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Way We Teach and Learn EDLI 2 Credits ! credit = 45 contact hours Instructor:"nna #olognani Meeting dates and ti$es: % Wee&s May '( ) *une 2+ Location: ,nline Course Description: This class will e-.lore Web 2/ literacy and how tools such as blogs0 wi&is0 twitter0 social boo&$ar&ing and 12 codes can be used to foster collaboration and learning in our schools/ Educators in 2'st Century schools infuse technology into lessons to $eet the needs of di3erse learners0 not as an end0 but as a $eans to de3elo. critical thin&ing0 encourage creati3ity0 and share &nowledge/ The course reflects learning standards established by the ""SL0 42 +5 Standards for the 21st Century Learner and ISTE 42 +0 2 65 National Educational Technology Standards for Students- NETS S, and National Technology Standards for Teachers- NETS T/ Goals: Partici.ants will e-.lore current research and infor$ation on student learning in the digital age/ Through the use of blogs0 wi&is0 twitter0 IM0 social boo&$ar&ing0 and other Web 2/ online tools they will beco$e fa$iliar with the technology and de3elo. ideas on how to use the$ for collaboration and lessons in an educational setting/ Students will use web tools to de3elo. a $ulti$edia web based .resentation/ Learning Outcomes: Students will: De$onstrate an understanding of how Web 2/ tools can be used to .ro$ote learning/ Discuss and analy7e current issues and trends in school library $edia centers and student learning in the digital age/ Create a $ulti$edia web based .resentation that enhances student learning for use in their LMC0 or classroo$/
General Course Information
Course Policies/Expectations: Students will: 8isit the #lac&#oard site !)9 ti$es .er wee&/ Partici.ate in at least 2 online chats with instructor/ Co$.lete assign$ents and .ost by due date/ Contribute to wee&ly online discussions/ Attendance Expectations: ,nline 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: Students are e-.ected to .artici.ate online/
Academic Honest ! Professionalism: "ll students are re:uired to be fa$iliar with and adhere to the ;"cade$ic <onesty Policy Procedures= delineated in the $ost recent edition of ;The Cat>s Tale=/ 4htt.:??www/u3$/edu?@dosa?handboo&?5/ Accommodations: "cco$$odations will be .ro3ided to eligible students with disabilities/ Please obtain an acco$$odation letter fro$ the "CCESS office and see one of the instructors early in the course to discuss what acco$$odations will be necessary/ If you are unfa$iliar with "CCESS0 3isit their website at htt.:??www/u3$/edu?access to learn $ore about the ser3ices they .ro3ide/ "CESS: ")'+ Li3ing Learning Center0 Ani3ersity of 8er$ont0 #urlington0 8T 9B 9/ P<: 6 2)%9%)++9!0 TTC: call +'' 4relay50 Da-: 6 2)%9%) +!(0 E$ail: accessEu3$/edu0 Instant Messenger: A8Maccess/ Feneral office hours: 6:! a$ G B:! .$ Monday through Driday/ Call to $a&e an a..oint$ent/ "e#uired and/or recommended readings: $ext: Hamilton !uffy. "Embedded #ibrarianship: Tools and $ractices% #ibrary Technology &eports 'olume () *umber + , February,-arch +./+ -int0 1nne . Web of Deceit: Misinformation and Manipulation in the Age of Social Media . 2yber1ge !ooks 3nformation Today 3nc. print. Solo$on0 Fwen H Lynne Schru$ Web 2/ how)to for educators Eugene0 ,2: ISTE0 2 ' / Articles: Maness0 *ac& M/ ILibrary 2/ Theory: Web 2/ and Its I$.lications for LibrariesI A2L:htt.:??webology/ir?2 %?3!n2?a29/ht$l Jational Education Technology Trends htt.:??www/setda/org?web?guest?2 ''nationaltrends 2esearch on Social Jetwor&s
htt.:??.ewinternet/org?2e.orts?2 ''?Technology)and)social)networ&s/as.Salt$an0 Da3e/ ;Eight Tech Trends for Librarians 4and Teachers tooK5= <ar3ard Education Jewsletter0 8ol/ 2+0 Jo/!0 May?*une 2 '' htt.:??he.g/org?hel?article?9 2 Stanley 4eborah !. "2hange Has 1rrived for School #ibraries% School #ibrary -onthly,'olume 55'33 *umber (,6anuary +.// Wal&er0 Laura IJine 2easons to Twitter in SchoolsI A2L: htt.:??www/techleraning/co$?article?'+!B Web 2/ and Library Ser3ices for Coung "dults: "n Introduction for librarians Pre.ared by: I3an Chew0 IDL" Libraries for Children and Coung "dults Section 8alen7a0 *oyce/ I'B Ways &)'2 Librarians Can Teach Social MediaI A2L: htt.:??www/techlearning/co$?article?2!996
Li$$er0 Michael/ Tools for the 2'st Century Teacher 48olu$e 25 S.ring 2 ''
%ebsites to &isit: htt.:??www/cloudtri./co$? Portal to Cloud Co$.uting ) Lots of great a..lications to e-.lore/ htt.:??digital)$usings/co$ #logging0 networ&ing H technology ti.s ) not recently u.dated0 but still a good source of infor$ation/ htt.:??www/techlearning/co$ Jews and articles/ "lways u.dated and infor$ati3e ) subscribe to the e7ine and rss feed/ htt.:??technorati/co$? " search engine for blogs/ htt.:??co$.uter/howstuffwor&s/co$?internet?social)networ&ing <ow Stuff Wor&s ) Whats Inside Social Jetwor&ing/ Learn how .o.ular sites li&e Daceboo& and Twitter wor&/ Clic& on <,ME to go to htt.:??www/howstuffwor&s/co$? to e-.lore all of the other intersting things .osted on this site/ "ecommended: Drauenfelder0 Mar&/ 2ule the Web/ JC:St/MartinNs Friffen0 2 +/ <arris0 Drances *acobson/ i found it on the internet: co$ing of age online/ Chicago0 IL: "L"0 2 '' 2ichardson0 Will/ #logs0 Wi&is0 Podcasts0 and ,ther Powerful Web Tools for Classroo$s/ Thousand ,a&s0 C": Corwin Press0 2 ' / Electronic 'ubmissions/Internet (se: Student wor& will be sub$itted electronically through the #lac&board website/ 'tudent E&aluation/Assessment
Grading: Wee&ly assign$ents B O Pa.ers ! O Dinal .roPect ! O Description of Class Assignments: • Wee&ly assign$ents will include re:uired readings and online e-.loration of social web tools0 and reflection on learning through blogs0 and discussion board on #lac&board and S&y.e sessions/ 4sa$.le attached5 Students will write 2 .a.ers e-.loring to.ics and issues surrounding Web 2/ in an educational setting/ Choice of to.ic should reflect .ersonal interest and relate to student learning0 or challenges? successes in i$.le$enting social $edia in schools/ 4Sa$.le guidelines?criteria attached5 The final .roPect will be a .odcast0 Pre7i0 8oicethread0 or other ty.e of Web 2/ .resentation that can be used in the library $edia center or school/ The final pro7ect should reflect knowledge gained from this class and feature a web +.. tool that student has explored during this course. The task is to take a chosen tool to the next level and to incorporate the application into students8 current instructional strategies. 9Sample guidelines attached:
'coring "ubrics: attached Percentage Contribution of Eac) Assignment: Wee&ly assign$ents 6O each Pa.ers '9O each Dinal .roPect ! O Instructional 'e#uence: * List t)e course topics for eac) sc)eduled class meeting date including readings and assignment due dates. %ee+ , Introductions Set u. a blog and .ost your bio/ 2ead Introduction and cha.ters ' H 2 in Web of Deceit and other assigned readings S&y.e or Foogle Mtg/ Discussion board G :uestions and co$$ents related to the readings/ %ee+ Dol&sono$ies H Tagging H Clouds "ssorted readings/ Set u. a social boo&$ar&ing site/ Try a .odcast Discussion board G :uestions and co$$ents related to the readings/ #log entry on user based tagging and i$.lications for retrie3ing infor$ation/ %ee+ . #logs0 Wi&is H Tweets 2ead ICollaboration 2/ and Collaboration Tools0 2/ StyleI by 2obin <astings/ 2ead Wal&erNs IJine 2easons to Twitter in SchoolsI Set u. Twitter account/ Discussion board G :uestions and co$$ents related to the readings/ %ee+ / 12 Codes?Foogle Ma.s H Lit tri.s 2ead ICool Tools for Content Creation: More than #logs or Wi&isI by Qaren */ Qlo..erstuc& and 2obert */ Lac&ie/ 2ead IThe 2/ Tech I CanNt Li3e WithoutI by "nna Qo3al/ 2ead 8alen7aNs I'B Ways &)'2 Librarians Can Teach Social MediaI Discussion board G :uestions and co$$ents related to the readings/ %ee+ 0 Co.yright G Asing Creati3e Co$$ons 8oicethread and other digital storytelling sites 2ead Maness ) ILibrary 2/ Theory: Web 2/ and Its I$.lications for LibrariesI Discussion board G :uestions and co$$ents related to the readings/ / %ee+ 1 Ethics ) Trendsetting ,ther free Web 2/ tools you can use Discussion board G :uestions and co$$ents related to the readings/ Dinal .roPects due/
Sample Week 1: Introductions $lease set up your !log space with a short introduction of yourself. 3nclude where you work and what you would like to learn in this course. Find !logs on the menu and click. Find your name ; click on 2ie3 and create an entry by choosing 4e3 Entr under Actions on the right hand side. <ive your entry a title and start typing. =ou can add pictures links etc. 3f you have a blog outside of !! that you want to share please link it. -ost blogs can be set up for free. They are easy to set up and use. Here are a few popular sites for you to check out. 3f you have a <oogle account try out !logger. Sign in with your <oogle information.
!logger >ordpress #ive6ournal How Stuff >orks has an interesting article on How !logs >ork and they include other blog sites.
$lease read ?>eb +.. and #ibrary +..: >hat #ibrarians need to @now? by Eli0abeth !lack. $lease read the 3ntroduction and chapters / A + in >arlick. >arlick writes about evaluating the information 9chapter + p.(B:. $lease read this carefully. #ibrarians are able to play a significant role in teaching students and others how to critically look at information. %eb -56
>eb +.. is interactive and collaborative but the exact definition of >eb +.. depends on who you ask. Cne thing everyone seems to agree on is that it is changing the way we learn and therefore the way we teach. #ibrarians can use these tools to communicate and collaborate with other librarians teachers and students. >eb +.. tools can enrich the curriculum and engage students in exciting new ways. $lease watch this video and think about how schools need to evolve to reach these students. 4igital <eneration video from edutopia.org How do we as educators need to rethink our approach to teaching these studentsD (se t)e Discussion 7oard 8Digital Generation to s)are our ideas5 3 think that letting students explore and learn on their own is great. They are motivated and learning about things that interest them. 3 also think that they need guidance in determining what is fact and what is opinion. That is where librarians can make a crucial difference. 3nformation literacy skills are more important now because of the huge amounts and seemingly endless variety of websites found on the internet. http:,,www.teachertube.com,view'ideo.phpDvideoEidFGHIJAtitleF1mericaE3dleEE3nformationE&esources 7logs =ou probably have read several you might even have one or two. How do you use them with studentsD How could you use them with your studentsD (se t)e Discussion 7oard 87log (ses to s)are our ideas5 1lso take a moment to watch this tutorial showing what to look for on a web site.
from >idener. The tutorial is dated but still does a great 7ob
1fter reading >arlick and watching the tutorial go to a web site that you use and evaluate it. Here is a check list eval.pdf to help you get started. Submit your critical evaluation 9+ pages: by 6une G. =ou should also take a moment to look at the $ro7ects link on the main menu. =ou will find some information about your final pro7ect for this class. >hat would you like to doD %ee+l Assignments "ubric !elow Expectations $romptness 1ssignment not done. -eets Expectations $osted by due date. Exceeds Expectations $osted by due date and is exceptionally well done.
4epth of $ost A 2larity of Expression
4oes not make any reference to assigned readings for the weekK -inimal expression of ideas or opinions.
-akes some reference to assigned readings and gives opinions but not always clear and concise. #acks originality.
-akes reference to assigned readings for the weekK Expresses opinions and ideas in a clear and concise mannerK 2ontributions thoughtful original evaluation syntheses or analysis of topic.
2ompletes task 4oes not complete task or make progress toward completion. 2ompletes task and evaluates the process. 2ompletes task evaluates the process and clearly shows new learning.
2riteria for >riting $apers For this course there are + papers to complete as well as a final pro7ect. 3 need to outline some expectations about the papers before you begin them so everyone understands the structure. This is a graduate level course so the first expectation is that your work on papers is graduate level work. >hen a paper is assigned it needs to fulfill the following parameters: /. >ritten in a word processor and single spaced. Font si0e should be /+ and the margins should be standard approx. /,+ inch on each side. +. *ame should be on the paper in top right hand corner 3 donLt need a title page. I. $roper grammar punctuation spelling should be in place. 3f you struggle with some of those areas please have someone proofread your work. 3 canLt stress this enough. 3 find it awkward to have to not accept a paper on these grounds. (. 1 blog wiki or discussion carries an informal tone. 3t is a conversation. >hen 3 ask for those in the course then 3 expect that tone. $lease do not confuse this with a paper. $apers are to be formal in style. G. $apers should include Muotes where relevant and have references listed at the end in a formal style. 2ite your sources using -#1 format. H. 3 reMuire that papers include at least two ?outside? resources. !y this 3 mean you pick two articles or book portions that were not assigned through the course and include their ideas in your work. This helps to fulfill the research standards in our coursework. 3 reali0e you will be pulling material from the assigned readings as well 7ust be sure to cite them in your resources. J. $apers will be attached within an assignment. $lease donLt write the paper in the 6ournal area use a word processor and attach the document. 1lso please if you use the word processor within <oogle 4ocs take it out of <oogle docs before passing it in. 9For example please donLt ?share? your paper with me 3 need something that 3 can have as stand;alone. pdf it if that is the route you are going.: ). Finally 3f papers are asked to be at least I;G pages then I;G pages is best.
Final $ro7ect The final pro7ect is up to you. 3 want you to try out something new and design your pro7ect around what you will be able to use in your library. Some ideas: a podcast 6ing tutorial Slideshare presentation scrapblog video booktrailer organi0e your bookmarks for a class using portaportal
book reviews using a web +.. tool The final pro7ect should reflect your knowledge from this class and feature a web +.. tool that you have explored during this course. The task is to take your chosen tool to the next level and make it useful to you as school librarian. 3 am open to hearing your ideas. $lease let me know what you would like to try and 3 will help you along the way.
9inal Pro:ect !elow Expectations -eets Expectations Exceeds Expectations $ro7ect is carefully planned and edited clearly demonstrates knowledge gained from course content. $ro7ect works exceeding well no flaws. 2ontent is appropriate for age level accurate detailed and in depth ; is ready to be used.
$ro7ect is poorly planned $ro7ect is carefully out lacks editing and does planned using course not link course content. content and is edited.
Technical 1spects 2ontent
$ro7ect has serious flaws and is not usable.
$ro7ect works as it should but some flaws.
2ontent is not appropriate 2ontent is appropriate for for age level of audience. age level and is ready to be used.
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