Syllabus for EDT-700



Capstone Project in Educational Technology and Online Learning (EDT-700) provides for a research-based capstone experience for degree candidates in the MAETOL program. For your capstone project, you will synthesize prior knowledge with the research necessary in EDT-700 to complete the first three chapters of a research-based technology plan for your selected level. This culminating experience provides you with a practical study that could be conducted in or applied to your own educational situation or future positions.


After completing this course, you should be able to:

  1. Research, articulate, and implement best practices for the creation and delivery of online courses for your specific educational setting, organization, institution, school, or district: P-12, adult education, or higher education.
  2. Evaluate and select online resources for use in online teaching and school management, providing detailed rationales for these selections.
  3. Align selected content to specific national standards (P-12) or programmatic outcomes (adult education or higher education) to ensure an appropriate basis for assessment.
  4. Design, develop, and complete the first three chapters of a research-based technology plan (Introduction, Literature Review, and Methodologies and Procedures) that addresses a specific need within your organization or educational setting and is appropriate to the selected educational level.
  5. Provide insights into how the methodologies and rationales in the plan will enhance student learning and increase the overall efficiency within your educational setting at the selected level.


The course does not require a specific text, since the majority of work will be conducted through online research and synthesizing appropriate knowledge gleaned from texts used in previous courses in the program. Listed below are suggested Web sites to provide a springboard and help guide your work.


Library Resources

Citation and Style Guides

In addition to the Writing Style Guides and other educational resources referenced through the Student Resources tab in Moodle, the following links focus on particular aspects of APA style:


Capstone Project in Educational Technology and Online Learning is a three-credit online course, consisting of seven modules. Modules include an overview, topics, learning objectives, study materials, and activities. Module titles are listed below.


For your formal work in the course, you are required to participate in online discussion forums and to complete a Capstone Project that encompasses the first three chapters of a research-based technology plan (Introduction, Literature Review, and Methodology and Procedures). Your work on this project will entail a series of formative activities designed to guide the development of your plan—one step and section at a time—and culminate in a real-life study of your own choosing that will be ready to implement upon completion of the research-based technology plan. You will be expected to incorporate the feedback you receive on each activity into the completed project. The plan you design with approval by the mentor will represent both synthesis and application of many of the strategies and resources you have discussed during the MAETOL program, as well as additional resources discovered in EDT-700.

Consult the Course Calendar for due dates.

Discussion Forums

The course has six discussion forums, one each in Modules 1–6 and all graded with the aid of the Rubric for Online Discussions. Module 7 includes a peer feedback component as part of the Capstone Project. It, too, will be conducted as a discussion forum but graded with the aid of the Rubric for Peer Feedback.

All online discussions take place asynchronously in a designated discussion forum. Online discussions provide an opportunity for you to interact with your classmates. During this aspect of the course, you respond to prompts that assist you in developing your ideas, you share those ideas with your classmates, and you comment on their posts. Discussion forum interactions promote development of a community of learners, critical thinking, and exploratory learning.

Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.

Capstone Project

For your Capstone Project, you will synthesize prior knowledge with the research you conduct in EDT-700 to complete the first three chapters of a research-based technology plan. This culminating experience will provide you with a practical, real-life study ready for implementation in your own educational situation or future positions.

The Capstone Project, which must receive mentor approval by the second week of the course, comprises three components:

Research-Based Technology Plan

The Research-Based Technology Plan, on which you will work step-by-step completing formative activities in Modules 1–6, encompasses three chapters—an Introduction, a Literature Review, and a Methodologies and Procedures section—plus a Title Page, Table of Contents, and References.

The first chapter, Introduction, addresses the following elements:

The Literature Review summarizes the research you conduct to support your Statement of the Problem (Study) as presented in the Introduction to your plan. Written in a topical format, the Literature Review will consist of three sections: Best Practices for Online Teaching, Web-Based Curricular Resources, and Web-Based School Management Resources.

The Methodologies and Procedures chapter includes the first three components of a complete third chapter, omitting the Results section, which cannot be added at this point. The first three sections are as follows:

  1. Participants—Describe in detail your audience including demographics if possible.
  2. Tools and Materials—What resources will you use? Include the standards and outcomes your plan addresses. How will you collect the data?
  3. Procedure—Step-by-step description of exactly what the participants will be doing and how. Be sure to include how the procedures will support your Statement of Problem (Study) as written in the Introduction chapter.

For further details on each of the three chapters that make up the Research-Based Technology Plan, see Modules 4, 5, and 6, respectively.

Presentation of Plan

The second component of the Capstone Project is to choose and create a format for presenting the essential elements of your Research-Based Technology Plan to the class. Please see Module 7 for further details.

Peer Feedback

Lastly, you will be asked to provide specific feedback to your classmates on their presentation by responding to a series of questions. To ensure equity of feedback for everyone, the mentor will indicate a schedule for the reviews. While you are encouraged to view all presentations, you will only be required to offer specific feedback to certain members of the class. Please see Module 7 for further details.


Your grade in the course will be determined as follows:

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:


















Below 73

To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.


First Steps to Success

To succeed in this course, take the following first steps:

Study Tips

Consider the following study tips for success:


Thomas Edison State University is committed to maintaining academic quality, excellence, and honesty. The University expects all members of its community to share the commitment to academic integrity, an essential component of a quality academic experience.

Students at Thomas Edison State University are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

All members of the University community are responsible for reviewing the Academic Code of Conduct Policy in the University Catalog and online at

Academic Dishonesty

Thomas Edison State University expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the University insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty can take the following forms:


Thomas Edison State University is committed to helping students understand the seriousness of plagiarism, which is defined as using the work and ideas of others without proper citation. The University takes a strong stance against plagiarism, and students found to be plagiarizing are subject to discipline under the academic code of conduct policy.

If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, or without identifying it as a direct quote, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > “Citing Sources.”)

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else’s. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.

For examples of unintentional plagiarism, advice on when to quote and when to paraphrase, and information about writing assistance and originality report checking, click the links provided below.

Examples of Unintentional Plagiarism

When to Quote and When to Paraphrase

Writing Assistance at Smarthinking

Originality Report Checking at Turnitin

Disciplinary Process for Plagiarism

Acts of both intentional and unintentional plagiarism violate the Academic Code of Conduct.

If an incident of plagiarism is an isolated minor oversight or an obvious result of ignorance of proper citation requirements, the mentor may handle the matter as a learning exercise. Appropriate consequences may include the completion of tutorials, assignment rewrites, or any other reasonable learning tool in addition to a lower grade for the assignment or course. The mentor will notify the student and appropriate dean of the consequence by e-mail.

If the plagiarism appears intentional and/or is more than an isolated incident, the mentor will refer the matter to the appropriate dean, who will gather information about the violation(s) from the mentor and student, as necessary. The dean will review the matter and notify the student in writing of the specifics of the charge and the sanction to be imposed.

Possible sanctions include:

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