Syllabus
General Course Information:
CPED 5213 Putting your Class on the Web is a graduate, 3 credit hour course in the Master of Arts in Educational Technology curriculum for the Fall 2018 semester.
Professor Information:
Lou Ann Smith
Cell: 602.418.5483
Email: [email protected] (preferred)
[email protected]
Skype: Seniorsister or Lou Ann Smith
WeChat: louannsmith
Course Description:
Students explore the functions of the contemporary American classroom as built on educational theory and practice, with regard to implementing modern educational technologies to accomplish better student learning outcomes. The course considers content management systems, learning management systems, augmented reality, virtual reality and other technologies as may be applied in the conduct of the classroom.
Relation of the course to the Mission of the University:
The mission statement of the university says that "Johnson educates students for Christian ministries and other strategic vocations framed by the Great Commission in order to extend the Kingdom of God among all nations." Education is a strategic vocation. This course enables students to be more effective educators.
Relation of the course to Program Goals and Objectives:
Courses in the Master of Arts in Educational Technology degree map course objectives to teh International Society for Technology in Education (ISTE) Standards for Coaches. This course matches with varying intensity to parts of all six major areas of those standards, including Visionary Leadership, Teaching Learning and Assessments, Digital Age Learning Environments, Professional Development and Program Evaluation, Digital Citizenship, and Content Knowledge and Professional Growth.
Course Objectives:
- Factual
- Upon completion of the course, students are able to explain the multiple dimensions of a teacher's role in a student-centered classroom.
- Conceptual
- Upon completion of the course, students can connect educational theory to best practices in developing and delivering educational content in a student-centered classroom.
- Procedural
- Student completers demonstrate skills to discuss, deploy, and effect strategies to deliver appropriate student centered learning outcomes through the use of educational technology - including (but not limited to) the use of a content management system (CMS), a learning manaagement system (LMS), and supportive technologies such as those found in augmented reality and virtual reality content delivery and alternative student response technology strategies.
- Metacognitive
- Students completing the course will modify their their thinking toward the teaching arts as developing and facilitating interactive and reactive (measurable) student learning experiences in the classroom implementing content delivered outside the classroom. This thinking strategy is in contrast to to what are sometimes considered to be the traditional teaching methodology of delivering content during class time with with applications of that content assigned for work outside the classroom.
Course Policies and Procedures:
- Teaching Philosophy - Three tracks facilitate the delivery of instruction. a) Content acquisition comes typically through reading and watching videos outside of class time with performance verification by a written analytical and evaluative response delivered to the professor as an email attachment. b) An active learning track demonstrates the understanding of the new content by means of applying and evaluating the implications of the educational technologies discussed in the reading track. c) Ultimately, and intentional deliberating process for pulling together the content acquisition and active learning is beneficial for internalizing the student learning outcome by tying these facets of the whole educational experience in this course into one's existing knowledge base and expectations as a teacher.
- Students with Disabilities - Reasonable accommodations will be made for students who present to the professor, in advance, valid needs for the requested accommodation.
- Academic Honesty - Student work is expected to be original wither the student submitting the work, except for material that may be quoted or re-mixed within a larger context prepared by the student. Such quotes and re-mixed materials must be acknowledged with specificity by standard means. To the extent that this posirion may reflect a cultural or legal bias resident to the US, this foundation is justified as the place of origin and provenance of the course. Depending on the degree of the violation, any work found to bear any degree of academic dishonesty will suffer penalties, up to and including a zero score for the work submitted. Repeated or blatant disregard for academic honesty can lead to failure of the course, and potentially a recommendation for the student's termination from the program.
- Late Work - The scope and sequence of the course is developed by the professor with consideration for the amount of time necessary to complete the work proposed for the most effective and efficient student learning outcomes. Unforeseeable or unavoidable life events take place that must be addressed, even at the risk to time that otherwise might have been budgeted for coursework. When there is advance notice of a potential conflict, contact with the professor usually can result in modest extension of the deadline for work to be submitted without any penalty. However when work is submitted late without an extended deadline or beyond the extended deadline, the work may be accepted late with the following considerations: a) If accepted late, content acquisition and active learning will be subject to a late penalty that can be a letter grade or more. b) Concurrent multiple late assignments for content acquisition and active learning are not conducive to high quality work and are likely not to be accepted even with a late penalty. (For example, one cannot do the whole semester's work in the last week, or any variation on that idea.) c) Sequential assignments are likely not to be accepted even for late credit. (For example, one cannot complete a project and then submit a mid-project report after the project has been completed, or even upon completion, because the educational value of the mid-project report was in the formative assessment of work under way, but not completed.) d) Time-based assignments (i.e., reflections) derive their value from from being spaced out over a semester. These assignments cannot be accepted more than one class session (or week for online courses), under any circumstances. The value of the assignment is compromised, but "thing happen" and a little grace is extended as long as the lateness does not become habitual. With a negoiated deadline extension these assignments may not suffer the late penalty, otherwise there will be a late penalty as normal practice. Time-based assignments are consider to have expired after one week past their original deadline.
- Extra Credit - Extra credit, bonus questions, and ideas along that way of thinking, are not part of the design of this course. The expectation is that one fives one's best effort the first time on any given assignment and the course moves on. However, at the professor's discretion, some form of extra credit may be extended when a student has done unusually outstanding work, or when a reasonable explanation of confusion on the student's part has adversely affected a grade, or as a point of compromise in a grade dispute.
- Class Courtesy - Students are expected to be respectful to the professor, other students, and themselves. a) Comments in class are expected to be positive, or at least neutral, when directed toward others. Negativity is seldom courteous when directed at others. If there is a concern about someone else, such concerns should be shared privately with the professor in an office visit. b) International students should be aware that it is discourteous to speak in class, even privately, using a language other than English, unless all present are fluent in the language used. c) Partnerships and classroom groupings can test courtesy. Differences within the group that cannot be reconciled should be referred to a private (hallway?) consultation request to the professor. The professor may offer an alternate assignment, partnership/group re-assignment, or other remedy, as warranted.
Textbooks:
- John, Ryan, Canvas LMS Course Design: design build and teach your very own online course using the powerful tools of the Canvas Learning Management System, Packt Publishing 2014
- Zhao, Yong; et.al., Never Send a Human to Do a Machine's Job: correcting the top edtech mistakes, Corwin 2016
Course Credit and Grading:
- Content - Readings and videos, with requested analytic/evaluative reviews, are worth 30% of the grade for this course.
- Activities - Active learning is a particularly significant portion of this course. Evaluating teaching videos, developing a CMS and working through an LMS all are activities (even though they also involve some reading), so the Activity percentage is 50%.
- Reflection - The intentional processing of what one is learning against one's personal experience and perspectives is very important. Although this reflection necessarily will touch on the content and activities one has pursued, the focus is on oneself, and is worth 20%.
- Attendance - One is expected to persist in pursuing the course. Attendance by itself is not a part of the grade, although absence often affects other parts of one's grade. If an absence can be anticipated, advance notification of the professor is expected. Unanticipated absence should be addressed as soon as possible - even sending word with a classmate that can be confirmed as soon as possible - would reassure the professor that one still plans to continue work on the course.
- Grading scale - The Templar School of Education has modified, as permitted, the official Johnson University Grading Scale. Please note that Graduate level study requires a B average to graduate. Courses with a grade of less than a B may need to be re-taken to bring the grade up.
92% = A-
89% = B+
86% = B
83% = B-
80% = C+
77% = C
74% = C-
71% = D+
68% =D
65% = D-
Less than 65% = F