ACHIEVING EXCELLENCE IN TEACHING AND LEARNING THROUGH PROFESSIONAL EDUCATION COMMUNITIES AURORA UNIVERSITY SYLLABUS Course Number: Course Title: Communication & the Web OEDW 6577 1 Semester Hour Graduate Credit
1. Catalog Description This course is for educators interested in the use of Web 2.0 tools of Blogs and Wikis in classrooms. Web 2.0 tools can be used to transform learning by allowing students to develop communication skills in order to deepen learning and increase student achievement 2. Catalog Overview This course is for teachers interested in developing effective lessons of study based upon the use of Web 2.0 tools of Blogs and Wikis. In the course, educators will
Examine how the Web has changed Investigate pedagogical reasons for online communication – Why should students be in communication and collaborate with others? Give concrete examples of how teachers use these tools in their classes. Plan the use of these tools in the delivery of their curricular objectives. Explore how technologies such as weblogs, wikis, and others can deepen learning and increase student achievement. Identify and develop assessment tools to measure the effectiveness of Read/Write Web 2.0 technologies in their personal practice and with their students. Learn how to teach skills necessary to interact with others online – civility. Incorporate the tools into your professional practice. Overcome obstacles preventing the integration of technology such as lack of access to tools / computers, filtering, and parental/district concerns for online safety.
3. Student Learning Objectives As a result of this course, the participant will: Utilize theories of Web 2.0 transforming technology usage to analyze and evaluate existing projects; Develop a weblog or wiki for student learning purposes Develop a Read/Write Web 2.0 lesson based on these concepts and strategies for facilitating student success 4. Teaching Method/Class Format The first part of each class will be devoted to a question and answer period based on the assigned readings and any topics raised by the class. Participants’ comments and reflections on questions will be posted on the course web log and wiki. Aurora University Graduate Course: Web-based Communication p.1
Web 2.0 communication learning activities will be modeled for the participants. The majority of course time will be devoted to working on Read/Write Web 2.0 learning activities participants may actually use with their students. 5. Texts and Required Reading http://coollessons.wikispaces.com/Web-based_Communication Web-Based Communication http://www.coollessons.org/researchsummary.html Research Links for Engaged Learning and Technology Applications from coollessons.org http://millennium.aed.org/fulton.shtml Kathleen Fulton on Evaluating the Effectiveness of Educational Technology http://www.classblogmeister.com/ The home page for David Warlick’s Blogmeister blogging tool. Group A http://k12online.wm.edu/BlogIfYouLoveLearning.mov (use QuickTime player to access it) Blog if You Love Learning: an Introduction to Weblogs in Education K12-Online Conference 2006 presentation by Mark Wagner http://k12online.wm.edu/WikiWhileYouWork.mov Wiki While You Work (Basic) by Mark Wagner http://k12online.wm.edu/k12online2006_optz.mp4 (use QuickTime player to access it) Derailing Education: Taking Side Trips for Learning K12-Online Conference 2006 keynote address from http://k12onlineconference.org/?p=35 I Did Not Know You Could do THAT with Free Web Tools by Alan Levine http://k12online.wm.edu/DavisKeynote.mp3 Unleash the Potential: Remix Obstacles into Opportunities by Anne Davis http://k12online.wm.edu/GradeOneClassroom.wmv Using Web 2.0 Tools in a Grade One Classroom by Kathy Cassidy Other K12-Online Conference 2006 presentations and keynotes found on the agenda at http://k12onlineconference.org/docs/k12online06-agenda.html Other resources designated by the instructor Group B http://www.mrlevine.com/ (This is my graduate course blog with information for use in meeting the assignments for this course.) http://www.mrlevine.blogspot.com/ Professional blog by Rich Levine http://www.coollessons.org/Communication_and_the_Web.htm#Blogs_Wikis http://davidwarlick.com/wiki/pmwiki.php?n=Main.K12online2006 Dave Warlick’s online wiki http://en.wikipedia.org/wiki/Main_Page Wikipedia home page http://www.nnorris.net/social.html Life Long Learning from Nadine Norris http://www.isbe.net/profprep/CASCDvr/Wd97/24120_coretechnology.docTechnology Standards for All Illinois Teachers [24.120] (This is a Word document – it has been screened for viruses.) http://www.u-46.org/it/TechnologyinU-46.htm Technology in School District U-46 http://www.coollessons.org/#validate Validating internet information from coollessons.org http://podchains.net/feed.php?id=02a2602d1c701317ed9e85a325257808 Podcasts for the K-12 Online Conference 2006 http://www.coollessons.org/ (This is my web page with links for class use and other information for use in meeting the assignments for this course.) 6. Units of Work Session 1 Changes in the sources of information & the Web Overview of course and description of the assignments Aurora University Graduate Course: Web-based Communication p.2
Description of the final examination Cooperative review of the rubric to be used to evaluate the culminating product Overview of characteristics of wikis and of web logs & of Web 2.0 Presentation and modeling of educational wikis and their use; Participants will investigate educational examples of wikis Participants will create a wiki space on wikispaces.com which could be used in a classroom setting Review of underpinnings of research concerning engaged learning Investigate pedagogical reasons for online communication – Why should students be in communication and collaboration with others? Presentation and modeling of educational web logs (blogs) and their use; Participants will investigate educational examples of blogs Participants will learn how to use the course blog Registration for Aurora University Credit Assignment: Participants will peruse required readings from Group A and post a minimum of one reflection on each to course blog or wiki (see rubric) Session 2 In considering their use a blog or wiki, participants will consider the use of these tools in the delivery of their curricular objectives. Explore how technologies such as weblogs and wikis can engage learners, deepen learning and increase student achievement Identify and develop assessment tools to measure the effectiveness of Read/Write Web 2.0 technologies in their personal practice and with their students. Learn how to teach norms necessary to interact with others online – civility. Discuss obstacles preventing the integration of technology such as lack of access to tools/computers, filtering, and parental/district concerns for online safety. Participants will begin to create their final examination culminating product (blog / wiki and participant’s final product Assignment: Participants will peruse required readings from Group A and post a minimum of one reflection on each to course blog or wiki (see rubric) Session 3 Participants will continue to work on their final examination culminating product under tutelage of the instructor Assignment: Participants will peruse required readings from Group A and post a minimum of one reflection on each to course blog or wiki (see rubric) Assignment: Participants will examine the work in progress of one other participant and will comment on their work in a collaborative manner using the class blog or wiki Participants will continue to work on their final examination culminating products Participants will publish online the final product and turn in the implementation plan to the instructor
7. Class Assignments 25% Review of the required readings / viewings (total of four from Group A) with appropriate comment or reflection published to the course blog 25% Participation in class discussions and publishing to the course blog collaborative comments or reflections on five others participants’ products 50% Final examination: final product (blog or wiki developed) and the implementation plan participants developed and might actually use with their students. Aurora University Graduate Course: Web-based Communication p.3
8. Evaluation and Grading Procedures Letter grades will be assigned in keeping with Aurora University’s policy, “Graduate Grading System.” Evaluation will be based upon the work completed and the quality of that work. Quantity alone is not a significant factor for grade differentiation. In case of unavoidable absence, ALL work must be completed so that the instructor can compute and repost grades no later than 2 weeks after last class meeting. The graduate grading system was reviewed by Deans' Council and forwarded to the Academic Standards Committee for deliberations. This was approved by the Academic Standards Committee as of 5 May 1992 for presentation to the Faculty Senate on 12 May 1992 for approval. The Faculty Senate approved the policy on 12 May 1992. At the end of the course, letter grades are awarded as defined:
A = (4 quality points per course unit) Excellent. Denotes work that is consistently at the highest level of achievement in a graduate college or university course. B = (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course. C = (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course. F = (0 quality points per course unit) Failure. Denotes work that fails to meet graduate college or university standards for academic performance in a course.
Off-campus adjunct instructors are not authorized to give the grade of Incomplete. In special circumstances a petition requesting permission to grant the grade of Incomplete may be submitted. See p. 6 of the syllabus for the rubric
9. Bibliography http://en.wikipedia.org/wiki/The_World_is_Flat The World Is Flat: a Brief History of the Twenty-first Century by Thomas L. Friedman 2005 http://www.coollessons.org/Communication_and_the_Web.htm#Blogs_Wikis Background and research on blogs and wikis http://davidwarlick.com/2cents/ 2 Cents Worth (Davis Warlick’s blog) http://weblogg-ed.com/ Web logg-ed (Will Richardson’s blog) http://www.coollessons.org/Communication_and_the_Web.htm#Blogs_Wikis Background and research on using the web for student communication from coollessons.org http://www.coollessons.org/researchsummary.html Research Links for Engaged Learning and Technology Applications from coollessons.org http://millennium.aed.org/fulton.shtml Kathleen Fulton on Evaluating the Effectiveness of Educational Technology http://www.classblogmeister.com/ The home page for David Warlick’s Blogmeister blogging tool. http://k12online.wm.edu/BlogIfYouLoveLearning.mov (use QuickTime player to access it) Blog if You Love Learning: an Introduction to Weblogs in Education K12-Online Conference 2006 presentation by Mark Wagner http://k12online.wm.edu/WikiWhileYouWork.mov Wiki While You Work (Basic) by Mark Wagner http://k12online.wm.edu/k12online2006_optz.mp4 (use QuickTime player to access it) Derailing Education: Taking Side Trips for Learning K12-Online Conference 2006 keynote address from Aurora University Graduate Course: Web-based Communication p.4
http://k12onlineconference.org/?p=35 I Did Not Know You Could do THAT with Free Web Tools by Alan Levine http://k12online.wm.edu/DavisKeynote.mp3 Unleash the Potential: Remix Obstacles into Opportunities by Anne Davis http://k12online.wm.edu/GradeOneClassroom.wmv Using Web 2.0 Tools in a Grade One Classroom by Kathy Cassidy Other K12-Online Conference 2006 presentations and keynotes found on the agenda at http://k12onlineconference.org/docs/k12online06-agenda.html Other resources designated by the instructor http://www.mrlevine.com/ (This is my graduate course blog with information for use in meeting the assignments for this course.) http://www.mrlevine.blogspot.com/ Professional blog by Rich Levine http://davidwarlick.com/wiki/pmwiki.php?n=Main.K12online2006 Dave Warlick’s online wiki http://en.wikipedia.org/wiki/Main_Page Wikipedia home page http://www.nnorris.net/social.html Life Long Learning from Nadine Norris http://www.isbe.net/profprep/CASCDvr/Wd97/24120_coretechnology.docTechnology Standards for All Illinois Teachers [24.120] (This is a Word document – it has been screened for viruses.) http://www.u-46.org/it/TechnologyinU-46.htm Technology in School District U-46 http://www.coollessons.org/#validate Validating internet information from coollessons.org http://podchains.net/feed.php?id=02a2602d1c701317ed9e85a325257808 Podcasts for the K-12 Online Conference 2006 http://www.coollessons.org/Communication_and_the_Web.htm (This is my web page with links for class use and other information for use in meeting the assignments for this course.) 10. Attendance Policy Attendance at all sessions is required and will be a consideration in determining the final grade. In the event that attendance is a problem, in extreme circumstance, withdrawal from the class is recommended, or, in situations of minor timing conflicts, arrangements may be made for make up work. 11. Academic Honesty and Integrity Statement Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper. 12. Final Examination Policy A final, culminating activity is required. This is an authentic assessment based upon the teaching lessons or unit the participant will make reflecting the resources and principles used in the course. The culminating activity will provide an opportunity for synthesis of the course material.
13. American Disability Act Compliance In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.
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The following rubric will be the basis of the evaluation of the products of the course Criteria \ Score Participation in course work; publishing comments or reflections on others’ work to the course blog & wiki A 25-23 Participated regularly and actively; Offered ideas and asked questions; Published on the course blog& wiki all comments / reflections which were at an appropriate level B 22-20 Participated somewhat; Failed to publish one (1) comment or reflection or published all but one was terse and / or off point and / or of low quality showing minimum thought 22-20 Published on the course blog three reflections at an appropriate collaborative, graduate level; Or did four reflections but one was terse and / or off point and / or of low quality showing minimum thought 44 - 40 Final product (blog or wiki developed) and the implementation (lesson) plan developed Plan missing minor points. C 19-18 Participated minimally; Failed to publish two (2) comments or reflections F 17 - 0 - Did not participate and/or disrupted others. Failed to publish more than two comments or reflections
Review of the required readings from Group A (4 total) with appropriate comment or reflection published to the course blog
25-23 Published on the course blog & wiki four reflections at an appropriate collaborative, graduate level
19-18 Published on the course blog two comments / reflections; Or did three reflections but one was terse and / or off point
17 - 0 Minimally or did not published on the course blog & wiki two comments / reflections; Or did two reflections but at least one was off point, of low quality or extremely terse 34 – 0 Not done, or final product (blog or wiki) barely done; And /or the implementation (lesson) plan and/or the assessment tools not developed to graduate level expectations
Final examination: final product (blog or wiki) and the implementation plan participants developed
50 – 45 Final product (blog or wiki developed) and the implementation (lesson) plan developed to expectations Plan complete & includes delivery of curricular objectives and assessment tools.
39 - 35 Final product (blog or wiki minimally developed) and the implementation (lesson) plan developed Plan missing assessment tools.
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