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[ZOBEL/  CSE  624/  WINTER  2013]   1

University Mission: Western Oregon University is a comprehensive university that creates personalized learning opportunities, supports the advancement of knowledge for the public good and maximizes individual and professional development. Our environment is open to the exchange of ideas, where discovery, creativity and critical thinking flourish, and students succeed.

Western Oregon University Division of Teacher Education CSE 624: Internet for Educators Winter Term 2013 Online This syllabus is subject to adjustment and changes at any time. Instructor: Dr. Gregory Zobel Phone: 503-838-8728 Office: ED 238 Email: Office Hours: H 1:30-4:30 pm, and by arrangement.*
*I make every effort to be available to students. You are welcome to drop by my office if you have questions or need to talk to me. I am also happy to schedule appointments, in-person, via Skype, Google+, or Gmail Chat at mutually convenient times for you and me to meet. Communication between students and faculty is important. Please keep me informed if for some reason you are experiencing difficulties with the class and I will do my best to work with you to overcome them.

Teaching  Philosophy:    
Learning is one of the most exciting processes and experiences on the planet. My role is to purposefully and meaningfully guide you through a dizzying array of information, media, resources, tools, experiences, and opinions to abet your developing the skills, insights, theories, and perspectives you need to optimally employ technology to support your educational mission and goals. I also hope to help sustain and grow your passion for learning, teaching, writing, and research.

Course  Description:    
ED 624: Internet for Educators (3) Course will relate to a number of topics/issues germane to the use of Internet technologies in schools/classrooms/media centers. Students will become knowledgeable about the practical, theoretical and philosophical implications of using the Internet in education.

Course  Site:  
Everything important and related to the course, except for grades, will take place at the course web site. Make sure you visit the site and review the contents. The course content is located at my blog/site at WOU. Be sure to find the Course page. From there you can locate 624 for Winter 2013. Grades will be available in our Moodle course.

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About  the  Course  
How  This  Course  is  Taught  
This is an online course with no meetings at WOU. The course may include a variety of readings, videos, podcasts, online demonstrations, activities, assignments, and/or online discussions. Although there is some flexibility because it is an online course, students are expected to keep up with the readings and engage in online discussions of relevant course material with other students via blog posts and comments. Discussions and posts should take place in a regular and timely manner, otherwise the discussions and learning are not as effective. Each week by 8 am, Tuesday, a series of different materials are introduced. Be sure to read, view, and follow-up on the material before you post or comment. It is a good idea to review all of the material so that you can identify relevant themes throughout the content. Unlike other courses in the MS:EdIT program, all materials, content, posts, and responses are due on Mondays at 11:55 pm. Your comments/engagement must be supported and documented in this course. Each week you should comment on a minimum of 1 other student’s post and a maximum of 4 other students’ posts. The introduction forum does not count for responses. By the end of Week 8 (3/4), you need to have left and documented (on the appropriate form) 20 intelligent and engaging comments for at least 10 different peers. By 3/4, you will submit the documentation.

Required  Texts  
There are no required texts for this course. All materials will be provided to you either via download or hyperlink to other sites.

Course  Learning  Goals  and  Objectives  

Learning  Goals  
Understand existing internet and technology related standards. •

Learning  Objectives  
The student will be able to (TSWBAT) understand, recognize, and apply NETS-S standards to resources, activities, and articles during course work; TSWBAT understand, recognize, and apply NETS-T standards to resources, activities, and articles during course work; TSWBAT compare and contrast NETS-S and NETS-T standards; TSWBAT create, maintain, and generate content for a WordPress blog or site; TSWBAT constructively comment on and respond to colleagues’ blogs; TSWBAT intelligently discuss how the internet impacts communication;

• Participate as a public intellectual in the blogosphere. • • Understand and discuss how the internet has impacted •

[ZOBEL/  CSE  624/  WINTER  2013]   3 key aspects of education and daily life. • • • TSWBAT intelligently discuss how the internet impacts collaboration; TSWBAT intelligently discuss privacy and security concerns related to the internet; TSWBAT intelligently discuss copyright and Creative Commons’ concerns related to the internet; TSWBAT intelligently discuss Digital Citizenship and the internet; TSWBAT intelligently discuss the internet’s impact on accessing primary source materials; TSWBAT intelligently discuss how virtualization is and will continue to impact education; TSWBAT write an evaluation of their own technological skill sets and learning gaps; TSWBAT will identify what learning outcomes they met or did not meet in this course TSWBAT productively evaluate this course to make sure it meets the stated Learning Goals and Learning Objectives.

• • Demonstrate an understanding of technology trends. Develop a realistic awareness of personal technological abilities. •

• • •

Course  Outcomes  and  Course  Deliverables  
Once you have completed this course, you will have: • Generated a public facing blog which you can use for professional and/or personal goals; • Participated in multiple ongoing threads and conversations; • Understood the mechanics of maintaining a blog and working with multiple users on a blog; • Understood the elements of contributing in an online blogging community; • Authored, organized, and revised multiple posts on a theme; • Read, responded to, and evaluated six scholarly articles; • Identified, evaluated, and shared over 20 online resources and tools; • Developed a personal understanding of three themes related to specific learner populations and learning media and connected them to your working environment.

The  Deliverables  
Deliverables in this course fall in to three categories. First, there are writing responses to readings and videos you watched. The goal is to think about and integrate some of the ideas you are exposed to in to your own experience and consider how this information may impact your teaching, reading, writing, personal, and professional lives. The second category is resource sharing. While it is easy to discuss and think about the theory or potentials of collaboration or public domain video, it is more useful to go out and find resources that you or others can use in your classroom(s), work environments, or professional development. A major goal of this course

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is not to just help increase your awareness of, but your familiarity with Internet resources. The third category of deliverable is journal review. This is a more formal document. While we are not doing full blown academic literature reviews or analyses in this class, we are working with academic articles/literature and linking them to our own work. It is important to become familiar with the processes vital to locating material, evaluating it, responding to it, and then integrating the core concepts in, to, or with your work. During this class, you will author six journal reviews that have specific requirements. Please pay attention to those requirements.

About  the  Deliverables  
Why is there so much emphasis on writing? Writing is an essential tool for communicating. While multimedia have continued to grow in importance, virtually all policy, hiring, and funding decisions are made via alphabetic text on paper products: hard copies of writing. Writing is an important and integral tool for communicating in your future role as technological evangelist, tech-using teacher, instructional designer, or independent author, consultant, and media creator. The MS:EdIT program also requires some significant writing performances in order to complete the program. You will either write a thesis, write a final project, create an online portfolio that features your writing, or write comprehensive exams. No matter how you look at it, you will do a lot of writing.

Course  Management  
Class  Assignments  and  Expectations;  Late  Work  Policy
Complete assigned readings and explore relevant resources weekly. It is useful to read, explore, and connect with sites, ideas, thinkers, and activities that are not listed for this course—doing so builds your personal understanding, develops your grasp of the larger techno-educational contexts, and prepares you to actively write, post, and respond to issues these readings raise. Simply cranking out a single draft or posting thoughts off of the top of your head is not best practice, nor will it earn you the grade that you are capable of earning. Brainstorm, draft, revise, pause, revise, and THEN post. The blog posts and comments in this class are not meant to be final drafts, but they are not meant to be first drafts either. All of your posted, public writing should be thoughtful and decently organized content that addresses the prompt and/or readings and shows respect for the reader and author. All assignments are due on the date listed. If you have significant events that interfere with your submitting work on time, contact me immediately—preferably before the assignment is due. We can then arrange for an alternative due date. Otherwise late work will receive no credit. The key to minimizing stress and maximizing your performance during difficult times is clear, effective communication.

Technology  Problems  
Technology is NOT an excuse to miss deadlines. You should always have a backup: hard drive, cloud based, or thumb drive. Have at least two back-up plans in case your computer decides to crash. As an educational technologist in training, it is your responsibility and duty to determine multiple workarounds and solutions for when technology goes wild or weird. Why? Technology does strange things at very

[ZOBEL/  CSE  624/  WINTER  2013]   5 inconvenient times. For example, I wrote part of this original syllabus on a borrowed computer, I store files in Gmail and at DropBox, and I know that if the university network goes down (which it did two terms ago) that I can go to Koyote’s off campus to get WiFi. Back up plans, data storage, and working devices are all important. If you literally live, like some of our students do, in the Alaskan Bush, or if there is only one hard line for data in/out of your area, let me know at the start of the term. Alerting me to potential problems ahead of time makes it much easier on all of us if an event occurs.

Sample  Work  &  Assignments  
Examples of quality student blogs will be linked to on the course blog.

Assessment  Methods  
It is possible to earn 1,000 points in this class. Grades (%) A 930-1,000 A900-920 B+ 880-890 B 830-870 B800-820 C+ 780-790 C 730-770 C700-720 D 600-690 F below 600

  Course  Grade  
Assignments may be submitted before the due date, but they must be conducted in order.
For more specific information about each of the deliverables, please refer to the Assignment section at the course website.

Online  Discussions  
Students are expected to do scheduled readings, respond to prompts by the posted date and time, and then respond to other students and the instructor. Appropriate responses make a substantial contribution to the discussion. Do not simply reply, “I like that, good job.” Rather, add new ideas of your own, cite views from readings, comment on why you find a particular idea intriguing, or lead us to related articles.

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Plagiarism  Policy  
Much of the work we do in this class involves using online electronic texts and images as a resource. If you use material you have found online, you are expected to acknowledge the source and, in the case of text, paraphrase as appropriate. If you use another writer’s words, you must put those words in quotation marks (or use block quote formatting) and formally cite where they came from. If you cut and paste text or any other material without crediting your source, you are plagiarizing. Plagiarism is unethical. If discovered, intentional plagiarists fail.

WOU  Student  Support  Services  Available  
• Disability Accommodation: If you have a documented disability that my require assistance, you will need to contact the Office of Disabilities Services (ODS) for coordination in your academic accommodations. The ODS is located in the Academic Programs and support Center (APSC) Suite 405. The phone/TTY is (503) 838-8250 • Writing Center ( • Learning Resource Center ( • Counseling Center ( • Department or College Resources

Class  Calendar  
Weeks run from Tuesdays through the next Monday.

Week   1 2 3 4 5 6 7 8 9 10 Finals

Course Introduction, Self-introduction; NETS, Communication, and Collaboration; Blog Set-up Privacy/Security & Digital Citizenship Copyright & Creative Commons Primary Sources Article review on first topic Second article review on first topic Web resources for first topic Article review on second topic Second article review on second topic Web resources for first topic Article review on third topic Digital Citizenship/Class engagement summary Second article review on third topic Web resources for first topic Futures of Education Self-evaluation

[ZOBEL/  CSE  624/  WINTER  2013]   7 Detailed descriptions can be found online at the course website. You will also find a document that has a checklist for all of the course assignments for the term.

Digital  Citizenship  
An essential part of learning and digital citizenship is interacting with others in an intelligent, productive, and meaningful manner. This means interacting with others’ ideas and giving feedback that moves the discussion forward. Digital citizenship in this class is scored based on your ongoing participation and interaction with others via the blogs. This means you need to go to other students’ blogs, read their content, and respond. As you do this, be sure that you document your work on the blog comments rubric that is due on 11/19/2012. This is 15% of your grade. Please see the Digital Citizenship page and handout on the course website

Key to all the writing assignments is several simple principles. Simple does not mean easy. Simple does not mean stupid. Simple does not mean you should dismiss it. (Hint: A rapid way to improve your writing is to acquire and read Rudolf Flesch’s The Art of Readable Writing, Flesch’s The Art of Plain Talk, or Kelsch & Kelsch’s Writing Effectively: A Practical Guide.) 1. Respect your reader. a. Use accessible academic English and clear writing. b. Assume they are intelligent, inquisitive, and critical thinkers like you. c. Be engaging, i.e. do not bore us. 2. Support your claims. a. Respect your reader by showing roughly where the information came from. b. Respect your reader by summarizing the work for them—don’t make the reader work through the quotes that you should work through. 3. Have something to say. Make a point and connect the dots. a. All of this content is interesting, and it all addresses multiple issues in which most of the public is concerned and invested. This is an easy conversation to join, and it is a conversation to which you can make a valuable contribution. This means thinking and drafting before you write—be very clear about what you want to say. Say it well when you say it. Make a point, and then move on to your next point. Before you close, remember to connect all of the dots. Do not assume your reader will “get it” just because it seems obvious to you. Instead, your post, your writing, your argument should make the point so obvious that the reader is led to it.

Assignments’  Weekly  Due  Date:  
Assignments are due at 11:55 pm on Mondays (which is the final day in the online course week).

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NETS response Writing Response: Privacy/Security Writing Response: Digital Citizenship Writing Response: Copyright/CC Primary Sources Article Review 1, Topic a Article Review 2, Topic a Web Resources for Topic a Article Review 1, Topic b Article Review 2, Topic b Web Resources for Topic b Digital Citizenship/Class Engagement Summary Article Review 1, Topic c Article Review 2, Topic c Web Resources for Topic c Futures of Education Self-evaluation

%  (Points)  
5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 5% (50) 15% (150) 5% (50) 5% (50) 5% (50) 5% (50) 10% (100)

Due  Date  @  11:55  pm  
Week 1: M, Jan 14, 2013 Week 2: M, Jan 21, 2013 Week 2: M, Jan 21, 2013 Week 3: M, Jan 28, 2013 Week 3: M, Jan 28, 2013 Week 4: M, Feb 4, 2013 Week 5: M, Feb 11, 2013 Week 5: M, Feb 11, 2013 Week 6: M, Feb 18, 2013 Week 7: M, Feb 25, 2013 Week 7: M, Feb 25, 2013 Week 8: M, Mar 4, 2013 Week 8: M, Mar 4, 2013 Week 9: M, Mar 11, 2013 Week 9: M, Mar 11, 2013 Week 10: M, Mar 18, 2013 Finals: W, Mar 20, 2013