This document provides information about an Introduction to K-12 Technology course, including:
- The course meets every other Thursday evening and is taught in a blended format by instructor Melony Ritter.
- The purpose is to help future teachers understand the role of technology in teaching and learning and how to integrate various technologies into the classroom.
- Students will become proficient using hardware, software, and web tools and will create instructional materials and a portfolio demonstrating their technology skills.
- The final grade is based on weekly discussions, projects demonstrating technology skills, two exams, and a portfolio created using Google Sites.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
This document provides an overview of a virtual classroom tour (VCT) project between students in Macedonia and the Netherlands. The project allows students aged 14-18 to collaborate on a wiki platform to learn about each other's cultures and improve their language and digital skills. Teachers design the project, select topics, provide guidance and assessment. Students conduct research, draft work, and reflect on what they learned about international collaboration and creativity using digital tools.
This document outlines the module Foundation in Design at Taylor's University. The module aims to develop students' critical and creative thinking abilities through investigation and application of thinking skills and techniques. It is an 18-week module worth 4 credits that involves lectures, tutorials, and independent learning. Assessment includes idea journals, assignments, and a final group project. The module introduces various creative thinking strategies and applies them through hands-on activities and assignments to help students achieve the learning outcomes of recognizing important creative strategies, describing their use in their field of study, and demonstrating knowledge through applying strategies.
This document provides an overview of different instructional design models through a series of slides. It begins with providing context on the history of instructional design. It then defines key concepts like instructional design, systematic approaches, and models. The bulk of the document describes six different instructional design models through graphics and explanations of each model's steps or phases. It concludes by defining and providing graphics for concepts related to learning theories - constructivism, empiricism, behaviorism, information processing theory, and educational technology.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes a course on dynamic instructional design. The course examines communication and psychological perspectives in teaching and learning, as well as the characteristics of learners and teachers. It also addresses designing instruction, developing lesson plans, and the evolution of educational technologies. Students will learn about digital technologies, software for administration and academics, and using the internet and web-based resources in teaching. The course also discusses traditional audio/visual technologies. It is offered both conventionally and through distance learning, and assessments include assignments, presentations and an examination.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
The document outlines a technology action plan for River Oaks Elementary School with the goals of enhancing curriculum and instruction through improved use of data and technology. The plan consists of 7 steps over the course of the school year: 1) Reviewing data reports to understand technology needs, 2) Exploring new technology tools and applications, 3) Setting individual professional development goals, 4) Creating teacher/team blogs, 5) Implementing the Renzulli Learning program, 6) Integrating technology into lesson planning, and 7) Using technology to support differentiated instruction. Staff development and evaluation activities are included for each step.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
Learning portfolios workshop: a structured approachRaynauld Jacques
nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
This document discusses using iPads and iPods in science classrooms and provides examples of mobile apps that can be used for various purposes. It describes apps that allow students to connect with content, communicate and collaborate, including apps for exploring biology, chemistry, physics and space. Students can use apps to analyze data, create concept maps and digital stories, record audio notes, and evaluate their understanding. The document also recommends apps for teachers to use for classroom tasks, curricula support, and organization.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
This document provides an analysis for the design of an online orientation module for graduate students in the Information Media department at St. Cloud State University. It identifies the need to update the current static, text-based orientation to an interactive online module. The target learners are adult graduate students who will complete self-paced modules on using the learning management system, online conferencing software, and key terminology. Each module utilizes principles of multimedia learning and adult education to engage learners through modeling, practice activities, and a completion message. The overall goal is to better prepare new graduate students for their online coursework through a more meaningful online orientation experience.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
This document provides syllabi and learning objectives for lessons on Microsoft Office using Word, Excel, and PowerPoint. It includes rubrics for assessment and outlines lessons that will teach students how to create diagrams, formulas, and presentations using the various software programs. The instructor's biography is also included to provide background on their experience teaching these topics.
This document provides information about National University's Master of Science in Educational and Instructional Technology program. The 12-month program trains students in using technology for K-12 education, online course design, and instructional design. Key skills developed include designing engaging multimedia lessons, creating online training courses, and using software like Moodle. The degree requires 10 courses covering topics such as instructional design, educational theory, and developing online courseware. For the capstone, students build an online class demonstrating their skills. The program prepares students for careers including educational technology coordinator and online course designer.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
This syllabus outlines an online course on technical and grant writing. The course will guide students in analyzing and improving their writing styles for both online and print documents. It will also cover the key elements of successful grant writing. Students will develop a technology project proposal and design a website and grant proposal to request funding. The course objectives are to produce effective written communication for different audiences and apply the skills of technical writing. Students will complete writing assignments, discussions, and a final project developing a full technology project proposal and grant application.
This document provides an overview of a virtual classroom tour (VCT) project between students in Macedonia and the Netherlands. The project allows students aged 14-18 to collaborate on a wiki platform to learn about each other's cultures and improve their language and digital skills. Teachers design the project, select topics, provide guidance and assessment. Students conduct research, draft work, and reflect on what they learned about international collaboration and creativity using digital tools.
This document outlines the module Foundation in Design at Taylor's University. The module aims to develop students' critical and creative thinking abilities through investigation and application of thinking skills and techniques. It is an 18-week module worth 4 credits that involves lectures, tutorials, and independent learning. Assessment includes idea journals, assignments, and a final group project. The module introduces various creative thinking strategies and applies them through hands-on activities and assignments to help students achieve the learning outcomes of recognizing important creative strategies, describing their use in their field of study, and demonstrating knowledge through applying strategies.
This document provides an overview of different instructional design models through a series of slides. It begins with providing context on the history of instructional design. It then defines key concepts like instructional design, systematic approaches, and models. The bulk of the document describes six different instructional design models through graphics and explanations of each model's steps or phases. It concludes by defining and providing graphics for concepts related to learning theories - constructivism, empiricism, behaviorism, information processing theory, and educational technology.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes a course on dynamic instructional design. The course examines communication and psychological perspectives in teaching and learning, as well as the characteristics of learners and teachers. It also addresses designing instruction, developing lesson plans, and the evolution of educational technologies. Students will learn about digital technologies, software for administration and academics, and using the internet and web-based resources in teaching. The course also discusses traditional audio/visual technologies. It is offered both conventionally and through distance learning, and assessments include assignments, presentations and an examination.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
The document outlines a technology action plan for River Oaks Elementary School with the goals of enhancing curriculum and instruction through improved use of data and technology. The plan consists of 7 steps over the course of the school year: 1) Reviewing data reports to understand technology needs, 2) Exploring new technology tools and applications, 3) Setting individual professional development goals, 4) Creating teacher/team blogs, 5) Implementing the Renzulli Learning program, 6) Integrating technology into lesson planning, and 7) Using technology to support differentiated instruction. Staff development and evaluation activities are included for each step.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
Learning portfolios workshop: a structured approachRaynauld Jacques
nspired by program based principles, instructors are now designing fully integrated sequences of learning modules linked to learning outcomes were students are expected to post artefacts and associated reflexive comments. In this workshop, we present numerous learning environments of this type and provide a general framework linking all the key components. Various mock-ups will be used to illustrate in a live demo some of the key functionalities and could lead to questions and comments by participants according to their own specific needs. We conclude by discussing how these environments can be implemented in a model-based structured approach using the Web 2.0 Google Web Toolkit framework.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
This document discusses using iPads and iPods in science classrooms and provides examples of mobile apps that can be used for various purposes. It describes apps that allow students to connect with content, communicate and collaborate, including apps for exploring biology, chemistry, physics and space. Students can use apps to analyze data, create concept maps and digital stories, record audio notes, and evaluate their understanding. The document also recommends apps for teachers to use for classroom tasks, curricula support, and organization.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
This document provides an analysis for the design of an online orientation module for graduate students in the Information Media department at St. Cloud State University. It identifies the need to update the current static, text-based orientation to an interactive online module. The target learners are adult graduate students who will complete self-paced modules on using the learning management system, online conferencing software, and key terminology. Each module utilizes principles of multimedia learning and adult education to engage learners through modeling, practice activities, and a completion message. The overall goal is to better prepare new graduate students for their online coursework through a more meaningful online orientation experience.
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
This document provides syllabi and learning objectives for lessons on Microsoft Office using Word, Excel, and PowerPoint. It includes rubrics for assessment and outlines lessons that will teach students how to create diagrams, formulas, and presentations using the various software programs. The instructor's biography is also included to provide background on their experience teaching these topics.
This document provides information about National University's Master of Science in Educational and Instructional Technology program. The 12-month program trains students in using technology for K-12 education, online course design, and instructional design. Key skills developed include designing engaging multimedia lessons, creating online training courses, and using software like Moodle. The degree requires 10 courses covering topics such as instructional design, educational theory, and developing online courseware. For the capstone, students build an online class demonstrating their skills. The program prepares students for careers including educational technology coordinator and online course designer.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
This syllabus outlines an online course on technical and grant writing. The course will guide students in analyzing and improving their writing styles for both online and print documents. It will also cover the key elements of successful grant writing. Students will develop a technology project proposal and design a website and grant proposal to request funding. The course objectives are to produce effective written communication for different audiences and apply the skills of technical writing. Students will complete writing assignments, discussions, and a final project developing a full technology project proposal and grant application.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
2021_03_26 "The 7Cs of Learning Design" - Gráinne ConoleeMadrid network
This document outlines a workshop on learning design using the 7Cs framework. It introduces transformative technologies, discusses challenges, and provides an overview of learning design and the 7Cs approach. The workshop includes activities to conceptualize a course, create materials, facilitate communication and collaboration, assess learning, and consolidate the design. Participants are guided to develop course features, personas, resource audits, maps, profiles and storyboards. The goal is to create pedagogically informed designs that make appropriate use of technologies.
The document summarizes a project that developed digital research skills tutorials for undergraduate students at University College Dublin. Six e-tutorials were created covering topics like managing research tools and digital research ethics. The tutorials were embedded into courses and evaluated. Student feedback was positive, finding the tutorials reinforced concepts and were relevant. However, some technical issues disrupted learning. Overall, the project enhanced students' digital literacy through a blended learning approach, but sustainability of technologies remains a challenge.
Kpeters.continual professional development plankkgmom03
Kim Peters has created a 5-year continual professional development plan focused on improving her skills with classroom technology. Over the past 3 years, she has earned her Classroom Technology Endorsement through courses covering topics like the use of internet tools, technology operations, and digital media creation. Her plan outlines goals in areas like facilitating student learning with technology, developing digital lessons and assessments, modeling digital skills, promoting digital citizenship, and engaging in professional growth. She aims to achieve proficiency with tools like smart boards, online collaboration, data analysis programs, and staying current by maintaining ISTE membership and attending conferences.
The students will participate in an online forum to discuss Singapore's population challenges. They will then read case studies of Scandinavian countries that successfully increased birth rates. In pairs, the students will use computers in a lab to research population trends in Singapore and reflect on questions about potential problems and ways to encourage earlier marriage and more babies. Their reflections will be posted on a class blog.
The workshop is an introduction to the Intel® Teach Essentials course on how to integrate ICT into existing classroom curricula to promote learning. The workshop is a blend of various hands-on-activities combined with a PowerPoint presentation to introduce various aspects of the course
The Intel Teach Program Essentials Course aims to help teachers integrate technology into their curriculum to improve student learning through project-based and student-centered approaches. Over the course of 32 hours of classroom training and 16 hours of planning activities, teachers learn how to incorporate technology tools and resources into their curriculum. They develop a technology-rich unit portfolio to raise the level of excellence in their classroom and meet 21st century learning objectives. The curriculum covers topics such as project-based learning, online resources, formative assessment, and facilitating student-centered learning with technology.
The Intel Teach Program Essentials Course aims to help teachers integrate technology into their curriculum to improve student learning through project-based and student-centered approaches. Over the course of 32 hours of classroom training and 16 hours of planning activities, teachers learn how to incorporate technology tools and resources into their curriculum. They create a technology-rich unit portfolio ready to use in their classrooms to develop students' 21st century skills. The course modules cover topics such as project-based learning, online resources, assessment, and facilitation with a focus on hands-on, practical application.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
This document outlines the agenda and resources for a course development kick-off meeting to help faculty create online courses. The agenda includes an introduction, discussing big questions in course design like learning outcomes and activities, course mapping, and an overview of the Quality Matters standards and peer review process. Resources provided include video creation tools, lecture capture, learning activity software, test banks, and training classes. The schedule outlines the course development timeline with opportunities for mentor meetings and peer reviews to help courses meet Quality Matters standards for online learning.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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1. Introduction to K-12 Technology
EDUC 2263/Spring 2010
TIMEROOM: Every other Thursday, 6:00-8:50 p.m. - CR 214
FORMAT: Blended
INSTRUCTOR: Melony Ritter
CONTACT: 501-760-4209 office 501-545-9800 home
mritter@npcc.edu email
Twitter ID: @mellibel Class Hashtag: #k12tech
OFFICE HOURS: 8:00-4:30
COURSE DESCRIPTION: The purpose of this course is to assist prospective teachers with
understanding the role that various forms of electronic and digital technology play in the
teaching/learning process and how they can engage these processes in the classroom.
Students will become skilled in the use of common hardware, application software, and Web
2.0 tools being used in today's schools. In addition, they will be exposed to basic theories of
technical communication and collaboration, as well as web-based research, selection, and
evaluation. This course is designed as an active learning experience. Participation includes a
hands-on approach to learning. Class participants will not only learn about using technology,
but will be expected to demonstrate that knowledge in their presentations and projects.
Prerequisites include OFAD 1002 Keyboarding I with a grade of “C” or better or equivalent,
and CIS 1001 Introduction to Computing I or CIS 1263 Microcomputer.
INSTRUCTIONAL MATERIALS:
Text: Prentice Hall: Instructional Technology and Media for Learning, Smaldino, Lowther, and
Russell 9th Edition. ISBN: 978-0-13-239174-0
Other Course-Related Materials Needed: Internet access is required; Broadband is
recommended but dial-up can be used. Please review the list of recommended computer
requirements for using ANGEL.
Students may also find the following optional tools helpful: Digital camera, USB Flash Drive.
These devices are not required.
COURSE OBJECTIVES:
Students will
• Attain proficiency using a variety of instructional technologies including: computers,
digital cameras, multimedia software, presentation methods, and Web 2.0 tools.
• Plan for and use instructional technology.
• Evaluate instructional materials.
• Observe and practice using technology as an instructional tool.
• Study legal and ethical concerns related to use of technology.
• Create instructional materials and complete assignments aligned with state (Arkansas
Teacher Licensure and Pathwise), and technology (NETS for Teachers) standards.
• Develop a portfolio using Google Sites to include copies of completed assignments that
are aligned with state (Arkansas Teacher Licensure and Pathwise), and technology
(NETS for Teachers) standards.
Instructional Performances: Students will
• Use available technology resources to create and maintain instructional materials.
• Create interactive computer lessons that utilize Web 2.0 tools.
• Plan, create, and present electronic presentations.
• Create traditional instructional materials using technology-based tools.
• Communicate and collaborate with students and peers using Internet tools.
• Create and use web resources.
2. Introduction to K-12 Technology
EDUC 2263/Spring 2010
• Demonstrate the ability to use instructional technology.
Course Requirements and Evaluation Procedures:
• Students will be required to set up and maintain a gmail account (free).
• Students will utilize ANGEL to access all course materials and submit assignments
(unless otherwise instructed).
• Students will successfully complete ALL course discussions and assignments.
• Students will successfully complete two exams.
• Students will successfully create and present a portfolio using Google Sites.
Project ADE Teacher Licensure Standards NETS-T (ISTE Standards)
S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Project 1: Developing a discipline(s) structure NETST 3: Model Digital-Age Work &
classroom website with S4: Human relations skills Learning
Google Sites. S5: Stakeholder collaboration NETST 4: Promote and Model Digital
Citizenship & Responsibility
Project 2: Integrating S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
digital photography (i.e. discipline(s) structure NETST 2: Design and Develop
Picasa, Picnik) S2: Appropriate curriculum planning Experiences and Assessments
S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 3: Creating a S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
classroom presentation discipline(s) structure NETST 2: Design and Develop
and lesson plan designed S2: Appropriate curriculum planning Experiences and Assessments
for specific grade level S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
and content area. Learning
Project 4: Integrating S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Web 2.0 tools (Twitter, discipline(s) structure NETST 2: Design and Develop
Blogger, YouTube, S2: Appropriate curriculum planning Experiences and Assessments
TeacherTube) S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 5: Create a S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
classroom calendar using discipline(s) structure NETST 2: Design and Develop
Google Calendar. S2: Appropriate curriculum planning Experiences and Assessments
S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 6: Create a S1: Concepts, tools of inquiry, NETST 3: Model Digital-Age Work &
professional digital discipline(s) structure Learning
portfolio using Google NETST 5: Engage in Professional Growth
Docs, and Google Sites, and Leadership
or Blogger.
Exam #1: Chapters 1-6 S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Instructional strategies, discipline(s) structure NETST 2: Design and Develop
visual principles, S2: Appropriate curriculum planning Experiences and Assessments
ASSURE model, S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
multimedia, distance S4: Human relations skills Learning
education S5: Stakeholder collaboration
Exam #2: Chapters 7-12 S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Online learning, discipline(s) structure NETST 2: Design and Develop
instructional materials, S2: Appropriate curriculum planning Experiences and Assessments
visuals, audio, video, S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
trends in technology S4: Human relations skills Learning
ASSIGNMENTS/GRADING: Your final grade will be computed from the following assignments:
3. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Weekly Discussion Posts 30% (2% each)
Projects 30% (5% each)
2 Tests 20% (10% each)
Portfolio Project 20%
Discussion posts and project assignments are graded for content and demonstration of an
understanding of the subject matter. Proper grammar and punctuation is expected. Tests
consist of multiple choice, short answer, and essay questions. The portfolio project will be
created using Google Sites, and will be a culmination of the semester’s activities, resulting in a
useful tool for students to use once they complete the course.
Grading Scale:
90-100 A
80-90 B
70-79 C
60-69 D
< 59 F
AUDIT POLICY: Students auditing a course will be wait-listed until the first day of class and
then will be registered on a space-available basis. Students auditing a course pay all tuition
and fees associated with the course. Since no grade is assigned for this audit (visitor) status, it
will not transfer to another college or university, it will not qualify a student for Pell Grant or
Veteran's benefits, and it will not be listed on the college's transcript or count toward full-time
status.
A registered student may change from an audit status to a grade status only during the
specified period of late registration. Once instruction begins, no student may change from a
grade basis to an audit status.
ATTENDANCE POLICY: Regular attendance is a critical element in student success.
Therefore, students are expected to attend all regularly scheduled class sessions and to
complete all assigned class work. Except for extreme circumstances, students are not
permitted to be absent from scheduled tests without prior approval of the instructor. Make-up
arrangements with an instructor are the responsibility of the student. Students are required to
attend 85% of all class hours scheduled for a course. A student who does not meet the 85%
standard is considered to be excessively absent. The College reserves the right to withdraw a
student for excessive absenteeism. Excessive absenteeism may also result in failing grades,
academic probation or suspension and loss of financial aid. If a student is judged to be
excessively absent, the instructor will report this immediately to the Counseling Center for
follow-up action. The Counseling Center will assume the responsibility of getting the student to
a counseling session with the instructor as needed. Every effort will be made by faculty and
staff to help the student with any academic difficulty. Throughout this process, it is recognized
that the instructor is the judge of the final grade a student receives in any course.
ADA POLICY: National Park12/10/2004 10:06 AM3/22/20103/22/2010 Community College is
committed to providing educational opportunities to all qualified individuals, and in doing so,
complies with the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the
Rehabilitation Act of 1973 which states that no qualified person shall, because of their
disability, be denied access to, participation in, or the benefits of any program or activity
operated by the College. Students having questions about accessibility or requesting
reasonable accommodations as indicated in the ADA or Section 504 should contact Ms.
Audrey Turk in Student Services.
4. Introduction to K-12 Technology
EDUC 2263/Spring 2010
LATE WORK: It is understood that students have family and employment obligations outside
of this class; however, students are expected to meet the deadlines listed for submitting
coursework. Each student will be given one “freebie”, to be used if needed for an extenuating
circumstance. Excluding tests, all other late assignments will result in a lowered grade for that
assignment, one (1) point for each day the assignment is late. Students should contact me
prior to the test date if an absence is expected.
STUDENT RIGHTS AND RESPONSIBILITIES: Please review the NPCC student handbook for
information related to your rights and responsibilities as a student.
http://www.npcc.edu/Students/Documents/2008-2010_Handbook.pdf
Academic Dishonesty: Academic dishonesty is unacceptable. It includes plagiarism, lying,
helping others to be dishonest, and cheating. Consequences for such behavior could involve
reworking the assignment or retaking an exam, no credit for the assignment or exam, or
dismissal from the class.
TENTATIVE COURSE SCHEDULE*:
WEEK 1: Jan. 14 (Lab)
Lab activities: Introductions, Introductory Assessment Survey, Syllabus, ANGEL, Class
Twitter list - @mellibel/k12tech; hashtag: #k12tech
Assignments: Read Chapter 1, complete the Week 1 discussion post, and familiarize yourself
with ANGEL.
WEEK 2: Jan. 21 (Online)
Online activities: Begin Project 1, due Feb. 3.
Assignments: Read Chapter 2, complete the Week 2 discussion post.
WEEK 3: Jan. 28 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 1, due Feb. 3.
Assignments: Read Chapter 3, complete the Week 3 discussion post.
WEEK 4: Feb. 4 (Online)
Online activities: Chapter review, Begin Project 2, due Feb. 17.
Assignments: Read Chapter 4, complete the Week 4 discussion post.
WEEK 5: Feb. 11 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 2, due Feb. 17.
Assignments: Read Chapter 5, complete the Week 5 discussion post.
WEEK 6: Feb. 18 (Online)
Online activities: Chapter review, Begin Project 3, due March 3.
Assignments: Read Chapter 6, complete the Week 6 discussion post.
WEEK 7: Feb. 25 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 3, due March 3.
Assignments: Review Chapters 1-6 for Mid-Term test, complete the Week 7 discussion post.
WEEK 8: March 4 (Online) Mid-term test
Online activities: Chapter review, Begin Project 4, due March 17.
Assignments: Read Chapter 7, complete the Week 8 discussion post.
5. Introduction to K-12 Technology
EDUC 2263/Spring 2010
WEEK 9: March 11 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 4, due March 17.
Assignments: Read Chapter 8, complete the Week 9 discussion post.
WEEK 10: March 18 (Online)
Online activities: Chapter review, Begin Project 5, due March 31.
Assignments: Read Chapter 9, complete the Week 10 discussion post.
SPRING BREAK: MARCH 22-27
WEEK 11: April 1(Lab)
Lab activities: Lecture/Chapter review, Continue Project 5, due March 31.
Assignments: Read Chapter 10, complete the Week 11 discussion post.
WEEK 12: April 8 (Online)
Online activities: Chapter review, Begin Project 6, due April 21.
Assignments: Read Chapter 11, complete the Week 12 discussion post.
WEEK 13: April 15 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 6, due April 21.
Assignments: Read Chapter 12, complete the Week 13 discussion post.
WEEK 14: April 22 (Online)
Online activities: Chapter review, Continue Portfolio projects due April 29
Assignments: Review Chapters 7-12 for Final Exam, complete the Week 14 discussion post.
WEEK 15: April 29 (Lab)
Lab activities: Portfolio presentations
Assignments: Prepare for Final Exam, complete the Week 15 discussion post.
WEEK 16: May 6 Final Exam (Online)
*This syllabus is a working document. Course details and dates are subject to change
during the semester based upon scheduling, weather, and other outside factors.
Always refer to ANGEL for the most current information regarding this course.
PROJECT OUTLINE
6. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Project 1: Due Feb. 3
Create your classroom web site.
Use Google Sites to create a classroom web site. You will expand this site by posting to
it with projects throughout the semester. Please submit this assignment in ANGEL by
copying and pasting a link in the Project 1 drop box.
For this submission, the web site must include the following:
• A home page
• A contact page
• An about me page
• A resources page
Project 2: Due Feb. 17
Create a web album and post images to your classroom web site.
Select at least three (3) images of your choice to upload to a Picasa web album. Edit
each image using Picasa’s editing features, or your favorite image editing software
(Picnik, PhotoShop). Display both the original images and the edited images in your
album. When you are finished, post at least two (2) images to your classroom web site.
Please submit this assignment in ANGEL by copying and pasting a link to your
classroom web site in the Project 2 drop box, and emailing an invitation to your Picasa
album to me at mellibel77@gmail.com. This is a short assignment; use the extra time to
begin preparing for Project 3: Create a classroom lesson plan and presentation, which
will take you more time to complete.
Project 3: Due March 3
Create a classroom lesson plan and presentation.
Use Google Docs to create a lesson plan using the ASSURE model for a specific grade
level and content area. Be sure to incorporate both State (ADE) and National (NETS)
standards for each objective. Use Google Docs to create a presentation for your
lesson. When you are finish, post the lesson plan and presentation to your classroom
web site.
The presentation should include a minimum of:
• 5 slides
• 1 video clip
• 3 images
• 3 hyperlinks
• A reference slide
Project 4: Due March 17
Create a class blog.
7. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Use Twitter or Blogger to create a class blog. Use the blog to post discussion topics,
provide links resources to your class, etc. Use your imagination with this project to think
of new and exciting ways to engage your audience. Remember that there is no “right”
or “wrong” answer. Be creative. Incorporate multimedia – images, video, audio when
appropriate. Twitter blogs should include no less than 10 tweets; Blogger pages should
include at least 5 posts.
Project 5: Due March 31
Create a classroom calendar.
Use Google Calendar to create a classroom calendar. Your calendar should include a
minimum of 3 tasks and 3 events. When you are finished, post the calendar to your
classroom web site. This is a short assignment; use the extra time to begin preparing
for Project 6: Create a professional digital portfolio, which will take you more time to
complete.
Project 6: Due April 21
Create a professional digital portfolio.
Use Google Docs to create a professional portfolio that highlights your experience and
education. You may choose to organize your portfolio using Google Sites, Blogger, or
Google Docs (presentation). This should be a project you take pride in, and complete
with professionalism in mind. If created appropriately, it can be a valuable tool for you
to use outside of this class for professional purposes. Your professional portfolio should
include the following:
• Resume/Curriculum Vitae
• Contact information
• Brief autobiography section (About Me)
• Examples of your work (Lesson plans, presentations)
• Teaching philosophy (optional)