1. Brenda Cantu Joseph Helsing Dr. William Moen University of North Texas
Building an Effective Scaffolding Online Course: The Curriculum Design of the Introduction to UNIX/Linux Course
Brenda Cantu
Joseph Helsing
Dr. William Moen
University of North Texas

2. OUTLINE Introduction iCAMP Course History Course
Purpose, Goals, & Learning Outcomes
Madeline Hunter’s Direct Instruction Model (HDIM)
Curriculum Framework: HDIM Structure
Content Layout

3. OUTLINE cont. Curriculum Breakdown
Illustrated Server Guides: PuTTY & Mac Terminal
Lessons
Assessments
Mozilla Open Digital Badge
Conclusion

4. 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

5. INTRODUCTION cont. Course content Five modules Lesson Lesson Test
Guided Practice
Application Test
Final Exam

6. INTRODUCTION cont. Prioritized Curricular Features
Consistent curricular structure
Immediate assessment
Hands-on practice on a live server

7. 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

8. 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

9. 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

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

11. COURSE GOALS
Teach students the commands and their definitions needed to work within the UNIX/Linux system
Give students direct application experience through guided assignments and independent assessments

12. COURSE LEARNING OBJECTIVES
Define and implement basic UNIX/Linux commands from the command line
Organize, manage, and modify files and processes within the UNIX/Linux file system
Synthesize UNIX/Linux tools using features such as filters, pipes, and I/O redirection in a purposeful manner
Evaluate UNIX/Linux resources to find additional information about UNIX commands

13. 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

14. CURRICULUM FRAMEWORK: HDIM STRUCTURE
Objectives/Standards
Anticipatory Set
Input/Modeling
Checking for Understanding
Guided Practice
Independent Practice

15. 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

16. CURRICULUM BREAKDOWN
Illustrated Server Guides
Lessons
Assessments

17. 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

18. 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

19. LESSONS Lesson Objectives Vocabulary UNIX/Linux Concepts
Informal Practice
Tables

20. ASSESSMENTS
Lesson Tests
Guided Practice
Application Tests
Final Exam

21. MOZILLA OPEN DIGITAL BADGE
Official Website:
Free system by Mozilla to capture training of skills and interests

22. 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

23. 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

24. 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

25. REFERENCES
Calydon Technology. (2014). Linux Survival. Retrieved from  
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),
Das, S. (2006). Your UNIX: The Ultimate Guide. Boston: McGraw-Hill.
Eberly Center-Carnegie Mellon. Design & teach a course. Retrieved from
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

26. 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),  
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.
Molina, M.T.L-M. (2009). A computer-adaptive vocabulary test. Indian Journal of Applied Linguistics, 35(1),
Mozilla. (2014). Mozilla Open Badges. Retrieved from

27. 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
 Siever, E. (2005). Linux in a Nutshell. Sebastopol, CA: O'Reilly.

28. 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),  
Stonebank, M. (2001). UNIX tutorial for beginners. Retrieved from
Wong, H. (2001). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong Publications.

29. IMAGE REFERENCES
Curriculum mapping. (n.d.). Retrieved from
Guide to UNIX using Linux. (n.d.). Retrieved from
Lesson design sequence. (2013). Retrieved from
Mac terminal. (2009). Retrieved from
Mastery teaching. (n.d.). Retrieved from
Mozilla open badge logo. (n.d.). Retrieved from
Servers server farm engine room. (2013). Retrieved from
Unix in a nutshell. (n.d.) Retrieved from
Unix/Linux survival guide. (n.d.). Retrieved from