WEB 2.0 TOOLS FOR LEARNING

Instructor(s):   Patricia K. Ro...

                                                   Participation and Attendance

Academic Honesty

It is expected that all members of the college community act in a responsible and ethical manner and to ...
Class Meeting Schedule with Timeline and Assignments

Meeting 1 - - - Focus: Introduction to Web 2.0 Tools for Learning Co...
Meeting 12 - - - Focus: Sharing your Learning Experiences

Anna Maria College

                                (Excel for Teachers and Administrators) Syllabus Agreement

I ________...
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Web 2 0 Tools For Learning Syllabus


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Web 2 0 Tools For Learning Syllabus

  1. 1. ANNA MARIA COLLEGE WEB 2.0 TOOLS FOR LEARNING Instructor(s): Patricia K. Roberts Office: 102 Central Street Office hours: By appointment Office Telephone: 978-415-0099 or cell 508-769-3661 Email: & COURSE TITLE Web 2.0 Tools for Learning REQUIRED TEXT: On-line resources COURSE DESCRIPTION Today’s students are very different and require different tools for learning. They grew up with technology and the Internet. The Internet has evolved dramatically over the last few years with the creation of many new ways to view, collect and manipulate information. Facets of the current Internet now feature two-way communication and independence for sharing and reusing subject matter. This course will investigate a myriad of different web based tools such as blogging, wikis, social bookmarking, podcasting, digital imagery, video streaming, and RSS feeds. Today’s teachers can significantly influence the way students learn by incorporating these tools into their instructional methods. Throughout this course participants will be exposed to Web 2.0 tools. They will determine which tools fit appropriately into their classroom learning environments. They will discuss how to integrate the tools into the student learning process. They will discuss the ways students can use Web 2.0 tools safely. They will construct a project that will be used in their classroom and published on the World Wide Web as a model for other teachers to adapt to their classrooms. COURSE OBJECTIVES This course will engage participants in real world learning experiences as a classroom teacher or administrator to learn the various facets of Web 2.0 tools. Examples of use will aid their understanding of the power of the tools for learning. Web based tools will include but are not limited to blogs, wikis, podcasts, video streaming, RSS feeds, digital images, and social bookmarking applications. Participants will be actively engaged in investigating the benefits and issues of each tool as well as participate in open discussion of ideas and methods for implementation of Web 2.0 tools into classroom learning. Content, process and web 2.0 tools will be woven together, recognizing that all learners are individuals and each one has special needs and specific strengths. Learning assignments will be designed to capitalize on individual strengths and roles within the class. Frequent feedback and collaborative sharing of ideas is an expectation that aids the learning process. Open communication will be prevalent throughout the course with participant access of the course documents, assignments and readings that will be posted in the course moodle. Email will also be used for communication purposes. The students will: 1. Learn the various facets of each of the Web 2.0 tools that are presented 2. Participate in classroom discussions, share strategies for using Web 2.0 tools, and communicate ideas for integrating their curriculum areas with new tools. 3. Collaborate with colleagues/classmates in the pursuit of their studies to become familiar with Web 2.0 tools. 4. Lead a discussion in groups and/or as a class, founded on assigned readings, issues or concerns relative to Web 2.0 tools. 5. Collect ideas from colleagues in their schools through a survey. 6. Develop a project idea based on one of the Web 2.0 tools. 7. Complete a template expressing suggestions for potential use of each tool and or concerns of the tool that prevents its implementation in their teaching environment.
  2. 2. CLASS PROCEDURES AND POLICIES Participation and Attendance Participation is very important in this class. Our roles as instructors in this class are to provide you with a theoretical framework, activities, and assignments for you to utilize in developing understandings, knowledge, and skills. We care very much about how and what you learn in our class, but we believe that you are responsible for participating in learning from the activities we provide. We will make ourselves accessible for discussion and feedback as often as needed, and we encourage you to see your fellow students as equally valuable resources for learning. If you are absent from class you must contact us to notify us of your absence. You are responsible for and expected to obtain any missed information. Any assignments that might be due on the day of your absence should be submitted unless you have requested and been granted an extension. You will be expected to participate in discussions and to contribute information to the class. Discussions are in small groups and whole class. This is a required part of your grade. In order to earn full participation points for a class, you must add something of substance to the discussion --this would consist of new ideas, your perspectives, follow-up questions, etc. Missed Class Policy It is expected that students will attend all classes for the entire class period. If you must miss a class or leave early, you need to contact the instructor prior to class. If the instructor excuses the absence, the make-up assignment will be discussed and submitted prior to the next class. Instructors will design the make-up assignment appropriate to the missed content. Excusable absences include but are not limited to: death in the immediate family, childbirth, marriage, or illness. The instructor may require documentation of the absence. Team Learning We expect students to work effectively in diverse groups and teams to achieve tasks. You must collaborate and function well in team settings as both leaders and followers. You should respect human diversity and behave in a tolerant manner toward colleagues and peers. Constructive learning and hands on application is the dominant mode of instruction in this course. The process employed in the course includes consistent participation in technological skill development along with active involvement in discussing, questioning, analyzing, and demonstrating the application of curriculum knowledge gained from reading and personal teaching experiences. The expected outcome of the course is to develop leadership among the participants’ schools. This new leadership will then be capable of providing professional development for colleagues in the implementation of technology infused curriculum and Web 2.0 tools that will actively engage students in their learning. Active participation and open communication is the key element in the evaluation and grading of all participants in this course. Assignments Late assignments will be penalized with a 10% grade reduction unless you have made prior arrangements with the instructor. Any time you feel you might be falling behind in the course, it's best to contact the instructor to discuss your situation. All assignments and samples of learning will be stored in a central server location creating a working portfolio that can be accessed by the instructor at any time for evaluation purposes. Form a partnership with a classmate. Be responsible for gathering and delivering any class material if your partner is absent.
  3. 3. Academic Honesty It is expected that all members of the college community act in a responsible and ethical manner and to uphold the values, rules, and regulations of the College. The principles of individual honor, integrity, responsibility, and respect for the rights of others are essential to student conduct in both academic and co-curricular life. A student must always submit work that represents his or her original words or ideas and is in compliance of acceptable use for both their district and the world. If any words or ideas are used that do not represent the student's original words or ideas, the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Accommodations and Support Services Any student, who due to a disability needs special accommodations to participate in class and/or complete assignments, should see the instructor as soon as possible so that reasonable accommodations can be made. GRADUATE GRADING LETTER GRADE POINTS EARNED A 94-100 A- 90-93.9 B+ 87-89.9 B 84-86.9 B- 80-83.9 C+ 77-79.9 C 70-76.9 F 0-69.9 METHOD AND WEIGHT OF COURSE REQUIREMENTS Course Expectations and Requirements 1. Attend face-to-face meetings and participate in class discussions. 10% 2. Use mail and online (moodle) communication routinely with instructor and classmates. 20% 3. Complete template for determining Web 2.0 tool(s) are the best fit for individual classroom use 20% 4. Develop a project incorporating Web 2.0 tool(s) into individual curriculum 40% 5. Prepare a presentation and post project on the Internet 20% • Write up a formal summary of your lesson integrating Web 2.0 tool(s) – limit two pages • Include in the summary the following: i. Standards addressed (curriculum & technology) ii. Web 2.0 tool(s) used iii. Include a copy of research article that supports your project idea or example of model you are adapting iv. Describe how you will use the Web 2.0 tool(s) in the classroom with students. v. Describe the expected outcomes for students involved in the project. • Prepare copies of materials (items i – v above) for instructor and classmates
  4. 4. Class Meeting Schedule with Timeline and Assignments Meeting 1 - - - Focus: Introduction to Web 2.0 Tools for Learning Course Syllabus Course requirements Organization of Expert Groups, partnerships Email Introduction to course documents on Shrewsbury Moodle Forums, assignments, and readings Meeting 2 - - - Focus: The “New” Internet Overcoming technical difficulties. Web 2.0 Tools overview Assignment: Connect to class moodle and introduce yourself to the class. Meeting 3 - - - Focus: Blogging What is a blog? How do they work? Sample blogs, how they are used with students, purpose of blogs, and good blogs vs. bad blogs Assignment: Set up your blog on the class moodle site. Investigate educational blogs. Share with class. Meeting 4 - - - Focus: Wiki What is a wiki? Is the information valid? Sample wikis, how they are used with students, verifying a wiki. Assignments: Investigate educational wikis. Identify one you could use with your students. Share with class. Meeting 5 - - - Focus: Podcasting and Video Streaming What is a podcast? How do I create a podcast? How do I post a podcast? Sample podcasts, how they are used in education. Assignment: Review ready made podcasts. Explore Garageband for creating podcast. Create a mini podcast with garageband. Meeting 6 - - - Focus: Web 2.0 Free Applications Wordle, Jing, Allmyfavs, Vocabulary Video (WordAhead), Splashup, Quizlet, etc. Assignment: Investigate the various free applications. Become familiar with one or two applications. Determine how it might be used with your students. Share your findings with class. Meeting 7 - - - Focus: Webcasts Explore various web sites applications such as Skype. How are they used in the classroom? Assignment: Install or ask school technical person to install Skype on your computer. Explore its features. Meeting 8 - - - Focus: Social Networking, Bookmarking, & Tags What is Social Networking? Social Bookmaking? What is a tag cloud? How do I create a tag cloud? Examples of uses for teachers and students. Look at different websites such as twitter and digg Assignment: Create a tag cloud using one of the applications and some content from your curriculum. Meeting 9 - - - Focus: RSS feeds What is an RSS feed? How can I use it to make finding, retrieving and bookmarking more efficient? Subscribing, adding to other Web 2.0 tools such as a wiki. Meeting 10 - - - Focus: Internet Safety Making students aware of the dangers of using Internet resources and communicating online. Strategies for safe use will be discussed. Assignment: Create a statement (student contract, school AUP, letter to parents, etc.) that you would use with your students and families to warn about safety on the Internet. Meeting 11 - - - Focus: Final Project Preparation Finalize presentation, prepare materials, research information. Post to the Web to initiate Web authoring Questions and concerns regarding final project. Resolving issues with Web 2.0 Tools. Lab time
  5. 5. Meeting 12 - - - Focus: Sharing your Learning Experiences Self-Assessment Evaluations Bibliography March 2009 | Volume 66 | Number 6 Literacy 2.0 Anywhere Learning James Angelo, Kay Conners and Tara Helkowski March 2009 | Volume 66 | Number 6 Literacy 2.0 Pages 8-13 Orchestrating the Media Collage Jason Ohler Tech Tools for Learning by Will Richardson, Access Learning – Jan 06 Educating the Net Generation, book Educause Learning Initiative 7 Things you should know about Social Bookmarking Vol. 2 No.2 Autumn 2006 New Technology Trends for Education Building Online Learning Communities February 2005 | Volume 62 | Number 5 How Schools Improve Pages 81-83 Research Matters / How Student Progress Monitoring Improves Instruction Nancy Safer and Steve Fleischman Moving Toward Web 2.0 in K-12 Education Steve Hargadon - October 22nd, 2008 - (Brave New Classroom 2.0)
  6. 6. Anna Maria College (Excel for Teachers and Administrators) Syllabus Agreement I ____________________________________________________________________ , on this day _________________________ , have received information regarding this course. I understand this information is available in writing in the course syllabus. I have reviewed the information with my instructor, have asked questions, and thoroughly understand my responsibilities as I participate in this course. The information addressed included: • Policies and Procedures • Assignments • Due Dates • Grading Policies • Availability of instructor(s) I further understand that I have the opportunity to request additional information and/or explanation on any of the above as needed. Student signature: ____________________________________________________ Instructor signature: __________________________________________________