Syllabus

ED 565 – Introduction to Instructional Technology (Online)

Arcadia University Education Department Fall 2013 Dan Gallagher, M.Ed. Office: n/a E-mail: dgallagher@arcadia.edu Work Phone: n/a Home Phone: 267-475-9115 (This covers QM standard 5.3) Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week.

Welcome! Welcome to your Arcadia University course, ED565 – Introduction to Instructional Technology. The general focus of the course is to promote collaborative, interdisciplinary, and multi-level instruction; students will construct these activities by using the following: wiki software, word processor, spreadsheets, and presentation software. All assignments will be introduced with the intent of modeling integration into curricular areas.

The course will focus on theory as well as practice, and challenge you through real-world problem-based scenarios. Please try to make connections between what is taking place in your classroom to the content being discussed. If you are not currently teaching, I would like you to address issues as if you were actually teaching in a classroom. The second part of the course will deal with obtaining specific competencies with respect to technology applications.

Required Materials

No required textbook for this course. You will use Arcadia's online databases and other web resources. Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. For this course, you will need to have access to Microsoft Office, or software that can author MS Office formats like Google Docs or Open Office. Additionally, we will be

using other software packages, but I've tried to utilize free programs. The URL's for those programs will be provided in the course at the appropriate location. 1. 2. 3. 4. Headset with microphone, or a built-in laptop microphone Skype (conferencing software) - http://www.skype.com Audacity (see the Week 2 Resources folder) Up-to-date Flash, Java, & Internet Browser (Internet Explorer, Mozilla Firefox, Google Chrome, etc.)

Prerequisites (This covers QM standard 1.5) Basic knowledge of general technology terms Minimum Technical Skills Expected (This covers QM standard 1.6) 1. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. 2. The ability to use your Arcadia e-mail address to send and receive e-mails. 3. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. 4. The ability to use word processing software to read, author, edit and save documents. 5. The ability to use a search engine, like Google, to find information on the web. Technical Support (This covers QM standard 7.1) If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me. Resources available (This covers QM standard 8.1) In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office (215-968-8463) to verify their eligibility for appropriate accommodations. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible. Evaluation (This covers QM standard 3.2) A B C D F 90% to 100% 80% to 89% 70% to 79% 60% to 69% Failure to complete required work

Online Discussion Board

Discussion Questions Theoretical Foundations Google Site Podcast

25%

Learning Activities

PBL Activity 1 (Screencast) Audio / Video Response PBL Activity 2 (Prezi)

50%

Final Project Introduction (This covers QM standard 1.2)

Technology Unit Plan

25%

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, it will be imperative that you participate in the discussion board with your partner, as well as on the phone and in Skype conferences with your instructor. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Requirements for Discussion Board Sessions 1. When quoting the work of another scholar, it is important that you cite the work correctly. A tool you could use, Citeulike, will help you format your citations. However, the following are examples of what is expected when referring to the work of another scholar. Example within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). Example at the end of the posting: Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.html 2. You are required to respond to a minimum of three other student postings for forums that require interaction with your peers. I will be looking at the way you analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all

learn a great deal by sharing our experiences. "Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999).” 3. Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels.

Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines:     Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

Unit Schedule

Unit 1 Objectives    Tsw introduce themselves to the class Tsw acknowledge that they have read and understand the syllabus Tsw create a Google Site for posting their learning

Unit 1 Readings 1. Illinois Online Network, (2006). Pedagogy and learning: What makes a successful online student? Retrieved January 3, 2007, from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp

Unit 1 Assignments

1. Syllabus & Course Description: You will need to read through the syllabus and course outline in the Course Information section. If you have any questions, please post them in Unit 1 Assignment 1. 2. Introduce Yourself! – Post Due Friday @ 10pm, Replies by Monday @ 5pm Since we are working together virtually, I would like you to create an ‘About You’ post with the following info: a. Name b. E-mail address c. Three facts about you. d. Create and Attach a DoppelMe Avatar e. Teaching position (school, grade, etc.), if not currently teaching what age level would you prefer. f. How do you feel about technology? (scale of 1-5, 1 = very much dislike, 5 = LOVE IT!) g. Do you currently use technology in your classroom, if so what specifically? h. What would you like to learn from this course? 3. Create a Google Site – Site Due Sundday @ 10pm In this assignment, you will create a website using your Google Account. Log into Google using your Arcadia credentials, then go to Sites. You can find video tutorials on YouTube on how to create your site. Your site, to start, needs the following: - Main page includes welcome message and image - Create a new page (file cabinet) where you can upload audio files later - Add any inspirational type video on your site. - Choose any background and theme When your site is ready, post the link to the Unit 1 Assignment 3 discussion board.

Unit 2 Objectives
   

Tsw discuss the different epistemologies that form the theoretical foundations of education Tsw create an audio post (podcast) on available technologies (hardware & software) that can be integrated into curricular areas Tsw search for information on Instructional Technology Tsw construct a definition of Instructional Technology

Unit 2 Readings 1. Boeree, G. C. (2000). Behaviorism. Retrieved January 3, 2007, from http://webspace.ship.edu/cgboer/beh.html 2. Pearson Education (2007). Focus on Behaviorists. Retrieved January 3, 2007, from http://wps.ablongman.com/ab_leverduffy_teachtech_2/0,9593,1568332-,00.html

3. Pearson Education (2007). Focus on Cognitivists. Retrieved January 3, 2007, from http://wps.ablongman.com/ab_leverduffy_teachtech_2/0,9593,1568333-,00.html 4. Pearson Education (2007). Focus on Constructivists. Retrieved January 3, 2007, from http://wps.ablongman.com/ab_leverduffy_teachtech_2/0,9593,1568334-,00.html

Introduction There are various definitions that exist for Instructional Technology. A quick search will also show that our technology tools have changed a great deal since the beginning of the 1900’s. At various times, new and emerging technologies were touted as the answer to all educational problems (i.e. films, TV, internet). However, if we look back at the history of these tools, you will see that they weren’t the panacea that was proclaimed. With this in mind, I want you to remember throughout this course that technology needs to be considered a partner in the learning process. The pedagogical strategies you employ remain the central focus of your teaching… not using the coolest of flashiest piece of technology. In this unit, we will begin to explore the different epistemologies of learning, which can be explained as “the study or a theory of the nature and grounds of knowledge especially with reference to its limits and validity” (Merriam Webster Online Dictionary, 2008). You will be required to read and research for information that pertains to Behaviorism, Cognitivism, and Constructivism. This assignment is based upon the last statement of the previous paragraph. We need to begin with, and remain focused of pedagogy. Then as we move through the semester, we can examine how technology supports each of the epistemologies. Furthermore, this is an introductory course and we’ll be reviewing a few basic technologies. However, this does not mean that other technology tools are to be excluded from the solutions that you will produce to this course’s problem-based learning scenarios. Therefore, you will spend time in this unit exploring existing technologies and new, emerging tools.

Unit 2 Assignments 1. Discussion Board – Post Due Friday @ 10pm, Three Replies by Monday @ 5pm In this assignment, you will need to search online for resources to find out what exactly Instructional Technology entails. Based upon your findings, write a post no longer than 500 words that describes what you found out about Instructional Technology. Be sure to include definitions that you have found through your searches. Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format.

2. Technology Explorations Podcast– Upload Due Sunday @ 10pm For this assignment, you will be working on your own, but it will be very important for you to go on each other’s site and listen to the postings of all your classmates. A podcast is an audio file that students can access online. You’ll need a microphone for this exercise. We’ll use the freeware audioeditor Audacity to create a podcast. There is a link to download Audacity in the Week 2 Resources folder. Also in the folder is a link to the LAME MP3 Encoder, which has to be downloaded separately. The first time, when using Audacity, that you try to export an MP3 file, Audacity will ask you for the location of the LAME MP3 Encoder. Browse to the encoder. From then on, exporting an MP3 file will be straightforward. In the Resources folder there are resources to help you use Audacity. The initial idea of this unit is for you to explore what technologies are available for you to utilize in your classroom. You will need to search the web, and or print materials to identify tools for technology integration. These tools can be comprised of both software and hardware or other technology devices that would work as partners in the learning process (e.g. probes, YouTube, etc.). How should you go about completing this assignment? When you find your technology tool that you would like to use for this assignment, follow the directions below: 1. Create a Podcast Script including the following: a) start with your name and date of recording b) the technology tool name b) brief description of the technology tool c) overview of how this tool would be integrated into your teaching. 2. Record your Podcast as an MP3 file using Audacity 3. Upload to your Google Site file cabinet Why is this activity important? In this course, we will be officially covering a few basic technologies that are important for your classroom. However, this does not mean that they are the only ones that you can utilize during the creation of your solutions in future units. Therefore, I hope that we will grow as a class as each student adds ideas to the technology idea pool.

3. Theoretical Foundations – Due Saturday @ 10pm, replies by Tuesday @ 5pm

This chapter deals with the topic of "What is Learning?" For many of us, the way that we were taught is somewhat different today than it was years ago. In the past, "the teacher was the sender of a message (or information), and the student was the receiver of the message" (Duffy, McDonald, & Mizell, 2006). The idea of learning was a transfer of knowledge to the learner. In this assignment, I would like you to create a new page on your Google Site titled ‘What is Learning’. Look at the three major views of learning, or epistemologies: behaviorism, cognitivism, and constructivism. Give a brief summary of the beliefs of each school of thought and its major contributors. Reflect on how you were taught as a young student and compare it to how you teach, or would teach if you are not practicing at this point in time. Can you see distinct patterns that reflect the beliefs of a specific epistemology, or are the lines blurred between multiple schools of thought? How does technology figure into your past and present experiences? Since this will be a page on your Google Site, post the link to your page on the discussion board then read and reply to three others. Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format.

Unit 3 Objectives     Tsw analyze and discuss the steps of the problem-based learning (PBL) method Tsw read how PBL is informed by constructivist epistemology Tsw participate in a mini PBL activity in order to reinforce the PBL process Tsw demonstrate competence with creation of a screencast

Unit 3 Readings/Viewing 1. De Gallow. (2006). What is problem-based learning? http://www.pbl.uci.edu/whatispbl.html 2. Barrett, T. (2005). Understanding problem-based learning. Retrieved January 3, 2007, from http://www.aishe.org/readings/2005-2/chapter2.pdf 3. Videos on problem-based learning: http://www.youtube.com/watch?v=LMCZvGesRz8 http://www.youtube.com/watch?v=dUD0KCnWne4 http://www.teachertube.com/viewVideo.php?video_id=235872&title=PBL_at_the_Seco ndary_Level&vpkey

Unit 3 Assignments 1. Discussion Board – Post on Friday @ 10pm, Replies by Monday @ 5pm In this assignment, you will need to search the web, print, and other sources to find examples of how real scenarios (problem-based learning) are used as a teaching tool in education. You should post a

minimum of 3 examples. The post should provide a brief description of the activity and how the scenario was utilized. Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format. 2. Screencasting – Before Sunday Here are two sites that can help explain screencasting. Also, if you have a mobile device like an iPad or Android, there are plenty of apps available (which are free) that can create a screencast. If you have any questions, just let me know. http://www.schrockguide.net/screencasting.html http://www.smashingmagazine.com/2008/08/19/screencasting-how-to-start/ Here are three sites which can help you create your own screencasts on your computer: http://www.techsmith.com/jing.html http://www.screenr.com/ http://www.screencast-o-matic.com/ 3. Screencast Activity (PBL 1) – Post Sunday @ 10pm You will be creating a project based on what you have learned in class. When completed, you will attach your project description as well as a finished example, on Blackboard as a thread for Unit 3 Assignment 3. You will be required to view each person’s project but responses are not required. Scenario: At the Middle School, Mr. Fisher, a sixth grade Math teacher wants to try the concept of Flipping his classroom. He heard that part of doing this style of teaching involves having the students watch the lesson at home as home work. Help him create a screencast lesson on a topic he is covering in Math. Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format.

Unit 4 Objectives   Tsw work with video / audio to present answers to this unit’s information Tsw utilize technology in a manner that supports multi-disciplinary activities

Unit 4 Readings

1. Matusevich, M. N. (1995). School reform: What role can technology play in a constructivist setting? Retrieved on January 2, 2007, from http://pixel.cs.vt.edu/edu/fis/techcons.html 2. Constructing on Constructivism, Aloka Nanjappa and Michael M. Grant; University of Memphis Unit 4 Assignments 1. “Don’t Lecture Me” – Before Friday In this audio documentary, a Harvard physics professor discusses how he uses today’s technology and peer learning to improve the traditional lecture. Start at this link: http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/ and under “Audio of the Program” click on Listen. The documentary is 53 minutes long. Then read these companion articles: http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/rethinkingteaching.html http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/problem-withlecturing.html Followed by checking out this 2-minute YouTube video from the University of Minnesota-Rochester (whose approach is discussed in the American Radio Works documentary): http://www.youtube.com/watch?v=mWrgEtCw7YM&feature=player_embedded 2. Respond – Post by Friday @ 10pm, Replies by Monday @ 5pm Now it’s time for your response. You can either record a podcast clip, like you did in an earlier unit, or you can video record your response. Please upload them to your file cabinet on your Google Site and provide the link in the discussion board for this assignment. Your clip (either video or audio) is limited to 4 minutes and responds to one of the following. For the readings: Do you think that technology and constructivism are complementary? Does technology have the ability to change the way teaching and learning happen? For the audio documentary: Are you convinced that lecture is not a very effective teaching technique? Do you like the professor’s method of having students read the chapter and respond online prior to the lecture? Do you think that critical thinking and communication should rank more highly than the learning of information? In addition to your posting, you should go on and watch/listen to other’s posts. Then respond to three by replying to their discussion thread. This must be completed by Sunday.

Unit 5 Objectives

 

Tsw discuss and identify various learning styles for this unit’s posting Tsw practice the use of Presentation Software

Unit 5 Readings/Viewings 1. De Gallow. (2006). What is problem-based learning? http://www.pbl.uci.edu/whatispbl.html 2. Barrett, T. (2005). Understanding problem-based learning. http://www.aishe.org/readings/2005-2/chapter2.pdf 3. Heidi Jacobs, on interdisciplinary learning: http://www.thirteen.org/edonline/concept2class/interdisciplinary/index.html (View each of the tabs: Explanation, Demonstration, Exploration, and Implementation) 4. Yoder, M. B. (2005). Inquiry based learning using the internet: research, resources, webquests. Proceedings of the 19th Annual conference on distance teaching and learning, http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_57.pdf 5. http://www.youtube.com/watch?v=xxQOh8QHWB4&feature=autoplay&list=PL6769FB3289E20 735&If=results_main&playnext=2 Unit 5 Assignments 1. Learning Prezi – Before Saturday This week you will be introduced (if you haven’t used it before) to Prezi, which is a Web-based software for doing presentations. While Powerpoint is linear, with slide following slide, Prezi is less linear. In Prezi, you put your entire presentation onto one canvas. The more important items in the presentation appear large, while the details are visible only after zooming in on them. While giving a presentation, the presenter is free to move around the canvas in response to audience feedback and focus on whichever topic s/he chooses, in whatever order. During a presentation in Prezi, the focus moves laterally around the canvas from topic to topic, and the focus also zooms in to details and zooms back out to major points. It is also possible to set up a Prezi so that it runs automatically without a presenter. To get started with Prezi, visit www.prezi.com and sign up for a free account. You can watch the video entitled “What is Prezi?” Click on the “Learn” tab at the top of the page and watch the video entitled “Get Started”. In this video you learn how to write on the canvas and add elements to it, like photographs and YouTube videos. You learn how to use the ‘transformation zebra’. You also learn how to create a path that puts the elements of your Prezi into a particular order. Try out these ideas in a practice Prezi. Then move on to the video entitled “Go to the Next Level”. You will learn about grouping objects by using frames. Try out the ideas in this video as well in your practice Prezi. I also recommend the Prezi entitled “How to Create a Great Prezi,” inside the yellow box in the middle of the Learn page. Googling the Prezi topic you’d like to learn more about also works well. If you wish, you can view the video entitled “Share Your Prezi,” but the sharing we’ll do will be basic. To generate a link to your Prezi, find this box below your Prezi and click on it. This will give you a web address that you can use to create a link on your Google Site. If you want to try to embed your Prezi on your Google Site go ahead, but you’re not required. There is no Prezi to post on your site this week.

This week is only a practice on your own, next week you will be required to make and post a Prezi on your site. To view some completed Prezis, click on the Explore tab at the top of the page. The Prezi manual is available at: http://prezi.com/learn/manual/ A list of keyboard shortcuts in Prezi is: http://prezi.com/learn/keyboard-shortcuts/

2. Discussion Board – Post on Friday @ 10pm, Replies by Sunday @ 5pm Write a post in which you respond to the articles you read and the video you viewed. Do you like what you read about the problem-based learning approach? Do you think it would be worth trying in a class that you teach? Do you like what you read about the inter-disciplinary approach? Do you incorporate this approach into your teaching? Does the inquiry based learning approach intermix with problembased learning and inter-disciplinary teaching? Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format.

Unit 6 Objectives    Tsw demonstrate competence in the use of Presentation Software Tsw demonstrate competence in searching Landman Library databases Tsw read and discuss the methods of Problem-based learning

Unit 6 Readings Log into Landman Library, and under “Databases by Subject” select Education. Under General / Related Databases, choose the OMNISelect database. Do a search for “problem based learning” (row 1) with the author “Carrio” (as “Author, Personal” in row 2). A link to the article should appear. Here is the citation: Carrio, M., et. al., “The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning”. Journal of Biological Education v. 45 no. 4(Winter 2011) p. 229-35. Do a second search, with “problem based learning” (row 1) and the author “Schroeder” (as “Author, Personal” in row 2). Here is the citation: Schroeder, E. E., et. al., “Problem based learning: develop information literacy through real problems”. Knowledge Quest v. 30 no. 1(September/October 2001) p. 34-5. Do a third search, with “problem based learning” (row 1) and the author “O’Leary” (as “Author, Personal” in row 2). Here is the citation:

O’Leary, R. “Advice to New Teachers: Turn It Inside Out”. PS, Political Science & Politics v. 35 no. 1(March 2002) p. 91-2. Unit 6 Assignments 1. Discussion Board – Post on Friday @ 10pm, Replies by Monday @ 5pm Respond to two of the following: - Do you think problem-based learning is workable in an asynchronous environment? - Do you agree with Carrio, given that PBL doesn’t lead to lower scores than lecture, PBL might be preferable? - Are you persuaded by Schroeder that PBL is appropriate for improving “information literacy”? - Do you agree with O’Leary, PBL is one way of avoiding the “great man” approach, creating a student-centered classroom? - Did you find the “4 D’s” a helpful way to think about designing a PBL activity? Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format. 2. Making a Prezi (PBL 2) – Post by Tuesday @ 10pm This week you are to make a Prezi on any topic of your choosing and post a link to it on your Google Site or embed it. Include in your Prezi: text, photographs, and at least one YouTube video. One technique with a photo is to put an explanatory caption below your photo, and then put a frame (hidden or visible) around both photo and the caption. When the frame has the focus, both the photo and the caption will appear. Your Prezi should have 10 or more “slides”. A “slide” could be a paragraph of text, a photo and its caption, or a YouTube video. In addition, your Prezi should be able to run without a presenter choosing where to click, where to zoom, etc. To accomplish this, add a path that runs through the presentation. (When you put content inside a frame, add the frame – not the content inside the frame – to the path.) When the path is complete, a viewer just needs to open the Prezi and click repeatedly, and the Prezi will advance from “slide” to “slide”. A viewer can choose More – Full screen to make the Prezi full screen before viewing it.

Unit 7 Objectives  Tsw design a technology plan that reflects the concepts learned throughout the course

Unit 7 Readings None Unit 7 Assignments 1. Unit Plan – Due Monday @ 10pm

In this assignment, write a unit plan that you could use in one of your classes. You will post this to your Google Site as a new page. Make sure you incorporate what we have read/viewed/discussed and the technology we’ve tried. You may want to construct a lesson that is an example of either problem-based, inter-disciplinary or peer learning. You do not have to follow a specific format. The idea is to thoroughly present what you and the students would do during the lesson. If possible, include an example file that you or the students would use during the lesson. For example, if you have the students create a Prezi, and have a rubric for them with the content requirements, you should post that to your Google site also. Please remember to utilize outside resources in your solution: journals, websites, etc. Please remember to also share your personal experiences on this topic. Citations are required, so if you don't remember the format, please check the syllabus or click on the following link for APA format. 2. Please complete the course evaluation. An email will be sent to you with a link to access the online form.

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