipulation & File Compression in UNIX

• Module 4: Permissions & Jobs in UNIX

• Module 5: Finding Help in UNIX

CURRICULUM BREAKDOWN

• Illustrated Server Guides

• Lessons

• Assessments

ILLUSTRATED SERVER GUIDES: PUTTY

• Part One: PuTTY Installation Instructions

• Part Two: How to Launch PuTTY After Installation

• Part Three: Logging onto the Individual Server

• Part Four: How to Change Your Passwords After Initial Login

ILLUSTRATED SERVER GUIDES: MAC TERMINAL

• Part One: How to Find the Mac Terminal

• Part Two: Logging into the Individual Server

• Part Three: How to Change Your Passwords After Initial Login

LESSONS

• Lesson Objectives

• Vocabulary

• UNIX/Linux Concepts

• Informal Practice

• Tables

ASSESSMENTS

• Lesson Tests

• Guided Practice

• Application Tests

• Final Exam

MOZILLA OPEN DIGITAL BADGE

• Official Website: http://openbadges.org

• Free system by Mozilla to capture training of skills and interests

MOZILLA OPEN DIGITAL BADGE cont.

• Shows students have successfully completed the course

–List of badge criteria

–Virtual proof of proficiency

• First badge offered by the University of North Texas

CONCLUSION• The Introduction to UNIX/Linux course

–Provides a comprehensive and effective way to learn UNIX basics in the command line

–Prepares students for tasks and assignments in the Tools, Applications, and Infrastructure for Digital Curation course

CONCLUSION cont.

• HDIM

–Offered a clear structure of content presentation and assessment of student understanding

–Formative and summative practices and assessment facilitated a constant state of self-monitoring learning of UNIX/Linux concepts

–Allowed instructors to constantly and consistently observe student progress

REFERENCES• Calydon Technology. (2014). Linux Survival. Retrieved from

http://linuxsurvival.com/index2.php  

• Clarke, I., Flaherty, T. B., & Yankey, M. (2006). Teaching the visual learner: the use of visual summaries in marketing education. Journal of Marketing Education, 28(3), 218-226.

• Das, S. (2006). Your UNIX: The Ultimate Guide. Boston: McGraw-Hill.

• Eberly Center-Carnegie Mellon. Design & teach a course. Retrieved from http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

• Fillippino, T., McMurtry, Z., & Jones, J. (2008). Who cares which lesson plan format you use? Submitted to The Electronic Journal of the Arkansas Association of Colleges of Teacher Education. Retrieved from http://aracte.org/publications/FillippinoWinter2008.pdf

REFERENCES cont.• Hunter, M. (1982). Mastery teaching. Thousand Oaks, CA: Corwin

Press. 

• Hunter, M. (1985). What’s wrong with Madeline Hunter? Educational Leadership, 42(5), 57-60. 

• Hunter, M. (1994). Enhanced Learning. New York, NY: Macmillian College Publishing Company.

• Keller, E.M. (2006). Unix/Linux Survival Guide. Hingham, MA: Charles River Media.

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• Mozilla. (2014). Mozilla Open Badges. Retrieved from http://www.openbadges.org/

REFERENCES cont.

• Negus, C. (2006). Linux Bible: Boot up to Fedora, KNOPPIX, Debian, SUSE, Ubuntu, and 7 Other Distributions. Indianapolis, IN: Wiley Publishing.

• Palmer, M.J., Dent, J., & Gaddis, T. (2005). Guide to UNIX Using Linux. Boston, MA: Thomson/Course Technology.

• Robbins, A. (2006). UNIX in a Nutshell. Sebastopol, CA: O'Reilly. 

• Rodriguez, M.C. (2005). Three options are optimal for multiple-choice items: A meta-analysis of 80 years of research. Educational Measurement: Issues and Practices, 24(2), 3-13.

•  Shotts, Jr., W.E. (2014). LinuxCommand.org: Now what? Retrieved from http://linuxcommand.org/index.php

•  Siever, E. (2005). Linux in a Nutshell. Sebastopol, CA: O'Reilly.

REFERENCES cont.

• Sobell, M.G. (2013). A Practical Guide to Linux Commands, Editors, and Shell Programming. Upper Saddle River, NJ: Prentice Hall.

•  Steward, M.D., Martin, G.S., Burns, A.C., & Bush, R.F. (2010). Using the Madeline Hunter direct instruction model to improve outcomes assessment in marketing programs. Journal of Marketing Education, 32(2), 128-139. 

• Stonebank, M. (2001). UNIX tutorial for beginners. Retrieved from http://www.ee.surrey.ac.uk/Teaching/Unix/index.html

• Wong, H. (2001). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong Publications.

IMAGE REFERENCES• Curriculum mapping. (n.d.). Retrieved from

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