Main Content
Syllabus
WFED 403: Technologies for Work Effectiveness
(3 credits) This seminar-style course is designed to provide workforce professionals with opportunities to learn about contemporary workplace technologies, tools, and platforms; share experiences; and be able to make informed decisions regarding their use. The course will focus on technology affordance in specific contexts and a deeper understanding of the use of such technologies in terms of their benefits, costs, and implementation challenges.
Overview | Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements and Grading | Course Schedule | Academic Integrity | Student Sucess and Support Resources | Additional Policies
Overview
The course covers technologies that can enhance work productivity for various purposes, such as communication, teamwork, data analysis, project management, and learning. Specifically, this course is designed to provide workforce professionals with opportunities to learn about contemporary technologies for work effectiveness, share experiences, and be able to make informed decisions regarding their applications. Although the course does not require prior work experience, it will focus on technology implementation in specific work contexts.
Because this is 400-level course, it will be focused on helping you learn how to explore and create knowledge as well as disseminate information. The basic content needed as a foundation for creating knowledge for the course has already been selected and structured into 12 lessons (the last lesson is designed to have you share your project outcomes and to reflect on what you learned in this course about the application of technology to business challenges). From here on, you will interact with the lesson content, the instructor, domain experts across different technology tools and platforms, and fellow students. Communication with peers and instructor and meeting with the domain experts are especially important as we aim to explore as many cases as we can in various workforce situations.
To successfully complete the course, you are expected to do the following:
- integrate your current workplace situations and reflect on the application of selected technologies;
- work collaboratively in design-thinking activities and final projects;
- complete the required readings and/or view the video recordings (estimated time: 3 hours per week);
- participate in discussions and learning activities (estimated time: 2 hours per week typically, but up to 4 hours in certain weeks);
- individually reflect on selected technologies and determine how they may be applied to improve work effectiveness;
- prepare both individual and team projects for electronic submission to the instructor and present virtually to the class at the end of the course (estimated time: 2–5 hours in certain weeks—fewer hours at the beginning of the course and more hours in the final weeks);
- follow APA style for all course assignments, including the final projects; and
- be evaluated based on the quality of your performance regarding each of the course requirements. The expected minimum grade is a B. The A grade is given for exceptional performance. Any student not approaching a B grade will be counseled accordingly.
Course Objectives
By the end of this course, you should be able to
- identify emerging technologies that can facilitate improving work effectiveness (e.g., communication, teamwork, and performance);
- explain the efficacies, concerns, and limitations of selected technologies;
- design and implement an integrative use of selected technologies and platforms in specific workplace situations;
- document how selected technologies and platforms have been applied in practice;
- evaluate the effectiveness of technology application in terms of cost, process, and outcome; and
- develop new ideas on the use of technologies through interacting with peers and experts in the field and testing out new technologies.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements and Help
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
Course Requirements and Grading
The learning objectives will be achieved through action learning, which is primarily learning by working on real-world problems. To assist the process, the Human Agency-Based Individual Transformation (HABIT) model (Yoon, 2019) will be adopted, paying attention to self-reflectiveness, forethought, intentionality, and self-reactiveness. Assignments are designed to meet the overall learning objectives of the course, and points will be distributed as follows.
Requirement 1: Weekly Activities (WA): 300 points
The Weekly Activities aim to develop your ability to identify, evaluate, and integrate technologies that can facilitate improving work effectiveness in specific work contexts (e.g., communication, teamwork, and performance). Weekly Activities are designed to help you enhance your understanding and application of select technologies. In addition, some Weekly Activities are designed to facilitate your progress on both team and individual projects.
There are 16 Weekly Activities throughout the course. Each activity is worth 15 points or 30 points. Most are discussion postings and one is assignment submission.
In terms of the discussions in Weekly Activities, please review other students' postings and engage in questioning, commenting, and providing feedback as you see fit. For each Weekly Activity, please make sure to reply to at least two postings.
Below is a list of the Weekly Activities for each lesson:
- Lesson 1: WA1, WA2, and WA3
- Lesson 2: WA4 and WA5
- Lesson 3: WA6
- Lesson 4: WA7
- Lesson 5: WA8
- Lesson 6: WA9 and WA10
- Lesson 7: None
- Lesson 8: WA11
- Lesson 9: WA12
- Lesson 10: WA13 and WA14
- Lesson 11: WA15
- Lesson 12: WA 16
Requirement 2: Individual Projects (IPs)
There are two individual projects: interview with a professional and technology application.
Individual Project 1 (IP1): Interview With a Professional Project: 200 points
Contact a proper interviewee who aligns well with your interview purpose. The interview should be at least 30 minutes.
Before the interview, the interviewer should
- find a professional who utilizes technology or a set of technologies for work effectiveness,
- develop a purpose and research questions,
- develop or adapt interview questions along with some follow-up questions for each question, and
- provide a consent form before the interview.
During the interview, the interviewer should
- describe the purpose of the interview,
- record the interview (with consent), and
- ask questions and follow-up questions.
After the interview, the interviewer should
- transcribe the interview,
- conduct a thematic analysis (Braun & Clarke, 2006) based on your purpose of the interview,
- document the thematic analysis results,
- discuss the interviewer’s own insights and reflections about the interview process and analysis results, and
- brainstorm ideas for future application.
Individual Project 2 (IP2): Technology Application Project: 300 points
You will work on a technology application project on personal productivity.
Requirement 3: Team Project (TP): 300 points
References
Yoon, H. J. (2019). Toward agentic HRD: A translational model of Albert Bandura’s human agency theory. Advances in Developing Human Resources, 21(3), 335–351. https://doi.org/10.1177/1523422319851437
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Grading Scheme
| Assignments | Points | Relevant Learning Objectives |
|---|---|---|
| Weekly Activities (12@15 + 4@30) | 300 | 1, 2, 4 |
| IP1 Deliverable 1: Interview Plan (by the end of Lesson 3) | 100 | 1, 2, 4, 5 |
| IP1 Deliverable 2: Interview Paper (by the end of Lesson 6) | 100 | 1, 2, 4, 5 |
| IP2 Deliverable 1: Paper on Technology Application (by the end of Lesson 11) | 200 | 1, 2, 3, 4, 5, 6 |
| IP2 Deliverable 2: YouTube Presentation (by the end of Lesson 11) | 100 | 1, 2, 3, 4, 5, 6 |
| TP Deliverable 1: Team Project Plan (by the end of Lesson 8) | 50 | 1, 2, 3, 4, 5, 6 |
| TP Deliverable 2: Team Technology Application Report | 200 | 1, 2, 3, 4, 5, 6 |
| TP Deliverable 3: Team Project Presentation | 50 | 1, 2, 3, 4, 5, 6 |
| Total | 1,100 |
Grading Scale
| Letter grade | Percentage (%) |
|---|---|
| A | 93 |
| A- | 90 |
| B+ | 87 |
| B | 83 |
| B- | 80 |
| C+ | 77 |
| C | 70 |
| D | 60 |
| F | < 60 |
Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.Note: All due dates reflect North American eastern time (ET).
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
Students enrolled at Penn State are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. Plagiarism will be taken very seriously. Please review the College of Education Academic Integrity Policy carefully. This course strictly follows the policy. Please review the following resources in order to avoid accusations of plagiarism:
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Student Success and Support Resources
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Graduate students: Please see the Student Disability Resources website for graduate student resources.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Military Student Information
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Additional Policies
- Privacy Notice:
Please note that course access is limited to those individuals who have direct responsibility for the quality of your educational experience. The course instructor and any teaching assistant(s), of course, have access to the course throughout the semester. Each course offered via the World Campus has several instructional design staff members assigned to assist in managing course content and delivery. These instructional design staff members have access to the course throughout the semester for this purpose. Also, World Campus technical staff may be given access in order to resolve technical support issues. In addition, mentor, department head, or program chair may be provided with course access in order to ensure optimal faculty availability and access. Each of these individuals will keep confidential all student course and academic information.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.