An-Najah Staff

An-Najah National University

College of Engineering & Information Technologies

Department of Mgmt. Info. Systems.

E-Commerce 10676321

Community Based Course Design

Fall 2014

Instructor: Maher Arafat OH 10-11 and 9:30-11 also by appointment. Room 2430

Class meets Sun, Tues. & Thu.11:00-12:00 in 14G0130

Wikispace. http://ec-lcc-nnu.wikispaces.com/home

Course Overview and Description:

In conformance with NNU Social Responsibility Policy, CBL approach will help us strengthening our Social Capital through establishing partner relationship with community organization to achieve mutual interest.

As e-Commerce continues to evolve technologically and in the scope of its market reach, in this course, we’ll adapt CBL instructional strategy and the implementation of community based projects approach to emphasize the three major driving forces behind e-Commerce: (Technology Changes, Business Development, and Social Issues)

“Electronic Commerce, commonly called e-Commerce, is traditionally defined as the buying and selling of goods using electronic transaction processing technologies. Over the past fifteen (15) years these approaches have gone through a cycle that has extolled both great promise and bitter disappointments only to be followed lately by a substantial rebound and growth to respectability and even dominance. With the current world-wide efforts to emerge from the 2008 economic downturn, the efficiency, scope and reach of eCommerce continues to be strong as the overall market approaches an all-time high”. USA Today Internet 50 a capitalization-weighted index that consists of the e-Consumer 25 and e-Business 25.

“Technologically, desktop and laptop/notebook computers have been the dominant client/user-side technology. The scope of the e-Commerce market has also evolved beyond the narrow buying and selling of goods to include services of all kinds including entertainment and communications that is making eCommerce an integral part of everyone's daily life. It is these fundamental daily personal services provided by the extended scope of eCommerce that have the opportunity to substantially enhance the daily lives of all individuals. The aspect that is of particular interest is the mobile eCommerce space, that is the creation of an enhanced environment while on-the-go. One travels to enhance one's time and place utility. Traditionally this has required the expenditures of money, displeasure and wasted time. Mobile e-Commerce can substantially enhance all elements by enabling a better use of the time, bringing enhanced entertainment and information to alleviate displeasure, allowing the mode of transport to operate more efficiently, thus saving money. These combine to deliver the biggest value in making it "affordable" in terms of money, pleasure and time to experience a broader array of destinations that otherwise would not have a place and time utility enhancement that would justify the traditional investment in money, displeasure and time. Such improvements open up vast new markets”. Professor Alain L. Kornhauser, Princtone University

Description of the project

E-Commerce today is basically to utilize technology to perform transactions electronically, (transactions can either be, buying, selling or providing services); therefore community partners might represent non-for-profit or for-profit organization, to this end, we are hoping to implement 11 community projects, to this end, we’ll ask the learners to break into 11 work teams; here after, Academic Partner AP, directly connected to a Community Partner CP.

Community Need-Based Project:

Contrarily to traditional Objective-Based projects; learner within their respected teams, are encouraged to work collaboratively with their community partner to clearly identify the partner needs, as the corner stone to craft the project’s SMART goals, and the stepping stone for the project’s future activities (Analysis, Design, Development, Implementation, and Evaluation).

Integrative Collaborative Working & Learning:

In addition to working collaboratively with community partner CP, each team will also intensively coordinate their work with an outside partner, a student from Project Management PM Course. We trust that this integrative collaborative learning by doing approach will produce a successful detailed project Business model and Action-Plan that will benefit all participating players and efficiently acquire Knowledge, build Skills, and develop useful Attitudes maintaining Values and observing Ethics (KSAVE)

Project Management PM:

Students enrolled in PM course, will actively participate as key partner in developing implementable project Business model and Action-Plan and act as project manager.

Learning Objectives:

Upon completing this course, the students will be able to:

Textbooks:

1.      Laudon, Kenneth.Traver, Carol. E-Commerce 10th edition Pearson, Prentice Hall, 2014.

ISBN-10: 013302444X • ISBN-13: 9780133024449

2.      The Text Book Learner companion web site. http://www.azimuth-interactive.com/ecommerce10e/TOC.html

3.       Learners are encouraged to engage in constructing the course material on wiki space. Following a Learner Generated Content http://ec-lcc-nnu.wikispaces.com/

Grade Breakdown:

Project Assessment criteria %30

The community partner assessment criteria: %10

The Learning e-Journal : %5

Learners are encouraged to writing their thoughts, ideas, and to document their reflections on this learning experience.

Peer Evaluation: %5

Extra Credit: %5

Extra credit are given to learners starting new discussion topics and are actively participating in the online discussions forums.

Attendance Policy

Students are required to attend all class meetings. Excused absences may be granted for officially organized and documented university events, or documented illness/family emergency. Excused or unexcused, all students are liable for any missed work or work not turned in on time.

Plagiarism Statement

Plagiarism is the use of someone else’s words or ideas as your own without giving appropriate credit or without the person’s consent to use his or her words or ideas without acknowledgment.  Ask questions if you do not understand what plagiarism is.  The consequences of plagiarism are severe; they can include a failing grade.

WEEK BY WEEK

The learners will work individually and collaboratively in two parallel tracks, the in class theoretical work, and practical work as the Community Based Project

The class work pace may vary in speed, depending on our performance in class and in community projects.

How to assess ILOs

1-3    Getting started             Research as a problem solving exercise; selecting a topic;

                                              using available sources; creating a working bibliography;

                                              taking notes; evaluating sources; raising a question.

Discussion of Santamaria et al. guidelines for designing effective English teaching materials.

Activity 1

Supplementary material 1-4 project: select grade level and the language skill you want to improve through material to be designed; establish from theory the criteria for good supplementary material in the selected area.

. 

4-7    Research methods        action research; evaluation research; data collection

                                              Models, action research; evaluation research

Identify the problem. Why do we need supplementary materials? Why do teachers need it? Are the pupils’ achieving curriculum outcomes? Are they meeting the textbook outcomes for each skill? To what extent?

Produce a list of pupils and teachers needs.

Guest speaker on curriculum analysis methods and formats

Activity 2

Supplementary material 1-4 project: Curriculum analysis; teacher and supervisor interviews; field visits; reporting on curriculum content and types of exercises; relating data collection results to good practice.

Team presentation 2: Present on the nature of the gaps in the curriculum and the types of activities needed to fill those gaps. 

7-10 What is involved?        planning tasks; devising a schedule; reviewing models;

                                              raising more questions.

Review primary school supplementary material models from local and international schools.

Activity 3

Supplementary material 1-4 project: Start design of activities; document in writing purpose, outcome for each activity; consider appeal and learner motivation; collect more information on good practice; meet with the supervisors and teachers again to discuss your design (At this stage you need to think of target audience. Decide whether the material is meant for home use under parent supervision or for class use under teacher supervision

11-12 Writing Drafts           Produce the first draft; activity rationale; the final draft and the

                                              research portfolio.

 Activity 4

Supplementary material 1-4 project: At this point, it is important to think holistically, i.e. putting all materials from all teams in one book for each grade; this task will take much coordination of work, much cutting down on redundancy and overlap, much thought about what a reasonable length for the project for the respective grade is (you may need to again refer to literature or good practice).

The mechanics of writing will need revision:  italics; spelling; capitalization; quotations; margins; spacing; headings and titles; works cited; they need to think of designs and colors, etc.

Week 13-16

Activity 5

Project presentations: The teams for each grade will present their designs and rationales on each language skill on one day. Representatives from the ministry of education will be invited to the presentations. The teams will shape up project and submit final copies.