There is no text. There will be several reading assignments throughout the course. The amount of reading will vary by topic, but will likely be more than you are used to doing in a DePaul CDM course.

In your assignments, I will be looking for:

a. Timely contributions, rather than someone joining a conversation at the very end just to get their ticket stamped that they were there. Timely contributions make you part of the conversation - end of conversation ME TOO comments do not count.

b. Helpful, insightful comments and move the conversation forward. There is no need to be an expert on everything or anything. If you have no answers, you can always ask intelligent questions.

c. Inclusion of additional resources and information beyond what the class has to start the conversation.

d. Regular participation, recognizing that not everyone is going to speak in every conversation. You should post at least three contributions per week.

2. 321 Submissions - 30 percent of the course grade. After you complete a reading assignment, you will be asked to submit a short document (called a 321) that consists of three (3) key issues raised by the reading, two (2) questions you have about the reading, and one (1) question you would like to ask the author to extend your understanding about the subject beyond what the reading covered.

These are to be submitted PRIOR to class time, as the material will be discussed in class. 321s will not be accepted late; if they are not submitted on time, your grade for that assignment will be a zero.

Online students are held to the same schedule as on-campus students

Team Project - 40 percent of your course grade.
You will be surveyed the second week of class as to which topics you are interested in pursuing in greater depth. You will then be assigned to a virtual team of students to pursue one of those topics. Your team will consist of both in class and online students. I will make no attempt to find temporal or geographic convenience among teammates (and, truth be told, I would prefer if it is inconvenient for your team to meet as I want you to work through some real life virtual teaming issues.)

b. More project information will be provided during the first two class periods. There is a team project guidance document on D2L.

c. Team Project Grading You will be graded as a team based on the outcome deliverables from your project work. The team will receive one grade. In addition, you will be required to peer evaluate team members. Those evaluations will be factored against the team grade raising some team member grades and lowering others. The peer evaluation is a guard against free riding as some students invariably make the class less of a priority in their lives than other students. By looking at the patterns among all team member peer grades, by my own reflection upon my interactions with the team over the quarter, and by carefully reading all team members reflection essays (see #5 below), I develop a strong sense of whether the peer grades are an accurate reflection of what actually occurred on the team. In the rare cases when they are not, I adjust for that.

4. Reflection Essay - 10 percent of your course grade

a. Students are required to submit a reflection about the virtual team project experience. This essay is due on August 21st along with the peer grades.

b. In short, you are invited to reflect on your virtual teaming experience, in particular on what went right and wrong; how you would approach the team project if you had it to do again; and how you might use the lessons from the class to improve your work on future virtual teams, and in real work in the workplace. Focus might be on your own behaviors and decisions more so than those of your teammates.

c. Detailed guidance is provided in D2L.

There are no prerequisites for this course.

This is a course about how people collaborate to work virtually in organizational and project settings, and a course about the IT tools that can be employed to facilitate virtual work. We are interested in both discrete interventions (think: meetings) and long term interventions (think: projects). We are interested in traditional face to face work (because collaboration technology can support that), and geographically distributed (virtual) work. We will look at several related topics: - Defining the collaborative organization - Working effectively on a team - Leading a meeting in a traditional setting - Leading a meeting in a virtual setting - Designing and leading specific collaborative work tasks such as brainstorming, decision making, and collaborative authoring - Employing collaboration engineering principles to design work practice - Working effectively in a multi-cultural environment - Evaluating productivity of virtual workers - Supporting telework - Tool sets that exist to support virtual meetings and virtual teamwork - Selecting among the various tools that exist - Configuring/using tool sets to maximum advantage - Building a business case for selecting/implementing a tool set To this end we will survey collaboration technologies, with an emphasis on Web 2.0 and open-source technologies. This is not a coding class. It is a managerial Information Systems/Project Management class where we will survey commercial technology and discuss management implementation. Learning objectives for the course are: 1. To learn as much as possible about the bullet points above 2. To have sufficient grounding in the concepts so one is able to choose among virtual technologies 24 months from now when there are completely new products (or new versions of old products) in the marketplace 3. To be able to define, research, and solve unstructured problems relating to teamwork and collaboration 4. To be able to communicate and collaborate effectively in a virtual context 5. To be able to coach peers, subordinates, and occasionally superiors, through effective virtual teaming processes

This syllabus is subject to change as necessary during the quarter. If that occurs, reasons for the change and options available to students will be thoroughly addressed on the course D2L site. Incomplete and FX Grades: Grades of Incomplete are given only in cases of medical emergency or other highly unusual emergency situations. Please note that University guidelines require that you must be earning a passing grade at the time you request an incomplete grade. You should have completed most of the course, with at most one or two major forms of evaluation missing. Incompletes revert to an F if they are not resolved within one quarter. DePaul CDM policy also is that all incompletes must be requested by the student using an online form. See CDM grading policies at http://www.cdm.depaul.edu/Current%20Students/Pages/Grading-Policies.aspx Online Course Evaluations Evaluations are a way for students to provide valuable feedback regarding their instructor and the course. Detailed feedback will enable the instructor to continuously tailor teaching methods and course content to meet the learning goals of the course and the academic needs of the students. They are a requirement of the course and are key to continue to provide you with the highest quality of teaching. The evaluations are anonymous; the instructor and administration do not track who entered what responses. A program is used to check if the student completed the evaluations, but the evaluation is completely separate from the student?s identity. Since 100% participation is our goal, students are sent periodic reminders over three weeks. Students do not receive reminders once they complete the evaluation. Students complete the evaluation online in CampusConnect. Academic Integrity and Plagiarism University policies on academic integrity will be strictly adhered to. Violations of academic integrity, including (but not limited to): cheating; plagiarism; fabrication of data; and complicity, are not tolerated. It is expected and understood you are familiar with DePaul?s Academic Integrity Policy, at: http://academicintegrity.depaul.edu/AcademicIntegrityPolicy.pdf, which defines the terms used above and provides a complete statement about the rules. Consult the Academic Integrity website for further guidance: http://academicintegrity.depaul.edu/ Academic Policies All students are required to manage their class schedules each term in accordance with the deadlines for enrolling and withdrawing as indicated in the University Academic Calendar. Information on enrollment, withdrawal, grading and incompletes can be found at http://www.cdm.depaul.edu/Current%20Students/Pages/PoliciesandProcedures.aspx. Students with Disabilities Students who feel they may need an accommodation based on the impact of a disability should contact the instructor privately to discuss their specific needs. All discussions will remain confidential. To ensure that you receive the most appropriate accommodation based on your needs, contact the instructor as early as possible in the quarter (preferably within the first week of class), and make sure that you have contacted the Center for Students with Disabilities (CSD) at: Student Center, LPC, Suite #370 Phone number: (773)325.1677 Fax: (773)325.3720 TTY: (773)325.7296