Course+Syllabus

=Course Learning Goals=


 * Students will learn to apply principles of instructional design for integrating new technologies for real world applications, wherever possible. **


 * Students will learn to distinguish between instructor-centered learning design and learner-centered design and know their learners.
 * Students will identify tools and technologies for study, assume responsibility to learn the use of these tools, and share their findings with their colleagues.
 * Students will develop and demonstrate a learning experience using high quality technology integration and design techniques that exemplify 21st century learning concepts and skills.
 * Students will learn to appreciate the challenges of applying learning theories and principles to real world instructional needs.
 * Students will learn to recognize the underlying learning and pedagogical assumptions that informed the design and content of the instructional technologies they use.
 * Students will learn to work in collaborative work groups.

[[image:idt740fall2010:learningoutcomes.jpg]]Learning Outcomes

 * Students effectively and adaptively integrate new technologies in real world applications to enhance student learning.
 * Students distinguish and design for learner-centered instructional technology integration through knowing their learners (AECT Standard One Design, 1.3 Instructional Strategies 1.4 Learner Characteristics).
 * Students appreciate the challenges of applying theory to practice in real world settings.
 * Students employ principals of technology integration to define, develop and create learning environments that exemplify 21st century learning concepts and skills.
 * Students can identify underlying learning and pedagogical assumptions that shape the design and content of their own or other learning environments
 * Students use collaborative work groups to create and support design and development of learning experience.

Attendance and Late Work Policy
Please consult your gmail daily and do not hesitate to ask questions! Being 'present' in an online course is quite different from attending class. It is up to you to set a reasonable schedule to log in and participate in class activities, and you should do this as quickly as possible. **Make a schedule for attending to class requirements** and keep to it! The best way to succeed in an online course is to be like the mongoose, and go and find out. Do not wait for someone else to notice you have questions or do not understand how to participate. It is up to you! Late work will receive a grade of zero unless you have worked out an alternate plan with the instructor beforehand. Be proactive, and don't wait if you know you will be late!

=
Your work should be well written and free of grammar and spelling mistakes. If you would like extra help with your writing, please use the WVU Writing Center's services. I strongly encourage you to use these services if English is not your first language. Another valuable resource is Strunck and White's The Elements of Style. It is a classic reference for writing well, and it is available for free online. The OWL also provides some great resources on how to cite digital media .======

[[image:justicescales.jpg]]Academic Honesty
The integrity of the classes offered by any academic institution solidifies the foundation of its mission and cannot be sacrificed to expediency, ignorance, or blatant fraud. Therefore, I will enforce rigorous standards of academic integrity in all aspects and assignments of this course. For the detailed policy of West Virginia University regarding the definitions of acts considered to fall under academic dishonesty and possible ensuing sanctions, please see the Student Conduct Code at []. Should you have any questions about possibly improper research citations or references, or any other activity that may be interpreted as an attempt at academic dishonesty, please see me before the assignment is due to discuss the matter.

[[image:justicescales.jpg]]Social Justice Policy
West Virginia University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color or national origin. Any suggestions how to further a positive and open environment in this class is welcome, and will be given serious consideration. The College of Human Resources regularly convenes a Cultural Diversity Committee to increase awareness of its students to cultural issues. President's Office of Social Justice

[[image:disability.jpg]]Disability
If you have a disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make appropriate arrangements withDisability Services (293-6700 or Voice/TDD 304-293-7740).

[[image:bluefence.jpg width="80" height="47"]]Protecting Your Privacy
Social networking media such as wikis, facebook, twitter, and other such media were created with the idea that the people using them want to share information and ideas. It is also true that there are real problems when sharing information in social networking media includes crossing over between your social life, your academic life, and your professional life. Be proactive, and make sure you only share information that you feel is appropriate for an academic setting.

The course wiki is private, by invitation only, and it is the responsibility of the entire class to keep it that way. Do not share your user name or password for the class wiki, just as you do not share your user name and password for eCampus or your Mix email.

All course grades are kept in eCampus, and can be seen by the student and instructor only. No course grades will be sent by email, or posted anywhere other than the Grading Page in eCampus.

Do not respond to emails that ask for your user name, password or other private information. The instructor, the College of HRE and the University will not ask for such information by email.

If you are participating in MySpace, or Facebook, Twitter, or other such media, you are welcome to include that information in your wiki profile page that you will complete as part of your first week class assignment. However, you should check your privacy settings beforehand, and make sure that you use the grouping and privacy tools to share only the information you want to share with the class. If you have not checked your privacy settings on FaceBook lately, please make sure you do so.

Grade: 30 % Participation across the learning spaces: the learning spaces are this wiki, eCampus, and other learning spaces that will be clearly defined for you
Each student is expected to **participate** fully and **collaboratively** in this course. The grading criteria are as follows:
 * **Quality** of participation in asynchronous or synchronous discussions is assessed in the following ways:
 * While normal courtesy responses such as “Nice work,” or “Good thinking” are expected; quality of participation is assessed by posts or comments that
 * stretch your thinking and exhibit new ways of thinking about familiar problems
 * and invite others to explore new ideas and stretch their thinking
 * Please note that attempts to provide the “definitive” answer that caps all other discussion is not needed—instead, we need responses that invite further thinking.
 * Students are expected to have **completed** the reading assignments each week and be prepared to discuss them.
 * Your profile is very important because it is your introduction to the class. You will find instructions for this in the Week One page.
 * At a minimum, **one substantial post** to the discussion prompt **and two substantial responses** to one’s colleagues are required weekly (See Reading Discussions How to Participate) for more details.
 * Giving timely feedback is very important because it enhances and develops your collaboration skills as well as helping you learn more about instructional design.


 * You will spend **10 minutes** at the beginning of each week to write a Minute Paper in the course wiki page set aside for this purpose.


 * The **purpose** of this exercise is to **capture** the puzzles, wonderings, and realizations from the readings and/or discussions.
 * These short “memos to self” chart your thinking and progress through the course.

· **Feedback** for colleagues is a critical component to any professional development endeavor. The instructor will provide a framework for structured feedback. · **Responses** to thinking in discussion forums are also considered informal assessment, demonstrating your ability to build confidence and help extend the thinking of your colleagues and yourself.

30% Writing/Multimedia Assignments

 * Writing is an iterative learning process: this means that you will need to do multiple drafts of your work—the first effort is only the beginning of your thinking.**


 * Weeks One through 14**: Posts/Responses to discussion prompts on weekly readings across the learning spaces. Multimedia: design and create your learning experience. Complete instructions on how to complete the course project will be provided.


 * Week 15**: Reflective essay that summarizes and synthesizes all of your Minute Paper postings. A grading rubric will be provided to help guide your writing.

**20 % Final Project:**
The final project will be a learning experience that you create that integrates technology in a way that enhances the learning experience for your learners, using the knowledge you gain over the course. You can choose one of the projects I have available, or you can create your own project for real or imagined learners.

20% Collaboration
Students will work collaboratively to provide critique and support through the design process. Each student is expected to use the feedback guidelines to provide timely feedback to their peers over the entire semester. Guidance for feedback is provided.


 * **Grading by the Numbers** ||
 * A || 92-100 ||
 * B || 82-91 ||
 * C || 72-81 ||

The course schedule of activities and readings is on a separate wiki page. This one is long enough!


 * Nota Bene**: A course syllabus is a form of contract between the instructor and students—the core learning objectives and outcomes will be met. However, if a need arises to revise or rethink the course activities and/or readings, then that will occur.

What to do next? Read through the first week of the course schedule, skim the rest.