EDU 261 Teaching, Learning & Technology<br />Fall 2010 Syllabus<br />Instructor:Peggy Quinn<br />Phone:(303) 797-5646 – Day; (303) 346-8297 - Evenings<br />Email:firstname.lastname@example.org<br />Office Hours: By Appointment <br />Materials & System Requirements:<br />PC with Office 2003 or newer version, Adobe Acrobat Reader, and Internet capabilities<br />Email – Please use your ACC email address. <br />All information and support will be done in Office 2003 products (Word, Excel, PowerPoint) or higher. If you wish to purchase this software at a special education price, you can do so in the student bookstore or online at www.campustech.com or you can download a free trial version a www.microsoft.com. You can also use the open computer lab on campus. You may need Adobe Acrobat Reader to read standards for your discipline. If you don’t have it, you can download it FREE from www.adobe.com.<br />If you do not have the necessary computer system requirements at home, you may use the computer labs on campus. I recommend you consistently use Room M1650, which has Office 2007, Microsoft Publisher, Adobe Acrobat Reader, Internet, and computer tech support. The hours are:<br />Monday - Thursday 8:00 a.m. - 9:00 p.m. Friday 8:00 a.m. - 5:00 pm Saturday: 9:00 a.m. - 2:00 p.m. Sunday 1:00 p.m. - 5:00 p.m. <br />(Call 303-797-5907 to confirm schedule.)<br />Required Readings: These readings will be provided via D2L or a web link to the library or other site. <br />Recommended Text: “Microsoft Office for Teachers” 3rd edition, by Patricia J. Fewell & William J. Gibbs.<br />Note: We are using Microsoft Office because that is the most common package used in educational settings. Many of you have experience with the different applications in the Microsoft Office Suite thus I am not requiring the book. Too, we will not be using the entire text for the course. However, I strongly recommend that you purchase the book as it is a user friendly comprehensive guide that can be used as a future resource. That being said, should you have another resource that will fulfill the purpose of this class, feel free to use it. However, you will be responsible for knowledge and skills outlined in the purpose and learning outcomes section of each week‘s assignment sheet and demonstrating that knowledge and skill though the discussion board questions and weekly projects. <br />Course Description<br />This course prepares instructors at all levels to integrate technology into their curriculum. It enables the instructor to design educational and training materials incorporating instructional technology. It explores a variety of technologies, including the computer, Internet, multimedia, graphics, audio, and/or text with an emphasis on increasing learning through their use. It examines combining technology with a variety of instructional methodologies.<br />Please note this is an online course not an independent study course. The delivery method is similar to a face-to-face class and topics have been sequenced in order to develop breadth of content knowledge across the entire course with an in-depth focus on specific knowledge and skills during each week. The topics are listed in the schedule if you wish to read ahead. However, assignments will not be presented until the week listed so that there can be a focus on the topic and depth of knowledge. <br />Course Competencies<br />Apply technology to the delivery of standards-based education.<br />Use technology to increase future student achievement.<br />Determine appropriate use and management of technology in the classroom under various circumstances.<br />Utilize instructional technology to support a wide variety of learners and learning styles.<br />Explore various instructional tools and technology, <br />Investigate and design a lesson using instructional technology coupled with a variety of instructional strategies<br />Select the most appropriate instructional methods, materials, and media for a particular lesson or presentation.<br />Acquire instructional materials in a manner consistent with current copyright laws.<br />Develop a lesson plan incorporating the use and applications of the Internet.<br />Census Dates:<br /> Date to drop with a refund: June 14, 2010<br />Students who find that they are unable to continue a class should complete a Withdrawal form in the Admissions and Records office. <br />Withdraw Date (date to withdraw with a “W”): July 20, 2010<br />Americans with Disabilities Act (ADA)<br />Students with documented disabilities who need reasonable accommodations to achieve course objectives, should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. Please note that it is the student’s responsibility initiate services.<br />Communication Policy<br />It is imperative that you keep in contact with your instructor. Please keep your email current and email the instructor immediately if you have questions or concerns. Also, be on the lookout for frequent email messages with updates or friendly computer tips! If you need to contact me, please use email. I will respond within 48 hours or less if at all possible. <br />For support, however, do not rely solely on your instructor. You will be expected to actively use the text and other online support options first before looking outside for help. Besides your instructor, this online class offers excellent opportunities to communicate with your knowledgeable and helpful classmates as well. You may either send personal emails or use the Discussion Board to write and respond to ideas.<br />Contact Information for Learning Support Services<br />LibraryM2500 303-797-5090Technical Support 797-5700 x3199Student Success Center (includes writing support, math support, tutorial services, and peer mentoringM2720 303-797-5669Advising/Counseling M2010 303-797-5651Instructional Testing Center M2280 303-797-5993Bookstore M1200 303-797-5676Computer Lab M1650 303-797-5907Career Center M2025 303-797-5805eLearning 303-797-5700 x6700<br />Code of Conduct <br />I expect you to assist in maintaining an environment, which is conducive to learning, and respectful of the instructor and fellow students. Admission into Arapahoe Community College implies that the student agrees to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus shall be regarded as unacceptable conduct, warranting suspension or dismissal from ACC. <br />Academic Integrity <br />Cheating and plagiarism are serious offenses and represent violations of college policy. These violations will not be tolerated and will be dealt with according to the Academic Integrity Procedures. For purposes of this course, cheating or plagiarism in any form will result in a grade of zero for the assignment or examination in question, and the incident may be reported to the college administration. Cheating and plagiarism include, but are not limited to: (1) copying the work product of another person; (2) representing the work of another person or entity as one's own, without proper attribution, in a written assignment or paper; and (3) communicating about matters during an examination with any person other than the instructor. Any specific rules about conduct during examinations will be provided prior to the examination. <br />. <br />D2L Platform – This course will be using the Desire to Learn (D2) Platform. Since almost everyone will be learning to use the platform, if you are having difficulty navigating it, please use all the supports available. One access point is the following website: https://acc.desire2learn.com/d2l/orgTools/ouHome/ouHome.asp?ou=15170. <br />E-learning offers tutorials and short orientations. You can reach them at 303-797-5700 x6700. Check the ACC home page or for more numbers or website information. <br />Assignments and Grading<br />Assignments: There are four categories of assignments, <br />Introductions and the syllabus <br />Weekly discussion questions<br />Weekly projects <br />A capstone project <br />Please read the information below about each carefully. Specific directions for each assignment will be found on the assignment sheet for the appropriate week. The assignment sheet will be posted under the “Content” tab. <br />Introduction (15 points) – you will introduce yourself to the class. The information and directions are on the discussion board page of D2L. Due: NLT Tuesday, September 28 at 11:59 pm. <br />Syllabus – (20 points) – There are two parts to this assignment. First on the discussion board, note that you have read and understood the syllabus. If you have any questions, list them there. Second, address the question/topic related to the syllabus. Due NLT Tuesday, June 15 at 11:59 pm. <br />Weekly discussion questions (35 points per week) – There are a number of discussion questions with two parts to each question - your initial response to the discussion topic/question and your interaction with your peers also known as responses to your classmates/peers. <br />. <br />Initial Response to Discussion topic/questions: (15 points) After reading and reviewing the information for the week’s topic, login to D2L and go to the Discussion Board. <br />Respond substantively to the discussion question(s). <br />Due on or before 11:59 PM, the Saturday of the week the question is assigned. <br />Responses to your colleagues/classmates (20 points)<br />Throughout the week respond on at least two different days to your peers’ postings with well thoughtout, substantive comments. <br />Due not later than 11:59, Tuesday night of the week the discussion question is assigned. <br />Minimum number of responses required is 3.<br />After 11:59, Tuesday night, the discussion question for the week will be closed and it will no longer be possible to enter responses. <br />Grading–More information about the discussion board and the specific criteria for grading is found on pages 8-10. PLEASE READ IT CAREFULLY. <br />Weekly Projects (60 points each) – There are projects assigned to each topic discussed throughout the course. The due dates for each project are listed on the assignment sheet for the week assigned. Each project is designed so that you can add to your knowledge base, practice the new skills and demonstrate your emerging and/or deepening knowledge and skills regarding the assigned topic. The projects are designed with the needs of instructors in mind so that the new learning can be implemented immediately into a course. A grading scheme for each project will be provided with the directions for the projects. PLEASE READ THEM CAREFULLY.<br />Capstone Project – (100 points) – The capstone project allows you to apply all your knowledge from the course into one project. If you keep up with the assignments this will be a culmination of everything you’ve done. A grading scheme for the Capstone Project will be provided with the directions for the projects during the week it is assigned. <br />GRADING<br />AssignmentPointsTotal pointsIntroductions & Syllabus35 357 weekly discussion questions35 points each week for 8 weeks 2457 projects60 points each week for 7 weeks420Capstone Project100 points100TOTAL FOR CLASS800<br />The final grade will be determined as follows<br />A = 720 - 800 points D = 480 – 559 points<br />B = 640 - 719 points F = 558 and below<br />C = 560 – 639 points<br />ASSIGNMENT SHEETS<br />Each week a new assignment sheet will be posted under the content tab on the home page. Assignment sheets follow the same basic format which is outlined below.<br />Purpose of the assignment<br />Student Learning Outcomes <br />Readings<br />Discussion questions<br />Weekly Project<br />The only exception is the first week when introductions and syllabus are included. <br />LATE WORK POLICY<br />The pace of the course is intense especially since it has been condensed into 8 week summer session, so all work is expected the date on which it is due! Points may be deducted for work turned in late. Please do not let your hard work fall victim to bad timing; be very aware of deadlines! That being said, I recognize that life often has a way of derailing the best plans. Therefore, if you have difficulty completing assignments or if you need an extension due to mitigating circumstances, please let me know. I am committed to helping you be successful in the course and will work with you on an individual basis.<br />Schedule<br />The weekly schedule of topics is below. Directions and specific assignments will be found on weekly assignment sheets posted under the Content tab on D2L. <br />Week 1 : September 22-28Introduction, Bios, Educational Philosophy, Syllabus Review Week 2: September 29-October 5ISTE Standards , Copyright, Acceptable Use Policies & WikisChapter 1Supplemental ReadingsWeek 3: October 6-12 Internet Resources & Social Media (i.e. Skype, Slideshare, Twitter, Facebook, MySpace, etc.) ISTE StandardsSupplemental ReadingsWeek 4: October 13-19Word Processing Apps. (i.e. Word, OpenOffice, Zoho Writer, Google Docs, etc.)Chapter 2 & 3SupplementalWeek 5: October 20-26Presentation Apps (i.e. PowerPoint, OpenOffice, Prezi, Zoho, etc.)Chapter 4Supplemental ReadingsWeek 6: October 27-November 2Spreadsheet Apps (i.e. Excel, OpenOffice, etc.)Chapter 5Supplemental ReadingsWeek 7: November 3-9Publishing Apps (i.e. Publisher, etc.)Chapter 6Week 8: November 10-November 192WebQuestsWeek 9: November 22-26Fall Break & ThanksgivingWeek 10: November 29-December 32Review, Questions – Capstone ProjectCapstone Project due Friday – December 10<br />EDU 261 Discussion Questions <br />Grading <br />In online courses communication is often more difficult than in a classroom and thus ultimately very important! Our discussions are our virtual classroom. Please use the discussion areas in the same fashion you would in class; pose responses to the instructor's questions, ask questions about textbook or topic issues that you don't understand, and interact with fellow students to discuss or debate topics or issues. This is where we become a true community of collaborative learners.<br />To receive the total points available for discussions, the following are guidelines:<br />Answer the weekly discussion questions with a substantive posting with correct English spelling and grammar. Discussions are not text messages. Points will be deducted for careless typing and spelling of all communications; correct English grammar, syntax, spelling and typing are expected of all college work. <br />Participation through responses in an intelligent manner is expected of all students.<br />The quality of your responses is key to the discussion. Support your ideas with sound resources or information and avoid postings that are repetitive or one-liners. The point of your responses should be to stimulate the discussion and therefore thought and learning, so avoid postings like "
<br />Since we cannot see each other to read expressions, or hear tone of voice, please be mindful of your use of language. No one should make personal religious or political statements; do not offend or insult another student with disparaging remarks. Intelligent and civil agreement/disagreement is expected.<br />Your active participation in discussions is important, so your discussion grade is a considerable part of your total points for the class. Part of the grading for discussions will be based on your participation in the discussion each week and. The following information should help you better understand what will be expected of you for your discussion assignments.<br />As stated in the syllabus, there are 8 discussions each worth 35 points for a total of 280 points toward your final grade. There are two parts to each discussion, the initial response worth 15 points and the responses to your classmates/colleagues worth 20 points. The following two pages specific the scoring criteria and point allotments for each part of the assignment. <br />INITIAL RESPONSE<br /> (TOTAL POINTS 15)<br />NOTE: Not meeting the minimum requirements for 11 points as outlined below will not earn any discussion points for that week’s question/topic.<br />Minimally Meets the Standard (11 points) <br />The initial posting (response to the discussion question/topic) demonstrates understanding of the week’s topic. <br />It is completed by the due date <br />A college-level standard of correct English grammar, syntax, spelling and typing is evident.<br />Meets the Standard (12-13 points)<br />The initial posting (response to the discussion question/topic) demonstrates understanding of the week’s topic. <br />It is completed by the due date <br />A college-level standard of correct English grammar, syntax, spelling and typing is evident.<br />And<br />The response demonstrates evidence of analysis: critical thinking, show significant insight or creative thinking about the topic rather than merely reciting the information from the text.<br />The response includes a reference to the assigned reading/resources<br />Exceeds the Standard (14-15 points)<br />The initial posting (response to the discussion question/topic) demonstrates understanding of the week’s topic. <br />It is completed by the due date <br />A college-level standard of correct English grammar, syntax, spelling and typing is evident.<br />The response demonstrates evidence of analysis critical thinking, show significant insight or creative thinking about the topic rather than merely reciting the information from the text.<br />The response includes a reference to the assigned reading/resources with the relevant citation <br />And<br />The response makes a connection to actual classroom practice<br />The response includes an outside source other than the assigned readings with the relevant citation. <br />RESPONSE TO PEERS AND PARTICIPATION<br />(TOTAL POINTS 20)<br />NOTE: Not meeting the minimum requirements for 14 points as outlined below will not earn any discussion points for that week’s question/topic.<br />Minimally Meets the Standard (14-15 points)<br />The responses demonstrate having read classmates' postings with well-thought-out, substantive comments <br />There are at least 2 responses to classmates<br />Responses occur on separate days <br />Responses do not echo - what's been said already is not repeated but expands the discussion with interaction with peers. <br />Meets the Standard (16-17points)<br />The responses demonstrate having read classmates' postings with well-thought-out comments <br />There are at least 2 responses to classmates<br />Responses occur on separate days <br />Responses do not echo - what's been said already is not repeated but expands the discussion with interaction with peers. <br />And<br />The number of responses increases to 5 or more<br />Responses occur on at least 3 different days <br />Exceeds the Standard (18-20 points)<br />The responses demonstrate having read classmates' postings with well-thought-out comments <br />There are at least 5 responses to classmates<br />Responses occur on at least 3 different days <br />Responses do not echo - what's been said already is not repeated but expands the discussion with interaction with peers. <br />And<br />The number of responses increases to 8 or more <br />