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1/6/2012

ONLINE AND PROFESSIONAL STUDIES

ONLINE TEACHING AND LEARNING SYLLABI (DRAFT)

OTL Professional Development Series | Dr. Torria Bond


Page |1

TABLE OF CONTENTS PROGRAM GOALS AND OBJECTIVES

2

SYLLABI FOR COMMUNITY BUILDING

4

SYLLABI FOR ACCESSIBLE COURSE DESIGN

11

SYLLABI FOR TEACHING TECHNIQUES

18

SYLLABI FOR ASSESSMENT AND EVALUATION

25


Page |2 Program Purpose The Online Teaching and Learning Workshops equip faculty with general knowledge of effective online teaching and learning, including community building, course structure, teaching techniques, and assessment and evaluation. Student Learning Outcomes Goal 1: Help students develop effective strategies for community building in an online course. Objective 1.1: Students will demonstrate the effective use of Web 2.0 tools to create a sense of presence in an online course. Objective 1.2: Students will create learning activities in their content area that require learners to interact responsively with one another and the course content. Goal 2: Help students apply design theory to course design in their curricular area. Objective 2.1: Students will complete a course design worksheet for a course in their content area. Objective 2.2: Students will construct the developed course in Blackboard 9.1 Goal 3: Assist students to develop and strengthen strategies and practices regarding online teaching techniques. Objective 3.1: Students will be able to facilitate interactions between student/teacher, student/student, and student/course content using use web 2.0 tools and task analysis strategies. Objective 3.2: Students will be able to analyze the use of web tools and issues of copyright to determine appropriate use of materials used for online instruction and archive those materials using Web 2.0 tools. Goal 4: Assist students to develop assessment strategies and tools for evaluation and assessment. Objective 4.1: Students will be able to create a variety of assessments


Page |3 for various purposes within Blackboard integrating web 2.0 tools. Objective 4.2: Students will be able to align assessments to instructional objectives and lesson activities as well as with course and program goals. Goal 5: Help students understand the biblical truths that apply to online teaching and learning. Objective 5.1: Students will identify links between course concepts and a Christian world view.


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California Baptist University, Online & Professional Studies Online Teaching & Learning – Community Building Syllabus

OPS MISSION STATEMENT The Division of Online and Professional Studies (OPS) furthers the worldwide mission of California Baptist University through innovative, Christ-centered educational programs designed for non-traditional learners. COURSE DESCRIPTION This seminar will explore effective ways to build community in an online course. The focus will be on creating cognitive presence, social presence and instructor presence with the use of Web 2.0 tools. Students will be expected to create free accounts with multiple resources prior to attendance.

ONLINE LEARNING CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule. It offers university courses and degree programs both fully online and in “hybrid” format (partly online and partly on-ground). Each “course week” begins on a Monday and ends on Sunday. Students should log in several times throughout the week to participate in online discussions and other activities. OPS recommends that students complete the various readings and assignments in the order in which they are presented, but the format does allow some flexibility for students to modify their approach or even to work ahead. Active participation in every assignment and every online discussion is expected. Students should be careful of any assignments that have specific


Page |5 “opening” or “closing” times, and they should regularly consult the Course Schedule to ensure that they complete all work in a timely manner.

Students access all course materials via the Blackboard 9 site, which includes minimum system requirements and orientation tutorials designed to equip class members for online study. INSTRUCTOR CONTACT INFORMATION 1. 2. 3. 4. 5.

Dr. Torria Bond Tyler Plaza 951-343-3924 tbond@calbaptist.edu By Appointment Only

REQUIRED TEXTS & RESOURCES Ascough, R. (2007). Welcoming design: Hosting a hospitable online course. Teaching Theology and Religion. 10(3) p.131-136 Akyol, Z., Garrison, D., and Ozden, M. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. International Review of Research in Open and Distance Learning. 10(6) p.65-83 Recommended: Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco, CA: Jossey-Bass Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass COURSE LEARNING GOALS & OBJECTIVES Course Goals and Objectives Goal 1: Help students develop the effective use of Web 2.0 tools to create a sense of presence in an online course.

Program Objective(s)


Page |6 Objective 1.1: Students will effectively create opportunities for learners to start, create, and validate meaning through reflection and dialogue (cognitive presence). Objective 1.2: Students will effectively create opportunities for learners to express themselves socially and emotionally in a genuine manner (social presence). Objective 1.3: Students will effectively create a facilitator voice that provides constructive critique and formative and summative feedback (instructor presence). Objective 1.4: Students will identify links between the concepts of community building and the Christian world view. Goal 2: Assist students to create learning activities in their content area that require learners to interact responsively with one another and the course content. Objective 2.1: Students will effectively create opportunities for learner-to-learner interaction in an online environment. Objective 2.2: Students will effectively create opportunities for collaborative learning in an online environment.

1.1

1.1

1.1

5.1

1.2

1.2

ACTIVITY OVERVIEW Participants will create a community building plan for a course currently being taught or for a course to be taught in the future. The plan will include an activity description and web 2.0 tool description for social, cognitive, and instructor presence. ASSESSMENT POLICIES Course Evaluation Plan An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.


Page |7

Workshop Activities

Points Possible 25 25 200

VoiceThread Lecture Response Hosting a Hospital Online Course Reading Quiz Critical Assignment: Community Building Plan Built in VoiceThread Total Points:

250

Final Grades The following scale will be used when calculating final grades: Pass/Fail* A 93%-100% A90%-92% B+ 87%-89% B 83%-86% *Pass = 100% - 80%

BC+ C C-

80%-82% 77%-79% 73%-76% 70%-72%

D+ D DF

67%-69% 63%-66% 60%-62% <60%

SCHEDULE OPS courses begin on a Monday. Accordingly, an OPS course week extends from Monday through Sunday. Unless stated otherwise, graded assignments are due on the last day of the course week (Sunday).

Learning Activities Create free Web 2.0 accounts for Gmail, Facebook, Twitter, YouTube, and Voicethread.View the video “Anthropological Introduction to YouTube”, Reading quiz VoiceThread Lecture Responses, Web Tool Activities, Community Building Plan in VoiceThread

Assignments Due Prior to Workshop

During Workshop


Page |8 EXPECTATIONS Professionalism All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly. All written assignments should be written using the APA style format. As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with positive body language and appropriate verbal communication. Late Assignments To encourage progressive and appropriate development of mastery, all work must be completed the date it is due. Late work will not be accepted, unless you are able to document compelling reasons or catastrophic events, and you confer with your professor beforehand. If late work is accepted, only 50% of the points for that particular assignment will be possible. It is your responsibility to initiate communication with the instructor when circumstances may preclude you from completing assignments in the prescribed manner. Netiquette “Netiquette” is network etiquette—that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, netiquette is a set of rules for behaving properly online. Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may view a brief summary of her “Core Rules of Netiquette” at the following website: http://www.albion.com/netiquette/corerules.html. They won't answer all netiquette questions, but they will provide some basic principles to use in solving many netiquette dilemmas.


Page |9 Academic Honesty Academic dishonesty (cheating, plagiarism, copying, and other forms) will be reported to the Academic Dean. A first incident of cheating may be handled at the discretion of the instructor in consultation with the Dean. Judicial sanctions may include, but are not limited to, loss of a letter grade or failure in the course in which the offense occurred, suspension, and/or dismissal from the University. A detailed discussion of academic dishonesty appears in the CBU Student Handbook. Students with Disabilities Students who have qualified disabilities and wish to arrange the appropriate accommodations, in addition to the general academic support services coordinated by the Academic Resources Center, must identify themselves to the Director of Disability Services. Disabled students who wish to arrange appropriate accommodations must complete and submit a Request for Accommodations form and provide recent (not older than 3 years) diagnostic test results.

SUGGESTED RESOURCES FOR FURTHER STUDY Bonk, C. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: JosseyBass Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco, CA: Jossey-Bass Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass


P a g e | 10 Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Shank, P (Ed.). (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco, CA: Pfeiffer Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: International Society for Technology in Education Websites Pacansky-Brock, M (2011). Building online communities with social media. Retrieved February 2011 at http://sites.google.com/site/buildingonlinecommunity/


P a g e | 11

California Baptist University, Online & Professional Studies Online Teaching & Learning – Effective Course Design Syllabus OPS MISSION STATEMENT The Division of Online and Professional Studies (OPS) furthers the worldwide mission of California Baptist University through innovative, Christ-centered educational programs designed for non-traditional learners. COURSE DESCRIPTION This seminar will introduce participants to the course design worksheet and guide used to effectively build courses with an integrated design. Using the course design worksheet and guide, students will be able to apply principles of universal design for learning, multiple intelligences, and the active learning framework to courses within their curricular area. ONLINE LEARNING CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule. It offers university courses and degree programs both fully online and in “hybrid” format (partly online and partly on-ground). Each “course week” begins on a Monday and ends on Sunday. Students should log in several times throughout the week to participate in online discussions and other activities. OPS recommends that students complete the various readings and assignments in the order in which they are presented, but the format does allow some flexibility for students to modify their approach or even to work ahead. Active participation in every assignment and every online discussion is expected. Students should be careful of any assignments that have specific “opening” or “closing” times, and they should regularly consult the Course


P a g e | 12 Schedule to ensure that they complete all work in a timely manner. Students access all course materials via the Blackboard 9 site, which includes minimum system requirements and orientation tutorials designed to equip class members for online study. INSTRUCTOR CONTACT INFORMATION 1. 2. 3. 4. 5.

Dr. Torria Bond Tyler Plaza 951-343-3924 tbond@calbaptist.edu By Appointment Only

REQUIRED TEXTS & RESOURCES NONE Recommended: Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing ISBN: 1-891859-40-4 COURSE LEARNING GOALS & OBJECTIVES

Course Goals and Objectives Goal 1: Help students complete a course design worksheet for a course in their content area.

Program Objective(s)

Objective 1.1: Students will identify course level goals and objectives.

2.1

Objective 1.2: Students will identify appropriate learning activities according to the UDL framework.

2.1

Objective 1.3: Students will identify and create a critical assignment with assessment rubric.

2.1


P a g e | 13 Objective 1.4: Students will identify faith principles that are analogous to the course design process.

5.1

Goal 2: Help students construct the developed course in Blackboard 9.1. Objective 2.1: Students will create and construct activities that facilitate community building.

2.1

Objective 2.2: Students will create and construct learning activities that comply with principles of UDL and accessibility.

2.1

Objective 2.2: Students will create and construct a variety of direct, authentic, integrative, and embedded assessment opportunities.

2.2

ACTIVITY OVERVIEW Participants will begin the course design process on a course currently being taught or for a course to be taught in the future. The design process will include the completion of the course design worksheet and the construction of design elements in Blackboard. ASSESSMENT POLICIES Course Evaluation Plan An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments. Workshop Activities VoiceThread Lecture Response Best Practices for Online Instructors Reading Quiz Critical Assignment: Captioned Syllabus Review Video Total Points:

Points Possible 25 25 200 250


P a g e | 14

Final Grades The following scale will be used when calculating final grades: Pass/Fail* A 93%-100% B- 80%-82% D+ 67%-69% A- 90%-92% C+ 77%-79% D 63%-66% B+ 87%-89% C 73%-76% D- 60%-62% B 83%-86% C- 70%-72% F <60% *Pass = 100%-80% SCHEDULE OPS courses begin on a Monday. Accordingly, an OPS course week extends from Monday through Sunday. Unless stated otherwise, graded assignments are due on the last day of the course week (Sunday). Learning Activities Create free Web 2.0 accounts for YouTube, MoveNote.Com, Screencast-O-Matic.Com, reading quiz VoiceThread Lecture Responses, Web Tool Activities, Captioned Syllabus Review Video

Assignments Due Prior to Workshop During Workshop

EXPECTATIONS Professionalism All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly. All written assignments should be written using the APA style format. As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with


P a g e | 15 positive body language and appropriate verbal communication. Late Assignments To encourage progressive and appropriate development of mastery, all work must be complete the date it is due. Late work will not be accepted, unless you are able to document compelling reasons or catastrophic events, and you confer with your professor beforehand. If late work is accepted, only 50% of the points for that particular assignment will be possible. It is your responsibility to initiate communication with the instructor when circumstances may preclude you from completing assignments in the prescribed manner. Netiquette “Netiquette” is network etiquette—that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, netiquette is a set of rules for behaving properly online. Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may view a brief summary of her “Core Rules of Netiquette” at the following website: http://www.albion.com/netiquette/corerules.html. They won't answer all netiquette questions, but they will provide some basic principles to use in solving many netiquette dilemmas. Academic Honesty Academic dishonesty (cheating, plagiarism, copying, and other forms) will be reported to the Academic Dean. A first incident of cheating may be handled at the discretion of the instructor in consultation with the Dean. Judicial sanctions may include, but are not limited to, loss of a letter grade or failure in the course in which the offense occurred, suspension, and/or dismissal from the University. A detailed discussion of academic dishonesty appears in the CBU Student Handbook. Students with Disabilities Students who have qualified disabilities and wish to arrange the appropriate accommodations, in addition to the general academic support services


P a g e | 16 coordinated by the Academic Resources Center, must identify themselves to the Director of Disability Services. Disabled students who wish to arrange appropriate accommodations must complete and submit a Request for Accommodations form and provide recent (not older than 3 years) diagnostic test results. SUGGESTED RESOURCES FOR FURTHER STUDY Bonk, C. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: JosseyBass Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco, CA: Jossey-Bass Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Shank, P (Ed.). (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco, CA: Pfeiffer Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: International Society for Technology in Education


P a g e | 17

California Baptist University, Online & Professional Studies Online Teaching & Learning – Teaching Techniques and Strategies Syllabus OPS MISSION STATEMENT The Division of Online and Professional Studies (OPS) furthers the worldwide mission of California Baptist University through innovative, Christ-centered educational programs designed for non-traditional learners. COURSE DESCRIPTION This seminar will introduce participants to the androgogical understandings necessary for successful integration of web 2.0 tools that promote student engagement within the online course based on the active learning framework. The online teaching strategies, techniques, and practices will support student interactions and the organization of online instructional materials. Students will be expected to create free accounts from multiple web sources prior to attendance. ONLINE LEARNING CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule. It offers university courses and degree programs both fully online and in “hybrid” format (partly online and partly on-ground). Each “course week” begins on a Monday and ends on Sunday. Students should log in several times throughout the week to participate in online discussions and other activities. OPS recommends that students complete the various readings and assignments in the order in which they are presented, but the format does allow some flexibility for students to modify their approach or even to work ahead. Active participation in every assignment and every online discussion is expected. Students should be careful of any assignments that have specific “opening” or “closing” times, and they should regularly consult the Course


P a g e | 18 Schedule to ensure that they complete all work in a timely manner. Students access all course materials via the Blackboard 9 site, which includes minimum system requirements and orientation tutorials designed to equip class members for online study.

INSTRUCTOR CONTACT INFORMATION 1. 2. 3. 4. 5.

Dr. Torria Bond Tyler Plaza 951-343-3924 tbond@calbaptist.edu By Appointment Only

REQUIRED TEXTS & RESOURCES Singh, A., Mangalaraj, G., & Taneja, A. (2010). Bolstering teaching through online tools. Journal of Information Systems Education, 21(3) 299-311 Recommended: Horton, W. (2006), E-Learning by design: Essential resources for training and HR professionals. San Francisco, CA: Pfeiffer Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: International Society for Technology in Education COURSE LEARNING GOALS & OBJECTIVES Course Goals and Objectives

Program Objective(s)

Goal 1: Create instructional materials using web 2.0 tools. Objective 1.1: Students will demonstrate use of a web 2.0 tool that promotes interactions between the student and teacher â&#x20AC;&#x201C; i.e. Voki, Screencast-o-matic.

3.1

Objective 1.2: Students will demonstrate use of a web 2.0 tool that promotes interactions between the students within the course â&#x20AC;&#x201C; i.e.

3.1


P a g e | 19 Google Docs; Bb interactive tools. Objective 1.3: Students will demonstrate use of a web 2.0 tool that promotes interactions between the student and the course content â&#x20AC;&#x201C; i.e. RSS, Delicious & Podbean.

3.1

Goal 2: Complete a task analysis for integrating technology into learning activities. Objective 2.1: Students will list the steps and/or identify resources needed to complete specific learning activities involving technology.

3.1

Goal 3: Analyze issues of copyright and fair use to determine appropriate use of online instructional resources. Objective 3.1: Students will identify sources of copyright and fair use information.

3.2

Objective 3.2: Students will describe the types of fair use licenses available and how they affect your use of online web resources.

3.2

Objective 3.3: Students will identify biblical foundations for adhering to copyright and fair use practices.

5.1

ACTIVITY OVERVIEW After creating learning activities using a variety of web 2.0 tools, participants will design a learning activity traditionally delivered face-to-face for online, asynchronous delivery. ASSESSMENT POLICIES Course Evaluation Plan An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.


P a g e | 20 Workshop Activities VoiceThread Lecture Response Bolstering Teaching Through Online Tools Reading Quiz Critical Assignment: Design Week Zero Learning Module with Course Introductions

Points Possible 25 25 200

Total Points:

250

Final Grades The following scale will be used when calculating final grades: Pass/Fail* A 93%-100% A90%-92% B+ 87%-89% B 83%-86% *Pass = 100% - 80%

BC+ C C-

80%-82% 77%-79% 73%-76% 70%-72%

D+ D DF

67%-69% 63%-66% 60%-62% <60%

Checking Grades Be sure to check your grades often via the Blackboard gradebook. SCHEDULE OPS courses begin on a Monday. Accordingly, an OPS course week extends from Monday through Sunday. Unless stated otherwise, graded assignments are due on the last day of the course week (Sunday).

Learning Activities Create free Web 2.0 accounts for Voki, Screencast-o-matic, Delicious.Com, Feed Informer, Feedly, and Podomatic; reading quiz VoiceThread Lecture Responses, Web Tool Activities, Design Week Zero EXPECTATIONS Professionalism

Assignments Due Prior to Workshop During Workshop


P a g e | 21 All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly. All written assignments should be written using the APA style format. As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with positive body language and appropriate verbal communication. Late Assignments To encourage progressive and appropriate development of mastery, all work must be completed the date it is due. Late work will not be accepted, unless you are able to document compelling reasons or catastrophic events, and you confer with your professor beforehand. If late work is accepted, only 50% of the points for that particular assignment will be possible. It is your responsibility to initiate communication with the instructor when circumstances may preclude you from completing assignments in the prescribed manner. Netiquette “Netiquette” is network etiquette—that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, netiquette is a set of rules for behaving properly online. Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may view a brief summary of her “Core Rules of Netiquette” at the following website: http://www.albion.com/netiquette/corerules.html. They won't answer all netiquette questions, but they will provide some basic principles to use in solving many netiquette dilemmas. Academic Honesty Academic dishonesty (cheating, plagiarism, copying, and other forms) will be reported to the Academic Dean. A first incident of cheating may be handled


P a g e | 22 at the discretion of the instructor in consultation with the Dean. Judicial sanctions may include, but are not limited to, loss of a letter grade or failure in the course in which the offense occurred, suspension, and/or dismissal from the University. A detailed discussion of academic dishonesty appears in the CBU Student Handbook. Students with Disabilities Students who have qualified disabilities and wish to arrange the appropriate accommodations, in addition to the general academic support services coordinated by the Academic Resources Center, must identify themselves to the Director of Disability Services. Disabled students who wish to arrange appropriate accommodations must complete and submit a Request for Accommodations form and provide recent (not older than 3 years) diagnostic test results.

SUGGESTED RESOURCES FOR FURTHER STUDY Bonk, C. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: JosseyBass Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco, CA: Jossey-Bass Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin


P a g e | 23 Shank, P (Ed.). (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco, CA: Pfeiffer Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: International Society for Technology in Education


P a g e | 24

California Baptist University, Online & Professional Studies Online Teaching & Learning – Assessment and Evaluation Syllabus OPS MISSION STATEMENT The Division of Online and Professional Studies (OPS) furthers the worldwide mission of California Baptist University through innovative, Christ-centered educational programs designed for non-traditional learners. COURSE DESCRIPTION This seminar will introduce participants to the multiple measure of assessment framework. Students will apply this framework to create assessments that are aligned with instructional objectives and course activities. ONLINE LEARNING CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule. It offers university courses and degree programs both fully online and in “hybrid” format (partly online and partly on-ground). Each “course week” begins on a Monday and ends on Sunday. Students should log in several times throughout the week to participate in online discussions and other activities. OPS recommends that students complete the various readings and assignments in the order in which they are presented, but the format does allow some flexibility for students to modify their approach or even to work ahead. Active participation in every assignment and every online discussion is expected. Students should be careful of any assignments that have specific “opening” or “closing” times, and they should regularly consult the Course Schedule to ensure that they complete all work in a timely manner. Students access all course materials via the Blackboard 9 site, which


P a g e | 25 includes minimum system requirements and orientation tutorials designed to equip class members for online study.

INSTRUCTOR CONTACT INFORMATION 1. 2. 3. 4. 5.

Dr. Torria Bond Tyler Plaza 951-343-3924 tbond@calbaptist.edu By Appointment Only

REQUIRED TEXTS & RESOURCES Brookhart, S. (2009). The many meanings of multiple intelligences. Educational Leadership, 67(3), 6-12. Palloff, R. and Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: Jossey-Bass Recommended: Horton, W. (2006), E-Learning by design: Essential resources for training and HR professionals. San Francisco, CA: Pfeiffer COURSE LEARNING GOALS & OBJECTIVES Course Goals and Objectives

Program Objective(s)

Goal 1: Students will be able to create a variety of assessments for various purposes within Blackboard. Objective 1.1: Students will design diagnostic, formative, and summative assessments integrating web 2.0 tools.

4.1

Objective 1.2: Students will be able to interpret a safe assign report.

4.1


P a g e | 26 Goal 2: Students will be able to align assessments to instructional objectives and lesson activities as well as with course and program goals. Objective 2.1: Students will be able to create a rubric for a signature assignment in their course.

4.2

Goal 3: Students will develop an assessment plan for their course. Objective 3.1: Students will identify and list rubric dimensions within Blackboard.

4.1

Objective 3.2: Students will identify and list performance measures within Blackboard.

4.1

Objective 3.3: Students will identify ways in which the concept of assessment and evaluation are biblically based.

5.1

ACTIVITY OVERVIEW Participants will produce an assessment plan for a course currently being taught or for a course to be taught in the future. The assessment plan will include activities for diagnostic, formative, and summative assessments that integrate web 2.0 tools. ASSESSMENT POLICIES Course Evaluation Plan An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments. Workshop Activities VoiceThread Lecture Response Assessing Online Discussion and Group Work Reading Quiz Critical Assignment: Create Assignment Rubric and Mid-Course

Points Possible 25 25 200


P a g e | 27 Survey Total Points:

250

Final Grades The following scale will be used when calculating final grades: Pass/Fail* A 93%-100% B- 80%-82% D+ 67%-69% A- 90%-92% C+ 77%-79% D 63%-66% B+ 87%-89% C 73%-76% D- 60%-62% B 83%-86% C- 70%-72% F <60% *Pass = 100%-80% SCHEDULE OPS courses begin on a Monday. Accordingly, an OPS course week extends from Monday through Sunday. Unless stated otherwise, graded assignments are due on the last day of the course week (Sunday). Learning Activities Create free Web 2.0 account http://www.rcampus.com/indexrubric.cfm; reading quiz VoiceThread Lecture Responses, Bb test question features activity, look at a course using Bb ECP rubric, Create assignment rubric and mid-course survey

Assignments Due Prior to Workshop During Workshop

EXPECTATIONS Professionalism All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly. All written assignments should be written using the APA style format.


P a g e | 28 As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with positive body language and appropriate verbal communication. Late Assignments To encourage progressive and appropriate development of mastery, all work must be complete the date it is due. Late work will not be accepted, unless you are able to document compelling reasons or catastrophic events, and you confer with your professor beforehand. If late work is accepted, only 50% of the points for that particular assignment will be possible. It is your responsibility to initiate communication with the instructor when circumstances may preclude you from completing assignments in the prescribed manner. Netiquette “Netiquette” is network etiquette—that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, netiquette is a set of rules for behaving properly online. Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may view a brief summary of her “Core Rules of Netiquette” at the following website: http://www.albion.com/netiquette/corerules.html. They won't answer all netiquette questions, but they will provide some basic principles to use in solving many netiquette dilemmas. Academic Honesty Academic dishonesty (cheating, plagiarism, copying, and other forms) will be reported to the Academic Dean. A first incident of cheating may be handled at the discretion of the instructor in consultation with the Dean. Judicial sanctions may include, but are not limited to, loss of a letter grade or failure in the course in which the offense occurred, suspension, and/or dismissal from the University. A detailed discussion of academic dishonesty appears in the CBU Student Handbook.


P a g e | 29 Students with Disabilities Students who have qualified disabilities and wish to arrange the appropriate accommodations, in addition to the general academic support services coordinated by the Academic Resources Center, must identify themselves to the Director of Disability Services. Disabled students who wish to arrange appropriate accommodations must complete and submit a Request for Accommodations form and provide recent (not older than 3 years) diagnostic test results. SUGGESTED RESOURCES FOR FURTHER STUDY Bonk, C. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: JosseyBass Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco, CA: Jossey-Bass Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Shank, P (Ed.). (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. San Francisco, CA: Pfeiffer


P a g e | 30 Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: International Society for Technology in Education

Otl seminar syllabi combined  

Otl seminar syllabi combined

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