This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
7) Using Brightspace Tools to Increase Student Engagement and Instructor Pres...D2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence
There are many tools available within the D2L Learning Environment that instructors can use to increase their course presence and inspire greater levels of student engagement. We'll take a look at custom home page widgets, personalized text through Replacement Strings, and Release Conditions for customized mini-journeys. Resources for a deeper dive into each topic will be made available to participants.
D2L Tools to Increase Student Engagement and Instructor PresenceD2L Barry
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Thursday, October 10 at McLennan CC.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
7) Using Brightspace Tools to Increase Student Engagement and Instructor Pres...D2L Barry
Using Brightspace Tools to Increase Student Engagement and Instructor Presence
There are many tools available within the D2L Learning Environment that instructors can use to increase their course presence and inspire greater levels of student engagement. We'll take a look at custom home page widgets, personalized text through Replacement Strings, and Release Conditions for customized mini-journeys. Resources for a deeper dive into each topic will be made available to participants.
D2L Tools to Increase Student Engagement and Instructor PresenceD2L Barry
Presentation by Barry Dahl, Teaching & Learning Advocate at D2L.
Thursday, October 10 at McLennan CC.
The D2L Lunch-n-Learn events will showcase teaching and learning within Brightspace, and sessions will feature topics such as effective practices in instructional design, web accessibility, increasing student engagement, and much more. It’s a great opportunity to exchange new ideas, as well as learn more about the Brightspace community.
7 Ways to Use the Not Release Conditions - Updated May 2018D2L Barry
Seven Ways to Use the "Not" Release Conditions to Impact Teaching & Learning
The wait is over for the long awaited "Not" release conditions in the Brightspace Learning Environment (LE). With the February 2016 update to the LE, you are now able to set release conditions for situations where students have not done something. In this session we will consider effective uses of these release conditions in various LE tools to encourage student behavior that will increase their likelihood of success in the course.
Presented and updated in May 2018 at the European Lunch & Learn sessions.
YouSeeU and D2L - Virtual Classroom and Video AssignmentsD2L Barry
Presentation delivered by Dan Semi, D2L Solutions Engineer, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
From a 5/16/13 webinar:
Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning.
-Discover the iNACOL National Standards for Quality Online Courses
-Explore the Moodle course management system to create online and blended learning experiences
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
YouSeeU and D2L - Virtual Classroom and Video AssignmentsD2L Barry
Presentation delivered by Dan Semi, D2L Solutions Engineer, at the Brightspace Illinois Connection on April 7, 2017.
Connection held at Parkland College.
From a 5/16/13 webinar:
Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning.
-Discover the iNACOL National Standards for Quality Online Courses
-Explore the Moodle course management system to create online and blended learning experiences
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Syllabus for Photoshop 10 week course at the University of the Arts.
Explore Photoshop through hands-on web-design exercises. The course starts with an introduction to the Photoshop interface and tools and the types of files that are used for web graphics. The course continues as you learn how to use layers, effects, text, filters and image optimization tools for the web. Once you gain familiarity with the tools of Photoshop, you will be able to use those skills to create website templates, rich graphics and web page elements such as content boxes and buttons.
Virtual Student Conferences in BrightspaceD2L Barry
Virtual Student Conferences in Brightspace, Nancyruth Leibold and Laura Schwarz – Minnesota State University, Mankato. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Maintaining Momentum: Successful Faculty Development Strategies for Supporti...Jason Rhode
How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Highlights from the MnSCU Captioning Assessment ProjectD2L Barry
Highlights from the MnSCU Captioning Assessment Project, Lesley Blicker – Minneapolis Community and Technical College, Maran Wolston – Minneapolis Community and Technical College, and Rita Resendiz-Abfalter – Anoka Ramsey Community College. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Syllabus
SYLLABUS
EdTech 582: Online Teaching for Adult Learners
Summer 2008
Ann Randall
Course Description
This hands-on course explores the theory and practice of online teaching and
learning with adults. It is geared for educators wishing to conduct teaching and
learning using Internet-based technologies. Emphasis is placed on understanding
strengths and weaknesses of various online teaching tools, engaging the online
learner, creating collaborative and interactive e-learning, and gaining practical
experience teaching online.
Course Text & Materials
Order through BSU bookstore or online vendor, such as Amazon.com. Ensure quick
shipping as you will need texts in Week 2 of class.
1. Dawley, L. (2007). Tools for Successful Online Teaching. Idea Group
Publishing.
2. Additional readings, assigned by instructor, will be available online.
3. Students are required to purchase a webcam (unless your computer has one
built in) to use for video conferencing. Try to buy one that is equivalent in
quality to the Logitech QuickCam Pro 4000, which costs around $85 on
Amazon.com. Less expensive webcams may work but will give you lower
quality audio/video output. To view other choices of webcams, do a search on
site such as Amazon.
Course Goals/Objectives
Participants will:
Develop an online collaborative community with peers.
Learn basic models and theories of adult learning and clarify or begin to define a personal perspective.
Learn terminology and “best” (effective) practices of online teaching for adults.
Demonstrate an awareness of current trends, research, and standards in online teaching and learning.
Analyze the range of technologies available for online education and training, and identify key features and uses for
distance learning.
Evaluate various online teaching and learning tools for potential use in their own instructional program.
Design online learning activities that successfully engage learners and are appropriate to their learners.
Gain real life experience teaching others online.
Successfully use administrative features of learning management systems.
Support the professional development of other educators in the area of online teaching.
Assignments & Grades
Grades will be based on total number of points earned on the following:
1. Weekly Class Activities, Assignments & Participation – Your online participation is critical to your own learning. Each
week, you participate in weekly discussions, group work, activities, or mini-assignments. These activities are designed to
enhance your understanding of the current topic. Your contributions will be based on the quality of your critical thinking,
your reflections, your ability to find connections between materials, between theory and practice, your ability to contribute
new understandings to the course, to assist your peers in their own learning and problem solving. If I feel you aren’t
reaching this standard, I will communicate with you. I will indicate minimum requirements. You are always welcome to add
more. Grading criteria are provided to help you contribute meaningfully.
2. Reflective Posts – Each student will create a personal wiki page within the class wiki and post to it during 6 of the 8
weeks. Using personal pages will enable the wiki to function in two ways: (a) use personal pages to post journal
reflections, thoughts, new learning, and questions regarding the assigned readings for the week, and (b) build knowledge
together by contributing to wiki articles we will create. The wiki will be private to our class until it is completed at the end of
the session. Guidelines and grading criteria for your wiki posts and articles will be provided in class.
Rich Media Tutorial – Students will design and present a rich media tutorial for other education professionals, selecting
3. their topics with the instructor’s input, and using guidelines posted in class. This project provides the opportunity to meet
professional standards for educational technologists that require opportunities to provide professional development to
others.
2. 4. Partner Lessons – Each student will design and create lesson content for an assigned partner. Lessons must: (a) take
into consideration the needs of the student partner; and (b) include the use of, discussion about, or research on online
teaching tools such as video conferencing, discussion boards, learning management systems, social networking (Web
2.0) tools, etc.
5. Class Project – All students will work collaboratively to incorporate individual wiki posts into a final wiki product, suitable
as a knowledge base for other online teachers. Students will also collaborate to create a rubric for assessing the project,
negotiating the final rubric with the instructor.
Assignments Points
Participation in 6 weekly assigments, including forum or wiki posts and peer feedback (75 points each week) 450
Rich Media Presentation 225
Partner Lessons 225
Class Project 180
Grand Total Points 1000
Grading Scale:
A = 90-100%
B = 80-89%
C = 70-79
D = 60-69
F = 0-59
Course Expectations
The course work is divided into three modules, with weekly assignments and due dates throughout the semester. The types of
assignments and the level of interactivity vary from week to week. This is not a self-paced course, and projects involving
collaboration with peers are required. I will always try my best to give clear directions on what, where, when, and how in the
weekly assignment folder.
Communication with the instructor and/or students in the class can be readily accomplished through the email, group functions,
and chat mode in the Blackboard Virtual Classroom. I usually return email and phone calls within 24 hours, and I’m happy to
schedule a time with you to discuss your questions and work. A “hallway” forum in the Discussion Board provides an opportunity
for you to visit with other class members about any topic of interest. I encourage you to use this forum to visit with other class
members (much as you would in the hallway before an on-campus class).
There is also a Q&A forum on the Discussion Board where you may ask questions and post general comments related to the
course. I may also post questions students ask me that I think may be of interest to the class. Please don’t feel hesitant about
asking questions. Online environments vary greatly, as well as students’ experiences with them. Questions and answers posted
in this forum will benefit the entire class, not just one person.
Class Assignments
Instructions for where and when to submit assignments will be given in the agendas in the Assignments folder. Weekly
assignments are due by Midnight MDT each Monday at the latest, unless indicated otherwise. Late assignments will result in
grade reductions (up to 10% for every day they are late).
Remember: Always save a copy of your assignment on your hard drive! Don’t work directly in the Blackboard window. It’s
better to work in a word processing or text program and then cut and paste into Blackboard or the wiki.
Finally... To me, the greatest potential of the Internet is to build human connections over great distances with people we might
otherwise never meet. That’s what I look forward to happening this summer in EdTech 582 as you get to know each other and I
get to know each one of you.
Disability Resource Center
Boise State University’s Disability Resource Center (DRC) coordinates services to meet the educational needs of students with
documented disabilities. The DRC works with students and faculty to arrange reasonable accommodations and promote an
environment that is free of both physical and attitudinal barriers.
For more information on BSU Disability Resource Center (DRC) see the Web site at http://drc.boisestate.edu. To schedule an
appointment, contact Elyse Taylor at (208) 426-1583 or ElyseTaylor@boisestate.edu
3. ISTE/NCATE Program Standards Addressed in This Course
ISTE/NCATE Program Standards
Addressed in this Course
TL-II.B. Apply current research on teaching and learning with technology when planning learning environments and experiences.
Candidates:
1. Locate and evaluate current research on teaching and learning with technology when planning learning environments
and experiences.
TL-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates:
1. Identify technology resources and evaluate them for accuracy and suitability based on the content standards.
TL-II.F. Identify and apply instructional design principles associated with the development of technology resources. Candidates:
1. Identify and evaluate instructional design principles associated with the development of technology resources.
6. Evaluate methods and strategies for teaching concepts and skills that support use of distance learning systems
appropriate in a school environment.
TL-IV.A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Candidates:
Facilitate the development of a variety of techniques to use technology to assess student learning of subject matter.
TL-IV.C. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning,
communication, and productivity. Candidates:
Design strategies and methods for evaluating the effectiveness of technology resources for learning, communication, and
productivity.
TL-VIII.A. Identify and apply educational and technology related research, the psychology of learning, and instructional design
principles in guiding the use of computers and technology in education. Candidates:
Communicate and apply principles and practices of educational research in educational technology.
EdTech 582 Schedule
Summer 2008
KEY
blue = Foundations
orange = Exploring Online Andragogy
gray = Class Project
Other
Topic Dates Activities Dawley Reading
Week Introductions, Overview, Adult 6/9 – Meet & greet, overview Blackboard, set up Ch 1 Assigned
1 Learning Theory, & Best 6/15 Ning page, research & create Ning profile, readings
Practices in Online Teaching post comments on classmate profiles. available online
Week Online Course & LMS 6/16 – Visit virtual classrooms & assess LMSs, Assigned
2 Comparisons 6/23 research & blog, give peer feedback. readings
available online
Week Effective Use of Online Learning 6/23 – Research online tools, meet in groups for Ch 9; Assigned
3 Tools, Web 2.0 6/30 synchronous chat, post to blog and wiki, reference readings
give peer feedback, plan tutorial. Chs 3-9 available online
Week Rich Media Tutorials 6/30 – Design and present online tutorial, post to Reference
4 7/7 wiki, give peer feedback. Chs 3-9
Week Understanding the Online 7/7 – Interview partner for peer lessons. Set up Assigned
5 Learner & Online Design 7/14 online course, design framework for readings
partner lesson, post to blog, give peer available online
feedback.
Week Planning, Creating and 7/14 – Explore assessment options, tools, Ch 8
6 Assessing Online Learning 7/21 surveys; create content for partner lesson.
Week Facilitating Online Instruction 7/21 – Participate in partner lessons as teacher
7 7/28 and learner, post to blog, give peer
feedback.
Week Class Project 7/28 – Work with peers to divide tasks and
8 8/3 complete class project.
Please note: This schedule is subject to change at any time during the session.