EDTECH 582: ONLINE TEACHING FOR ADULT LEARNERS Course Description
This hands-on course explores the theory and practice of online teaching and learning with adults. It is geared for educators wishing to conduct teaching and learning using internet-based technologies. Emphasis is placed on understanding strengths and weaknesses of various online teaching tools, engaging the online learner, creating collaborative and interactive e-learning, and gaining practical experience teaching online.
Course Text &
Materials
Order through BSU bookstore or online vendor, such as
Amazon.com.
Ensure quick shipping as you will need texts in Week 2 of class.
Course Goals/Objectives1. Ko, S. and Rossen, S. (2004). Teaching online: A practical guide. Houghton Mifflin. (Be sure to purchase this second edition, and not an earlier version).
2. Additional readings will be provided by instructor.
3. Students are required to purchase a web-cam that we will use for video conferencing. I use a Logitech QuickCam Pro 4000, which can be purchased for around $85 on Amazon.com. To view other choices of webcams, search on Amazon. Less expensive webcams are ok, but will give you lower quality audio/video output.
Assigments & Grades
Grades will be based on total number of points earned on the following:
1. Weekly Class Activities, Assignments & Participation - Your online participation is critical to your own learning. Each week, you participate in weekly discussions, group work, activities, or mini-assignments. These activities are designed to enhance your understanding of the weekly topic. I’ve long outgrown my need as an instructor to count your number of posts :) I’m interested in the quality of your critical thinking, your reflections, your ability to find connections between materials, between theory and practice, your ability to contribute new understandings to the course, to assist your peers in their own learning and problem solving. If I feel you aren’t reaching this standard, I will communicate with you. I will indicate minimum requirements. You are always welcome to add more. Grading criteria are provided weekly.
2. Reflective Blog – Each student is asked to keep a weekly reflective blog. These will be created as a class assignment in Week 2. The focus of the blog should be on your reflections, thoughts, new learning, and questions regarding the assigned readings for the week. I believe reflective writing can be a powerful educational tool when learning new concepts. These blogs are shared with peers in the course. Blogging guidelines and grading criteria are provided in class.
3. Breeze Tutorial - Working individually or in pairs, students will design and host a Breeze video conference tutorial for other education professionals. Topics will be selected by students with instructor input, guidelines will be handed out in class. This project provides you the opportunity to meet professional standards for educational technologists that require opportunities to provide professional development to others.
4. Final Project – Each student is required to complete a final project demonstrating application and synthesis of the course topics. Projects may vary according to student interest or need, but must 1) meet a real-life need of the student, and 2) include either the use, discussion, or research about online teaching tools such as video conferencing, discussion boards, learning management systems, etc. Project guidelines are handed out in class. Rubrics for assessing the project are designed specifically for each project, and are negotiated between the instructor and student.
| Assignments |
Points
|
|
12 Weekly Activities & Participation (50 points each week) |
600 |
|
Breeze Tutorial |
150 |
|
Final Project |
250 |
|
Grand Total Points |
1,000 |
Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
0= Foundations 0= Exploring Online Pedagogy 0= Final Projects
|
Topics |
Start Date |
Activities |
Ko & Rossen |
|
· Week 1: Introductions, Overview and Adult Learning Theory |
Aug 22 |
Introductions, overview Blackboard |
|
|
· Week 2: Best Practice in Online Teaching |
Aug 29 |
Research and report, peer critique; set up blogs |
Ch 1 |
|
· Week 3: Online Course & LMS Comparisons |
Sept 5 |
Virtual classroom visits & LMS assessments |
Ch 2 |
|
· Week 4: Effective Use of Online Learning Tools |
Sept 12 |
Research & report in blogs |
Ch 5 |
|
· Week 5: Hybrid Learning |
Sept 19 |
Group chat in Breeze; peer discussion |
Ch 12 |
|
· Week 6: Understanding the Online Learner - Planning Online Instruction |
Sept 26 |
Partner interview in Breeze, set up an online course |
Ch 3 & 4 |
|
· Week 7: Designing Online Lessons |
Oct 3 |
Online lesson design; peer review |
Ch 6-8 |
|
· Week 8: Online Assessment |
Oct 10 |
Explore assessment options, surveys, online assessment tools; moderated chat |
|
|
· Week 9: Facilitating Online Instruction |
Oct 17 |
"Teach" class partner |
Ch 9-11 |
|
· Week 10: Breeze tutorials |
Oct 24 |
Design online tutorial or host "expert" chat session in Breeze |
|
|
· Week 11: Breeze tutorials |
Oct 31 |
Design online tutorial or host "expert" chat session in Breeze |
|
|
· Week 12: Projects Planning |
Nov 7 |
Project Proposals due; Work on projects |
|
|
· Week 13: Projects |
Nov 14 |
1st draft due, peer feedback |
|
|
THANKSGIVING WEEK - NO CLASS |
Nov 21 |
|
|
|
· Week 14: Projects |
Nov 28 |
2nd draft due |
|
|
· Week 15: Final Projects Due by Dec 5 |
Dec 5 |
Complete and present final projects |
|
Course Expectations
Course work in EDTECH 582 is divided into 15 weeks of the semester. The types of assignments and the level of interactivity vary from week-to-week. This is not a self-paced course, and projects involving collaboration with peers are required. I will always try my best to give clear directions on what, where, when, and how in the weekly assignment folder.
Communication with the instructor and/or students in the class can be readily accomplished through the email, group functions, and chat mode in the Virtual Classroom. I usually return email and phone calls within 24 hours, and I’m happy to schedule a time with you to discuss your questions and work. A Student Lounge Area is provided in the Discussion Board. This provides an opportunity for you to visit with other class members about any topic of interest. I encourage you to use this area to visit with other class members (much as you would in the hallway before an on-campus class).
There is also a FAQ area on the Discussion Board and I will post questions for students that I think may help the whole class. Please don’t hesitate to ask questions – online environments vary greatly, as well as students' experiences with them.
Class Assignments
Instructions for where and when to submit assignments will be given in each Weekly Agenda in the Assignments folder. All assignments are due on a weekly basis by Midnight MST each Tuesday at the latest unless indicated otherwise. Late assignments will result in grade reductions (up to 10% for every day they are late).
Remember: Always save a copy of your assignment on your hard drive! I have to admit I've learned the hard way, on more than one occasion, not to type my work directly into the Blackboard window. Better to work in your word processing program and then do a cut and paste.
Finally... I am really excited about the opportunity to teach EDTECH 582. This is my seventh year of teaching in online environments. I will try everything within my power to facilitate your learning in this class. I am looking forward to getting to know each and every one of you.
ISTE/NCATE Program Standards Addressed in this Course
TL-II.B. Apply current research on teaching and learning with technology when planning learning environments and experiences. Candidates:
1. Locate and evaluate current research on teaching and learning with technology when planning learning environments and experiences.
TL-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates:
1. Identify technology resources and evaluate them for accuracy and suitability based on the content standards.
TL-II.F. Identify and apply instructional design principles associated with the development of technology resources. Candidates:
1. Identify and evaluate instructional design principles associated with the development of technology resources.
6. Evaluate methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment.
TL-IV.A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Candidates:
Facilitate the development of a variety of techniques to use technology to assess student learning of subject matter.
TL-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. Candidates:
Design strategies and methods for evaluating the effectiveness of technology resources for learning, communication, and productivity.
TL-VIII.A. Identify and apply educational and technology related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education. Candidates:
Communicate and apply principles and practices of educational research in educational technology.
© 2006 Lisa Dawley, Ph.D.