CENTRAL MICHIGAN UNIVERSITY Center for Instructional Design
EDU508 KY Certificate in Online Instruction (College 1crhr or NonCredit, August 2009)
Course Dates: August 9th, 2009 – September 6th, 2009 Prerequisite: Ability to use a computer, access emails, use a web browser (Internet Explorer, Firefox, or Safari) and MS‐Word, and use the Blackboard course management system
Pei‐Ju Liu, Ph.D. Email: email@example.com Work Phone: 989‐774‐3148 Office Location: Park Library 413K Office Hours: By appointment Note: If you have questions about the course, post them to the Q&A discussion forum in Blackboard. If you have personal problems that are private in nature, email is the best way to reach me. I will respond to you within 24 hours.
This workshop focuses on pedagogical aspects of teaching online while offering participants a student view of an online class. Note: This is NOT a self‐paced course. A new topic is introduced each week with associated readings, discussions, assignments, and quizzes. Thus, it is critical that you schedule time for the workshop on a weekly basis. The workshop will require about 10 hours of your time each week. If you are not able to commit the time needed for this workshop, you may wish to consider taking the course at a different time.
The workshop is divided into four modules to be completed over a four‐week period, one module per week. Participants can expect to spend anywhere from 5 – 10 hours per week on the workshop. For purposes of this workshop, a week will run Sunday through Saturday. That is, each week of the workshop begins on Sunday and ends on Saturday. All tasks are due on midnight the last day of the week, Saturday (US Eastern Time).
There is no required textbook for this certificate workshop. Handouts are posted under each module in the Blackboard workshop shell. Web resources and recommended books are also listed in there.
The primary goal of this course is to offer participants a broad overview of online teaching techniques and an understanding of the necessity for different approaches to teaching online. Upon completion of this workshop, participants should be able to: • Understand the underlying beliefs behind the teaching perspectives and techniques presented in this course • Develop an effective syllabus for an online course • Construct activities appropriate to an online learning environment • Organize content for an online classroom • Understand the importance of communication in the online environment
Develop a communication policy for an online course Understand the necessity for different types of assessment
Course Teaching Methodology:
This course is taught through a mix of discussion, lecture, real‐time chat, and individual assignment. All materials are available on the Blackboard course site. Rubrics for each assignment are posted with the assignment instructions on Blackboard and used for evaluation.
Week 1 – Module 1: Getting Started • Review the course introduction and syllabus. Complete the syllabus quiz. Post your introduction to the discussion board. • Read the learning unit, Module 1 ‐ Getting Started • Initiate a new message to answer the Week 1 discussion questions and respond to at least two other members’ postings • Work on the assignment, Your Online Syllabus with Communication Policy • Work on the group project • Complete the Module 1 Quiz • Participate in the Wimba Classroom Week 2 – Module 2: Communication and Interaction • Read the learning unit, Module 2 ‐ Communication and Interaction • Complete the Module 2 Quiz • Complete and submit the assignment, Your Online Syllabus with Communication Policy • Complete and submit the group project. • Feel free to respond to the presentations posted in Week 2 discussion forum. • Participate in the Wimba Classroom Week 3 – Module 3: Preparing, Organizing, and Presenting Content • Read the learning unit, Module 3 ‐ Preparing, Organizing, and Presenting Content • Initiate a new message to answer the Week 3 discussion questions and respond to at least two other members’ postings • Complete and submit the assignment, Re‐design Your Lecture Notes • Complete the Module 3 Quiz • Participate in the Wimba Classroom – Group Presentation I Week 4 – Module 4: Assessment • Read the learning unit, Module 4 ‐ Assessments • Initiate a new message to answer the Week 4 discussion questions and respond to at least two other members’ postings • Complete and submit the assignment, Interactive Assessment • Complete the Module 4 Quiz • Participate in the Wimba Classroom – Group Presentation II
PreAssignment: Pre‐Assignments: Getting Started! There are several pre‐assignment tasks under “Introduction” in the Blackboard site. This folder contains pre‐ assignments and pre‐class activities that you must complete BEFORE the workshop starts! These tasks are designed to help you get familiar with the Blackboard and build necessary foundation prior to the beginning of this workshop. Each task will only take 1‐3 minutes of your time. If you have trouble using Blackboard or
need further assistance, please contact the instructor immediately! I am here to help you get ready for the workshop!
Assignments and Due Dates:
Discussion Board Postings (10 points each forum, 30 points total – Week 1, 3, & 4) Sharing information leads to new ideas, and the best way for us to learn is from each other. To that end, each module has an associated discussion forum. Post a response to each forum question, and start conversations with your peers. Points are earned for responding to each discussion forum and for replying to fellow participants. Up to 5 points will be earned for each substantive response to the main discussion question, and 2.5 points will be earned for each response to another post. Though you will only earn points for up to two responses, we encourage you to keep an ongoing dialogue about the discussion topic. The purpose of the discussion forum is to generate conversation about relevant topics. Post your response to each discussion question no later than Wednesday of each week, and respond to at least two other class members’ postings by the Saturday of the week. Please feel free to respond to more than two other postings. We encourage you to learn from each other! Note that no points will be earned for discussion responses posted after the week ends. Points will be earned for discussion postings as follows: Up to 5 points will be earned for each substantive response to the main discussion question and 5 points are earned through responding to at least two other postings (2.5 points each). Wimba Chat (4 points) This virtual classroom session will be hold through Wimba, a synchronous communication tool in the Blackboard. There are total 4 sessions and up to 4 points are earned for the participation (2 points each). Contact the course instructor for alternatives if you cannot participate in any of the real time sessions. Date and time will be announced during Week 1. Group Project (10 points – Week2) The course instructor will assign you to a team at the beginning of Week 1. You will be working with a group of 2‐3 members during Week 1 & 2. Each team will be given a topic with the some questions. The final product of this group project is a final PowerPoint presentation (approximately 15 slides) to address the given topic and questions by the end of Week 2. If time permits, a real‐time online presentation will be scheduled and announced. Start working on this project as soon as you can! The detailed instruction is located at Group Project in the Blackboard. Assignments Online Syllabus with Communication Policy (16 points) After reading the material in Module 1 and viewing the sample syllabi, After reading the material in Module 1 and viewing the sample syllabi, consider the differences between online and classroom students and classes. Modify an existing syllabus to fit an online format using the guidelines provided in the “Importance of an Online Syllabus” section to set expectations for you and your students. Communication and interaction are the two most important components of an online class. After reading Module 2 and samples, create a communication policy for your online class to ensure participation occurs in the manner you desire. Due: Saturday of Week 2. Redesign Your Lecture Notes (10 points) After reading Module 3, use the guidelines provided in “Organizing and Presenting Content” to help you prepare a small lecture for the online classroom. Due: Saturday of Week 3. Interactive Assessment (10 points) Design/develop an interactive assignments, projects, or activities for your online course, and explain how the assessment will be evaluated. The explanation may be in the form of a rubric or a short paragraph that will be included in the syllabus. Due: Saturday of Week 4.
Quizzes (5 points each, 20 points total) After you have completed each module, take the associated quiz. You may use notes or other materials to complete quizzes. Each quiz has 10 questions and contains a mixture of true/false, multiple‐choice, and multiple answer questions. Due: Saturday of each week. Extra Credit A total of 4 extra credit points may be earned. Two extra credit points may be earned by posting an introduction to the Introductions discussion board, one point may be earned for the orientation quiz, and one point may be earned by completing the feedback survey at the end of the workshop. Other opportunities of extra credits may be available and will be announced. College Credit Additional coursework beyond the four modules is required for students who wish to receive one (1) hour of college credit. The additional course work will include a weekly reflective journal assignment (5pts x 3=15 points) and a final paper (20points). 1. Weekly Journals: Students will choose one of the tracks below. Follow the instruction to write the weekly journals by the end of Week 1, 2, & 3. Technology Track: During Week 1, 2, & 3, every week students will find at least one technology that is or could be used in online learning/teaching. Write a clear definition about the technology. Analyze the advantage(s) and disadvantage(s) of the technology for online learning/teaching. Describe the potential challenge(s) and how it could be overcome. Write a plan of how you could use it in your current or future online courses. The journal doesn’t have to be long (about 500 words) but it needs to reflect on your understanding about the technology and to address specific implications for your future teaching. References and resources need to be included. Technology examples: Moodle, Sakai, twitter, wiki, blog, RSS, social bookmarking, folksonomy, Wimba, Elluminate, Adobe Connect, Podcast, discussion board (text, audio, video), youTube, second life, Audacity, Jing, iMovie, Windows Movie Maker, Google applications, 3D modeling, simulation, concept mapping, etc… even future technology. Pedagogy Track: Students will choose a topic of interests related the pedagogical aspects of teaching online. It could be the problem you encounter, the challenge you face, current issue, special discipline/area, online teaching techniques, online learning characteristics, research project, etc. During Week 1, 2, and 3, every week students find a minimum of two articles for this topic. Students will share bibliographic information for the articles and reflect on them in the journal (about 500 words). 2. Final Paper Based on your weekly journals, write your action plan as the final paper. The final paper should be 5‐ 6 pages (not including the cover page and references) in APA format describing how you will incorporate the technology/techniques and the lessons learned in the class into your online teaching. Students must use references, including extra articles they had to look up. See rubrics in the Blackboard for grading details. Submit your final paper by the end of Week 8. Not sure about the APA format? Go to the CMU Off Campus Library: http://libguides.ocls.cmich.edu/content.php?pid=27285&sid=197831
Criteria for Evaluation:
To provide each participant with an authentic online student experience, course activities will be graded. Participants who achieve an overall score of 80% or higher and have submitted all assignments will receive a certificate of completion. Grading is on a percentage scale (Pass >80%) based on the following points: • Online Syllabus with Communication Policy 16 points • Lecture Notes 10 points • Interactive Assessment 10 points • Quizzes (4 x 5pts) 20 points • Discussions (3 x 10pts) 30 points • Wimba Chat (2 x 2pts) 4 points • Group Project 10 points TOTAL: 100 points College Credit Students Only!! • Weekly Journal (3 x 5pts) 15 points • Final Paper 20 points TOTAL: 135 points
Expectations for Students It takes great effort to be a successful online student. You have to be self‐motivated and self‐disciplined to keep yourself on schedule with reading, assignments, projects, etc. You do have to devote time from your busy family and work schedule to work on the course so you will not fall behind. Communication channel is always open between me, you, and among us. It is very important that we keep connected and interact with one another. If you have questions, please feel free to use email, discussion board, chat, or phone to contact me, or your classmates. Learning takes place in a community. It is extremely important that students take ownership of their learning for this online course, and to demonstrate their ownership, students are expected to be full participants throughout the duration of this four‐module course. Active participation is paramount to the success of this course. The following describes how attendance will be counted, and specific methods of participation are described. Also described is grading for online communication, including chats and discussion boards. Because online communications are an integral part of this course, it will count more than 40% of your grade. 1. Students are expected to check their e‐mail and read the Announcements on Blackboard daily. 2. Students are expected to submit their assignments online through Blackboard. 3. Students are expected to participate in the weekly discussions. 4. Students are expected to participate at least two Wimba sessions. 5. Students are encouraged to post a brief introduction and indicate your expectations of this course. Expectation for the Instructor Just as I have my expectations of you, the following is what I will do (as a minimum) to ensure communication conducive to efficient online teaching and learning. 1. I will check my email daily. 2. I will respond to course related questions within 24 hours.
3. 4. 5.
If I find those questions relevant and important to others, I will post them on the Announcement page. I will post announcements and reminders once per week, or more frequently, if needed. I will give feedback on submitted assignments within a week.
Online Communication Netiquette: Discussion boards and chat rooms are the primary communication channels in online courses. Most of time, those tools are text‐based. Pay attention to the following when you are communicating with your instructor and/or peer students in online courses: 1. Check before you post. Always check whether a similar question to yours has been posted and answered on the discussion board to avoid duplicated messages and responses. 2. Use a descriptive subject line. When creating a new message or replying a message, use a descriptive subject line that reflects the content of your message. It can help readers catch the key concept even before reading your message. This makes the discussion more efficient. 3. Write in short paragraphs. If you have lots to say, break it down using smaller segments. This makes things easier for the readers. 4. Do not write in all uppercase. ALL CAPS MEANS YOU ARE SHOUTING although you may not mean it. 5. Use emotional symbols (:‐), ;‐), :‐(, :`‐(, :‐p, etc.) to indicate the tone of voice. It is often hard to tell the emotion of a text‐based message. Use emotional symbols to give your message a little social touch. :‐) 6. Do not edit or change the message content once someone has already responded to you. If you have something to add or change, simply add a follow‐up message. 7. Respect others. Like all communication and discussion occasions, use your professionalism and talk to others with respect. Unprofessional messages will be removed. 8. People in this course may come from places around the world, so be respectful to other cultures and languages. Be careful with sarcasm. Incomplete: No incomplete will be given in this workshop. Late Work Policy: Assignments are due no later than the Saturday ending the module. Scores will be posted in the My Grades on Blackboard by the following Friday. Late work will receive a 20% deduction. Work submitted more than three days late will receive a score of 0 unless it is pre‐approved by the instructor. Academic Dishonesty: Written or other work which a student submits must be the product of her/his own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology, are prohibited. Further information on Academic Dishonesty can be found in the current Bulletin at https://bulletins.cmich.edu/. Students with Disabilities: ADA CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Ms. Jill Noch, at (800) 950‐1144, Extension 4464, as soon as you register for class. Note to faculty: CMU Administration will notify you if applicable. For more information, please visit the ADA CMU website at http://www.cmich.edu/ada/ .
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