CI 5361 Teaching via the Internet
College
of Education & Human Development
The mission of the
This
course examines the capabilities of the Internet for professional development
and instructional use. Use of specific
client/server software for accessing the Internet, instructional issues and
opportunities, implications for student involvement and classroom management,
and web page development by teachers and their students. Previous experience with computers is desirable.
Objectives
·
Access
educational resources on the Internet
·
Access
and use the tools necessary to publish on the Internet
·
Create
a functional, meaningful home page.
·
Refine
computer skills to develop a degree of fluency in computer and Internet use
·
Investigate
how computers can be used toward active, constructivist learning.
·
Participate
in synchronous and asynchronous discussions.
·
Experiment,
foray into and contribute to online learning environments
·
Reflect
on the value, impact and future of the Internet as a teaching tool
·
Experiment
with and develop new media technologies including HTML, image, sound, and video
editing software to construct media web pages of resources and curricular materials
·
Use
research to guide practice
·
Investigate
the role of Internet technologies for lifelong learning
Materials
Required text:
Recommended texts:
From
Barnes and Noble
Assignment #1: Web pages 30%
Develop
web pages that include the following:
|
Criteria for Web Pages |
Point Value |
|
Appropriate scope and sequence |
7 |
|
Creative, innovative, aesthetically
appealing |
7 |
|
Uses instructional design approaches
discussed in class and readings |
8 |
|
Demonstrates willingness and ability to
problem solve |
8 |
|
Total |
30 |
·
You
will be responsible for 2 online “Teaching
via the Internet” topics, concepts, web sites, learning theory or theories
or issue of your choice that may arise from the readings and or
discussions. You may consider and
explore in greater depth a topic covered in class or investigate one that
interests you. Topics to “teach” are
wide open and abundant, but you may consider looking at course management
systems, issues or advances in k-12 online learning, new software and technology,
blogging and learning online, usability and web design, or exemplary
sites. You may even try something that
you must teach in your own context and try it out with us.
·
Once
you have a topic, design an activity (even if it is a discussion) to come up
with a way to teach the idea or concept.
Some ideas include an online scavenger hunt, a jigsaw after reading
separate sites, a debate about a teaching or learning concept, virtual tours,
small and larger group discussion, part synchronous, and part asynchronous
communication activities, a lecture, guest speakers, a role play, case studies,
webcasts, podcasts, scavenger hunts, group critique and discussions, learning
games, etc. These sites may be helpful,
or develop your own ideas: http://www.designingwbt.com/index.htm
http://www.tc.umn.edu/~rein0012/5361/online.html
·
We
will determine dates and times on the first or second day of class. Be sure to make use of active learning
methods, and generate some discussion.
Prepare for at least one hour online.
This may mean that you prep us with some readings to discuss beforehand,
or assign roles to each of us in the online forum.
·
Here
are some teaching ideas, but you may have some more ideas as well:
·
Assign
roles to each member in the smaller groups.
For example, someone could be assigned a moderator/facilitator, devil’s
advocate, communicator/reporter, content generator, resource researcher for a
particular topic. Report at both
Tappedin and in our face to face meetings.
·
Explore
an instructional strategy like a jigsaw where groups become experts (through a
reading) in a specific area, then in an online format, we would go to separate
rooms to hold discussions with experts from the other “expert” areas. In the end, we would report back to “expert”
groups for a subsequent discussion about what we learn from the other experts
and their specific area.
·
You
could set up debate teams. We could each do research on a topic (like Internet
filtering software in K-12 schools) and you could moderate our
discussions.
·
You
could explore new technologies and have us explore and try them out.
·
You
could have us write vignettes about what learning would look like in the
future. We would then post them at Tappedin
and discuss their implications during your class. Each of us would have to come to class with
2 questions about each vignette.
·
You
could ‘bring in’ an expert on your topic to join our discussion.
·
You
could moderate a scavenger hunt, or have us read an educational case study that
you created or uncovered and have us problem solve a potential resolution.
·
You
could also assign each class member a “hat” (DeBono, 1985) for a discussion
about a topic or reading that you have assigned us. Then we would enter a dialogue about the
topic, but adopt a persona. For example,
ü White hat: for data, facts figures (neutral),
ü Red hat: for feelings, emotions,
intuition (rage)
ü Yellow hat: for positive,
sunshine, (optimists)
ü Black hat: for logical, negative,
judgmental (gloomy)
ü Green hat: for new ideas, creativity, (growth)
ü Blue hat: to control thinking
process and organization etc…
·
The
idea is to try a new idea in this format, without worrying too much about if it
will “work.” We will let you know how
it worked in our face to face meetings and tappedin discussions and we can
build an understanding about if, when, and how things work out.
·
It
is understood that this is all experimental, and so I’m sincerely interested in
your process and learning outcomes in this course as a function of lifelong
learning. That is, do you transfer what
you learned here to your practice? Can
online learning provide meaningful learning?
While the research is full of comparative studies that suggest there is
no difference between face to face and online learning results, the question
then may become how learning can carry from an environment to a practice. What would it look like or could it look like
today? That is, I’m less interested in things that worked, rather things we
tried, learned about, practiced, and subsequently used in our practices.
·
It
would be a good idea to join www.tappedin.org
as soon as possible. Once there, talk to
the on-duty mentor before your class debut.
Be prepared for things to work differently, and sometimes not at
all. Try to become comfortable with that
notion. Remember that we are here to
learn which is sometimes part of failure.
In this environment, failure is regarded as successful learning, though
working hard to succeed is still a value to uphold.
·
You
may wish to provide copies of what we are to read or do before you present at
tappedin.
·
Plan
for 1 hour presentations
|
Criteria for Presentations (for
each presentation) |
Point Value |
|
Discussion leader tried innovative,
creative, generative, and active activities to further engage participants
with topics. |
10 |
|
Discussion leader sustained an engaging
discussions with some interactivity |
10 |
|
Discussion leader was well prepared and
supplied resources and or handouts for the class to help in their
presentations. |
10 |
|
Total |
30 |
Assignment #3: Asynchronous discussions around Palloff and Pratt
readings at Tappedin.org, and in class
discussion/participation about course content and readings. Hint: Write responses in a Word doc., then
post! 18%
·
The
purpose of the readings/content journal is to encourage you to think about the
readings and ideas presented in this course.
You are using writing to learn--to articulate your own responses to the
readings, to critically assess the ideas presented, and to draw practical
applications for teaching. Please write
your journal in an informal, spontaneous manner.
·
You
may want to apply the readings to examples of your own learning and/or teaching
or future educational plans and processes. You could also include your won
teaching ideas. In some cases, there may be specific journal assignments noted
in the response area at Tappedin. There are good examples of this kind of
reflection on page 75 in Palloff and Pratt.
·
Journal
writing differs from more formal essay writing in that it is informal,
spontaneous, exploratory, reflective, inquisitive, and sometimes contradictory.
You don't need to respond to everything you read, nor will you be able to. Plan on making at least 1 substantive
contribution to this forum per week.
·
To
use the web site, we will logging in the first class period. Observe
“netiquette” rules as described on page 101 of Palloff and Pratt.
|
Criteria for Journals |
Point Value |
|
Exploratory and insightful |
6 |
|
Interactive dialogue with the class |
6 |
|
Timely and organized (posting each week
before class meets) |
6 |
|
Total |
18 |
Assignment #4:
Book Blog 10%
Or, use the following links to choose a book:
Amazon:
http://www.amazon.com/exec/obidos/tg/browse/-/266133/ref%3Dbr%5Fbx%5Fc%5F2%5F0/103-6131640-2547857
and,
UWMadison:
http://www.uwex.edu/disted/journals.html
|
Criteria for Book Blog |
Point Value |
|
Sustains timely and consistent blog
reflections |
5 |
|
Provides simple and useful connections to
teaching via the Internet |
5 |
|
Total |
10 |
Assignment #5: A Final
Reflection 12%
·
Reflect
on what you have learned this semester with regard to teaching via the Internet. What will you take with you as you prepare to
teach online or face to face?
·
4-6
pages double-spaced
|
Criteria for Final Reflection
(Due November 18th) |
Point Value |
|
Insightful and original |
6 |
|
Clear connections to teaching via the
internet from class discussions, experiences and readings |
6 |
|
Total |
12 |
Relevant University Policies
Definition
of Grades
A - achievement that is outstanding relative to
the level necessary to meet course requirements.
B - achievement that is significantly above the
level necessary to meet course requirements.
C - achievement that meets the course
requirements in every respect.
D - achievement that is worthy of credit even
though it fails to meet fully the course requirements.
S - achievement that is satisfactory, which is
equivalent to a C- or better (achievement required for an S is at the discretion
of the instructor but may be no lower than equivalent to a C-.) ----
F(or N) - Represents failure (or no credit) and
signifies that the work was either (1) completed but at a level of achievement
that is not worthy of credit or (2) was not completed and there was no
agreement between the instructor and the student that the student would be
awarded an I (see also I).
The grading for this course is as follows:
A 95
– 100%
A- 90
– 94%
B+
87 – 89%
B 84
– 86%
B- 80
– 83%
C+ 77 –
79%
C 74
– 76%
C- 70
– 73%
D+ 67 –
69%
D 64
– 66%
D- 60-63%
F Below
60%
Academic
Dishonesty
Academic dishonesty in any portion of the
academic work for a course shall be grounds for awarding a grade of F or N for
the entire course.
Incomplete
Grades:
The grade of "I" is not a regular
University grade and cannot be given without special arrangements under unusual
circumstances. It cannot be given merely
to extend the time allowed to complete course requirements. If family or personal emergency requires that
your attention be diverted from the course and that more time than usual is
needed to complete course work, arrangements should be made with the instructor
of the course before the quarter ends and consent obtained for receiving an
"Incomplete" or "I" grade.
These arrangements should be made as soon as the need for an
"I" can be anticipated. A
written agreement should be prepared indicating when the course assignment will
be completed. Normally an
"Incomplete" grade for a course should be removed within one quarter
of its receipt.
Receipt
of Final Grade:
University policies do not permit the posting
of final course grades nor the reporting of these grades over the
telephone. If you would like a record of
your course grade, or your final projects returned, provide a self-addressed
stamped envelope to the instructor at the last class session.
Diversity
Preparing future teachers to work with diverse
student populations is an important part of this course. Students will be
introduced to a variety of multicultural educational resources and pedagogical
strategies that promote increased understanding of diverse perspectives and
lifestyles.
How
to Access Your Final Course Grades
Go to OneStop for Students
(http://onestop.umn.edu/Student/), click on Academics, then click on Grades.
Make-up
policy
I expect that you will attend every class,
participate, and submit assignments on the date that they are due. If
situations arise that interfere with your ability to fulfill this expectation,
please talk to me individually and we will determine an appropriate course of
action (depending on the circumstances, points may be deducted).
Returning
Papers, Exams, and Projects
Whenever possible, assignments will be returned
in class. At the end of the semester, please submit a self addressed stamped
envelope if you would like your project returned.
University
Policies
See
http://onestop.umn.edu/Faculty/Teaching/policyList.html for a list of policies
related to teaching with links to those policies. Also see http://www1.umn.edu/usenate/usen/policies.html
for University Senate policies related to Teaching/Education.
Statement
on accommodations
It is University policy to provide, on a
flexible and individualized basis, reasonable accommodations to students who
have disabilities that may affect their ability to participate in course
activities or to meet course requirements. Students with disabilities are
encouraged to contact their instructors to discuss their individual needs for
accommodations.
Statement
on classroom conduct
See
http://www1.umn.edu/usenate/policies/classexpectguide.html and/or http://www1.umn.edu/regents/policies/academic/StudentConductCode.pdf
Statement
on academic misconduct
http://www1.umn.edu/regents/policies/humanresources/AcademicMisconduct.pdf
Scholastic misconduct is broadly defined as
"any act that violates the rights of another student in academic work or
that involves misrepresentation of your own work." Scholastic dishonesty
includes, (but is not necessarily limited to): cheating on assignments or
examinations; plagiarizing, which means misrepresenting as you own work any
part of work done by another; submitting the same paper, or substantially
similar papers, to meet the requirements of more than one course without the
approval and consent of all instructors concerned; depriving another student of
necessary course materials; or interfering with another student's work.
Statement
regarding sexual harassment http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf
"Sexual harassment" means unwelcome
sexual advances, requests for sexual favors, and/or other verbal or physical
conduct of a sexual nature when: (1) submission to such conduct is made either explicitly
or implicitly a term or condition of an individual's employment or academic
advancement in any University activity or program; (2) submission to or
rejection of such conduct by an individual is used as the basis of employment
or academic decisions affecting this individual in any University activity or
program; or (3) such conduct has the purpose or effect of unreasonably
interfering with an individual's work or academic performance or creating an
intimidating, hostile, or offensive working or academic environment in any
University activity or program. University policy prohibits sexual harassment.
Complaints about sexual harassment should be reported to the University Office
of Equal Opportunity, 419 Morrill Hall.
Support
Services
If you need academic support, you may find the
following services helpful.
The Learning and Academic Skills Center
(http://www.ucs.umn.edu/lasc/lasc.html)
109 Eddy Hall, East Bank; 624-3323. Offers
class, workshop, and individual assistance aimed at helping students achieve
academic goals.
The Center for Writing
(http://writing.umn.edu/)
227 Lind Hall 612 626-7579. Offers all
University of Minnesota students free, individualized writing instruction.
The Department of Rhetoric's Online Writing
Center (http://www.owc.umn.edu/)
Provides personalized online tutoring, a
grammar hotline, and support for distance learners, especially in science and
tech writing.
This publication/material is available in
alternative formats upon request. Please contact Terry Johnson, C&I, 170 Peik
Hall, (612) 626-4052.
The University of Minnesota is an equal
opportunity employer and educator.
TENTATIVE Schedule
General Course structure:
·
Online sessions: presentations, online teaching
“debuts”
·
Face to face sessions: looking back and ahead, web
page/web page development. Working in the computer lab will involve the overall
goal of creating web pages/web site that exemplifies teaching strategies,
materials, lessons and links involved with teaching with the Internet. We may also attempt to use and explore image
editing software, video editing software, animation and sound editing
software. Typically, we will explore
something new together and then proceed independently. I tentatively plan on class “officially”
ending as close to after lunch on Saturday.
This leaves the afternoon open for you to workshop, discuss
presentations, etc.
·
Palloff
and Pratt reflections at tappedin
under “discussions”
·
Select
Internet reading use different media
for each posting (see below)
·
Book
blog reflections in your own blog
__________
Weekend one: Design
and Instructional Design
Friday September 16:
·
Introduction
and overview
·
Move
last weekend up…
·
If
you have your own computer, use that!
·
Syllabus,
·
Tappedin,
etc.
·
disks
and storage (FTP, free space, etc.)
·
asynchronous
discussions, synchronous discussions and presentations : tappedin.org
·
bring
own computer and buy Dreamweaver
·
journals
in the field http://www.uwex.edu/disted/journals.html
·
Online
survey
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp
BREAK
·
Places
for interesting presentation topics for online presentations:
http://www.technologyreview.com/index.asp
http://www.eschoolnews.com/eti/category/19/index.php
·
explore
web sites to look for topics at tappedin or on web
·
some
HTML and posting to server
·
Out
to read for tomorrow: http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#carroll
·
In your own words, summarize each of the 5
online learning theory examples (try to give an example), and post at tappedin
Saturday September 17
MORNING:
AFTERNOON:
Blogs
http://www.tc.umn.edu/~plis0005/ci5361/blogg.htm
http://mt.middlebury.edu/middblogs/ganley/bgblogging/
http://incsub.org/awards/index.php
http://caxton.stockton.edu/BlogOnBlogs/
http://jade.mcli.dist.maricopa.edu/blogshop/
http://people.uis.edu/rschr1/onlinelearning/blogger.html
http://www.google.com/intl/en/options/
Apply:
·
Potential
topics and meeting times (2 per person)
Homework/Readings for weekend
2: Software Tools for Web Page
Development
http://www.ozline.com/webquests/intro.html
http://webquest.sdsu.edu/about_webquests.html
http://www.cudenver.edu/~mryder/aect_96.html
http://www.jnd.org/dn.mss/affordances-and-design.html
http://www.tc.umn.edu/~rein0012/5361/2/webcasts.pdf
http://www.tc.umn.edu/~rein0012/5361/2/skype.pdf
http://www.tc.umn.edu/~rein0012/5361/2/weblogs.pdf
http://www.tc.umn.edu/~rein0012/5361/1/steps.pdf
http://www.tc.umn.edu/~rein0012/5361/1/template.pdf
__________
Weekend two: Critical
web literacy and software for online modules
Friday October
7:
·
Jigsaw
warm up activity online at 4:30
·
(Meet
face to face at 5:45 or so)
http://descy.50megs.com/mankato/mankato.html
·
jo
cool
http://www.media-awareness.ca/english/special_initiatives/games/joecool_joefool/jo_cool_kids.cfm
Saturday October 8
MORNING
AFTERNOON:
http://en.wikipedia.org/wiki/Main_Page
http://en.wikipedia.org/wiki/University_of_Minnesota
http://weblog.infoworld.com/udell/gems/umlaut.html
http://en.wikibooks.org/wiki/Main_Page
http://www.edtechpost.ca/pmwiki/pmwiki.php/EdTechPost/HomePage
http://www.google.com/intl/en/options/
http://www.tc.umn.edu/~rein0012/Maps/home7.html
Homework/Readings for weekend 3:
·
How People Learn
http://books.nap.edu/html/howpeople1/ch9.html
·
Virtual
Schools and E-Learning in K-12 Environments
http://www.ncrel.org/policy/pubs/html/pivol11/apr2002c.htm
·
E-nough
http://www.marcprensky.com/writing/Prensky%20-%20e-Nough%20-%20OTH%2011-1%20March%202003.pdf
·
The Myths of Growing up Online
http://www.technologyreview.com/articles/04/09/wo_jenkins090304.asp?p=1
http://www.tc.umn.edu/~rein0012/5361/3/games.pdf
http://www.tc.umn.edu/~rein0012/5361/3/simulations.pdf
__________
Weekend three: Situated
Learning: Games and Simulations
Friday October 28:
·
4
online presentations
Saturday October 29:
MORNING:
·
Discuss
online experiences (meet at….?)
·
Prensky
Video on gaming
·
PowerPoint
·
Flash
·
Web
http://www.sonypictures.com/games/jeopardy/
·
(You
could include links to educational games that you develop or that have been
developed)
AFTERNOON
• Workshop web pages
• Prepare online presentations
Homework/Readings for weekend
4:
http://www.tc.umn.edu/~rein0012/5361/4/wireless.pdf
http://www.tc.umn.edu/~rein0012/5361/4/accountability.pdf
http://www.tc.umn.edu/~rein0012/5361/4/portfolios.pdf
http://www.aln.org/publications/jaln/v5n2/pdf/v5n2_brown.pdf
http://www.irrodl.org/content/v3.1/rovai.html
http://www.tc.umn.edu/~rein0012/5361/2/forums.pdf
__________
Weekend four
Learning Communities (move
to other dates and/or times?)
Friday November…:
·
4
online presentations
__________
Saturday November…:
·
1
online presentation
·
Debrief
online teaching
·
Discussion
of future: wireless and mobile
All is
due November 19th