Professional Documents
Culture Documents
Inquiry and Technology EDCI 323 OL1 Course Syllabus
Inquiry and Technology EDCI 323 OL1 Course Syllabus
Syllabus
Inquiry-based
Learning
&
Technology
Credits:
3
Instructor:
Sandra
A.
Lathem
Meeting
dates
and
Times:
August
27
December
5,
2012
Final
Reflection
Due
December
10,
2012
Location:
Online
in
UVM
Blackboard
Course
Description:
This
course
engages
educators
in
a
student-centered,
active
learning
experience
using
technology
resources
and
tools
to
promote
questioning,
critical
thinking
and
problem-solving
skills.
Educators
will
learn
about
technology
resources
&
tools
that
support
problem-based,
project-based,
and
inquiry-based
learning
in
all
disciplines
and
design
a
project-
or
inquiry- based
activity
with
assessments
for
the
students
(or
teachers)
they
teach.
Goals:
The
goal
of
this
course
is
to
prepare
Vermont
educators
to
meet
state
and
national
educational
technology
standards*
as
follows:
Vermont
State
Criteria
for
Educational
Technologist
Specialist
Endorsement:
Knowledge Standards: Demonstrates knowledge of topics, concepts, and skills essential to the effective integration of technology in the teaching and learning process, as delineated in current national professional standards* including: Ways technology can be used to support high-quality, standards-based curriculum, instruction, and assessment in all content areas, including instructional design principles that rely upon research-based learning theories to guide the use of computers and other technologies in education. Proficiencies in current technologies.
Performance Standards: Supports the effective integration of technology throughout all areas of the schools curriculum as delineated in Vermonts Framework of Standards and Learning Opportunities. Specifically, the educator:
Identifies, helps design, implements, and evaluates authoring, programming, and problem-solving environments for use in the classroom. Designs and implements, and collaborates with classroom teachers to design and implement, tasks or projects that incorporate various technologies as tools to
facilitate and enhance students research, critical thinking, problem solving, analysis, collaboration, communication, and presentation skills. Assists classroom teachers and other staff to develop effective means of assessing students learning of technology concepts and skills across the curriculum, and to assess technologys impact on the enhancement of student learning. Adapts to new technologies and helps teachers to integrate them into the educational process, as appropriate. Applies and models the ethical use of educational technologies. Demonstrates sensitivity to inequities in technology access in schools by incorporating and modeling specific instructional strategies that promote equity.
*
National
Educational
Technology
Standards
for
Teachers
(2008,
International
Society
for
Technology
in
Education)
Essential
Questions:
How
does
project-based
learning,
problem-based
learning,
and
inquiry-based
learning
Understanding
activities enhance student critical thinking and problem-solving skills? How does educational technology support student learning and achievement?
Participants will understand Ways technology can be used to support high-quality, standards-based curriculum, instruction, and assessment in all content areas, including instructional design principles that rely upon research-based learning theories to guide the use of computers and other technologies in education. That the design of student-centered and active learning activities promotes intrinsic motivation and student achievement, as well as life-long learning skills.
Learning Outcomes
Participants will know Differences between problem-based, project-based, and inquiry-based learning Strategies for developing essential questions Concepts and application of learning communities and communities of practice Guidelines for evaluating Internet websites and resources Guidelines for appropriate use, copyright, and fair use in educational settings Educational technology resources and tools that support diverse learners Processes for creating project-based activities State and national education technology standards and 21st century skills Web 2.0 tools that support inquiry and social construction of knowledge.
Evaluate project-based and inquiry-based activities. Create essential questions. Create mini-lessons on effective search strategies, Internet safety, media literacy, and copyright and fair use policies. Design and implement, tasks or projects that incorporate various technologies as tools to facilitate and enhance students research, critical thinking, problem solving, analysis, collaboration, communication, and presentation skills. Design appropriate assessments Integrate educational technology applications in classroom instruction to meet state and national educational technology standards and 21st century skills Evaluate and select educational technology resources to serve diverse learning styles and intelligences. Use and apply web 2.0 tools to increase inquiry, productivity, collaboration, and communication with students and colleagues.
General Course Information Course Policies/Expectations: The following are necessary for successful completion of this course: Active participation in online class discussions of readings and literature Completion of readings and assigned reflections Completion of assignments Typically, students should expect to devote six-nine hours per week in reviewing online lessons and resources, reading required texts and articles offline, creating and completing assignments, and participating in discussions. Discussion postings should reflect the students understanding and transfer of concepts contained in lessons and readings. Attendance Expectations: Online participation in Blackboard is expected each week to complete assignments and post discussion messages. Students are expected to visit the course site at least four times per week. Active participation in class discussions of readings and literature The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
Contributions in Class:
Participants are expected to review all links in the Blackboard course posted in the lessons during each week. Participants should also take an active role in class discussions around new information from assigned readings and classroom applications. Participation in discussion forum topics must be timely (within each weeks assignments) with multiple postings per week anticipated. Students should expect to log in to course-related web sites at least four times per week. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the Academic Honesty Policy Procedures delineated in the most recent edition of The Cats Tale. (http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802- 656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment. Required Readings: Boss, S., Krauss, J. (2007). Reinventing Project-based Learning: Your Field Guide to Real-World Projects in the Digital Age. Eugene, OR: International Society for Technology in Education. (Available through online purchase via Amazon.com (about $23.00 or iste.org ($25 if you are an ISTE member; otherwise $35.00.) Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, Volume 16(3), September. (Note this article is only available through UVM Bailey Howe Library. Instructions are provided in lesson.) Savery, John R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Available online at: http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl Transformation & Technology: A New Way of Learning Classroom Scenarios. Vermont Department of Education. Available online at: http://transformation- technology.wikispaces.com/
Vermont
Technology
Grade
Expectations,
Revised
2010.
Vermont
Department
of
Education.
Available
online
at:
http://vermonttges2010.pbworks.com.
Additional
readings,
videos
and
web
sites
are
presented
through
online
lessons.
Supplemental
Readings:
_______, (2004). Concept to Classrooms: Inquiry-based Learning. Educational Broadcasting Service. Mini-course available at: http://www.thirteen.org/edonline/concept2class/inquiry/index.html. Dede, C., (2004). Enabling Distributed Learning Communities via Emerging Technologies. The Journal Online (September). Available at: http://www.thejournal.com/articles/16909. Garcia, S., (2005). Learning Communities And Educational Technology: Part I. Available at: http://www.techlearning.com/article/Learning-Communities-And-Educational- Technology--Part-I/42545 Garcia, S., (2005). Learning Communities and Educational Technology: Part II. Available at: http://www.techlearning.com/article/Learning-Communities-and-Educational- Technology--Part-II/42546, Garry, A. & Graham, P., (2004). Using Study Groups to Disseminate Technology Best Practices. Available at: http://www.techlearning.com/article/1916. Myers, J. & Beach, R., (2004). Constructing critical literacy practices through technology tools and inquiry. Contemporary Issues in Technology and Teacher Education [Online serial], 4(3). Available at: http://www.citejournal.org/vol4/iss3/languagearts/article1.cfm. Thomas, John W. (2000). A Review of Research on Project-based Learning. Available online at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.148.263&rep=rep1&type=pdf Vogel, Tracy, ( 2007 ). The East Initiative: Students Use Technology to Promote Collaborative Learning. Available online at: http://www.edutopia.org/east-technology-lab. Electronic Submissions/Internet Use: This course requires substantial Internet use given its online format. Online lessons include links to resources and readings associated with online lessons. Class discussion is conducted through an online discussion forum. All course assignments are submitted electronically. 5
Evaluation/Assessment Grading: Criteria for how grades are determined are described in the following sections.
Description
of
Class
Assignments:
The
following
tasks
and
activities
will
be
used
to
evaluate/assess
participant
performance
in
this
course:
Participation,
Discourse,
and
Collaboration
(20%)
The
success
of
an
online
course
relies
heavily
on
each
person's
active
participation.
Each
student
will
be
expected
to
post
his/her
thoughts
about
activities
and
class
readings
each
week.
In
addition,
students
will
be
expected
to
respond
to
the
postings
of
others,
to
ask
in-depth
questions,
and
to
help
all
of
us
probe
deeper.
I
believe
that
we
can
help
each
other
learn
--
that
we
are
not
alone
in
our
efforts
and
that
learning
is
a
community
process.
I
will
ask
students
to
review
the
work
of
others
in
the
class
and
provide
thoughtful
and
constructive
feedback.
Students
should
read
the
postings
of
classmates
as
well
as
post
individual
topics
for
discussion.
Each
student
should
visit
and
read
the
posts
contained
in
the
Discussion
Forum
at
least
several
times
a
week
to
keep
up
with
current
conversations.
Journal
Reflection
on
Lessons
and
Readings
(20%)
Students
will
be
required
to
post
written
assignments
in
a
private
journal
in
Blackboard.
This
posting
should
contain
a
two-page
summary
(single
spaced)
and
reflection.
The
summary
section
of
the
posting
should
describe,
summarize,
and
depict
the
content
covered
in
the
lessons
at
designated
times.
This
written
review
of
the
lesson
provides
the
instructor
with
evidence
that
the
student
has
completed
and/or
read
all
assigned
material.
The
second
portion
of
the
posting
contains
a
personal
reflection
about
the
subject
or
content
introduced
in
the
lesson.
This
reflection
should
describe
how
the
weeks
content
may
or
may
not
affect
the
students
practice
or
understanding
of
the
concept.
Reflections
are
due
by
Monday
morning
(
8
AM)
when
assigned.
Group Wiki Project on Internet Searching and Appropriate Use (10%) Students will participate in a small group wiki project to research topics concerning Internet inquiry and search strategies, Internet safety, evaluating and assessing web-based content for validity and accuracy, and how to improve media literacy skills. Each group will be assigned a topic to research and will create a multimedia presentation and/or web resource about this topic in the course wiki, which will be accessible to everyone in the course. These group
projects
may
be
eligible
to
be
shared
publicly
on
the
Vermont
Teachers
Teaching
with
Technology
(VT3)
web
site,
which
is
outside
the
course
environment.
Inquiry-based
Activity
Evaluation
(10%)
After
you
have
had
a
chance
to
learn
about
problem-based,
project-based,
and
inquiry-based
learning
concepts,
you
will
select
and
evaluate
a
project
of
your
own
choice
using
a
scoring
rubric
provided
by
the
instructor.
This
evaluation
should
be
an
in-depth
review
of
a
project
using
criteria
of
centrality,
driving
question,
constructive
investigations,
autonomy,
and
realism.
This
written
review
will
be
submitted
in
a
course
wiki.
Peer
Feedback
(10%)
At
different
points
during
the
course,
you
will
be
asked
to
review
work
submitted
by
someone
in
class
and
provide
in-depth
and
constructive
feedback
to
enable
the
author
to
improve
upon
and
enhance
his/her
work.
Original
Inquiry-based
Learning
Activity
(30%)
The
culminating
project
for
the
course
is
the
creation
of
an
original
problem-based,
project- based,
or
inquiry-based
learning
activity
that
is
based
on
content
standards
or
a
transformation
scenarios
and
that
purposefully
integrates
technology
to
support
learning
goals
and
assessments.
The
topics
and
the
format
for
presentation
of
this
activity
are
self-selected.
This
project
should
reflect
best
practices
in
project-based
learning
as
presented
through
the
course
lessons
and
readings.
These
activities
should
be
student-centered,
allowing
students
choice
in
constructing
questions
and
identifying
problems
to
solve.
Real-world,
authentic
learning
experiences
should
be
designed
in
response
to
this
assignment.
Formative
and
summative
assessment
of
student
content
knowledge
and
mastery
of
curriculum
standards
are
included
in
this
assignment.
Note: An alternative option to creating an original inquiry-based learning activity will be to research and write a multimedia vignette about a Vermont teacher who is effectively integrating project-based learning in his/her classroom. This vignette could potentially be included in an online professional development site called Vermont Teachers Teaching with Technology (VT3) and will simulate a collection of articles and resources somewhat similar to Edutopia, but restricted to Vermont initiatives.
Tentative Instructional Sequence: (As of February 13, 2012) Week of Essential Lessons, Readings, Major Assignments Due Questions Assignments August 27 What is inquiry- Read Syllabus Create your personal profile based learning? Course Introduction, in our course wiki (due by Lesson 1 Sept 3.) Read Overview of Discussion Forum Posts Problem-based Respond to prompts for Learning: Definitions Lesson 1; Read and respond & Distinctions to other postings. (Savery 2006) Read Problem-based Learning: What and How Do Students Learn (Hmelo-Silver 2004) September What does the Lesson 2 in BB Write critical review of the 3 (Sept 3 is research say about (Conduct research research article you have a holiday) inquiry-based and using the links chosen. Post this review in project-based provided as well as the course wiki . Due by learning? your own interest). September 10. Discussion Forum (Post, read & respond) September What are essential Lesson 3 Weekly Reflection Due for 10 questions? Read Boss & Krauss, Lessons 1&2 by Sept. 17 Chps 1 & 3 Discussion Forum (Post, read & respond) What are learning communities? Lesson 4 Read Boss & Krauss, Chp 2
September 17 & 24 What skills do students need to become good students of inquiry? Lesson 5 Group work to research and present mini-lessons on the following topics: Internet Search strategies Media Literacy Evaluating Web Sites for Validity & Accuracy Copyright and Fair Use Lesson 6 Review selected scenarios in Transformation & Technology: A New Way of Learning (VT DOE 2010) Lesson 7 Boss & Krauss, Chp 4 & 5
Use Group tools in Blackboard to research and present a mini-lesson on your topic. Due: October 1.
October 1
Journal Reflection Due on Lessons 3-5 by October 8 Discussion Forum (Post, read & respond)
October 8
October 15
How do web quests and telecommunication projects support project-based learning? How can collaborative web 2.0 tools support student learning?
October 22
Lesson 8 Vita-learn.org (Search Resources & Forums) Boss & Krauss, Appendix A Lesson 9 Work week to complete your evaluation/review of a project- or inquiry- based activity.
10
Review posted in course wiki. October 29 What project will Lesson 10 -- Self- you create? Designed Inquiry What are your Project learning goals? Project What resources will Identification you need? Learning Outcomes Resources Read Boss & Krauss, Chp 6 November 5 How will you Lesson 11 -- implement your Implementation project? Strategies Read Boss & Krauss, Chp 7 & 8 November How will you assess Lesson 11 Inquiry 12 student learning? Project -- Project Assessment Read Boss & Krauss, Chps 9 &1 0 November 19 November 26 December 3-7 ---- Thanksgiving Recess ---- What advice and support can you offer to others? What finishing touches does your project need before implementation? NO CLASS Lesson 12 Peer Review & Feedback
Reflection Due on Lessons 6-9 due by November 5 Discussion Forum (Post, read & respond)
Discussion Forum (Post, read & respond) First draft of inquiry- project due by November 26.
December
10
Feed back provided to classmates on their inquiry-based projects due by November 30th Lesson 13 Discussion Forum (Post, read & (modify final projects respond) per feedback; final DUE December 7, 2011 touches) Original Inquiry-based Learning Activity Course Final Reflection Due Dec 10 by 8 AM
11