OTL578: Seminar - K-12 Online Teaching

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OTL578: Seminar - K-12 Online Teaching

Credit Hours: 3

Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.

Course Description and Outcomes

Course Description:

This course provides students with opportunities for collaborating on issues of curriculum, student engagement, assessment, communication, and community building. Recommended Prior Courses: OTL538K, OTL545K, and OTL562K

Course Overview:

Throughout the K-12 Online Teaching Specialization Program coursework, you have been learning about how to effectively teach and add to K12 online environments to increase quality and effectiveness that directly impact student achievement. In this course, you will be provided with a review of best practices in online environments throughout each module. In addition, you will design your own culminating experiences in this specialization by self-assessing your K12 online teaching abilities using the National Standards for Quality Online Teaching. After analyzing the assessment results you will design personalized professional learning opportunities that you will engage in over the next eight weeks.

Course Outcomes:

1. Effectively utilize various features of an LMS for specific purposes and translate those skills to the LMS their own school program uses.

2. Create engaging lessons and assessments that reflect student learning.

3. Devise ways to confidently and positively interact with students in an online setting, improving the culture and community of their courses.

4. Create a network of support by reaching out to and interacting with other professional educators in the online education community.

5. Integrate all concepts presented in the course into their own online course or online school environment.

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Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.

Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.

Course Materials

Textbook Information is located in the CSU-Global Booklist on the Student Portal.

Course Schedule

Due Dates

The Academic Week at CSU-Global begins on Monday and ends the following Sunday.

 Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.

 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.

 Critical Thinking Activities: Assignments are due Sunday at 11:59 p.m. MT.

Week # Readings

Assignments

1

 Module 1 Content

 Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Journal of Educational Technology & Society, 10(2), 71-83.  Discussion (25 points)  Critical Thinking (75 points)

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 Module 2 Content

Slaouti, D. (2007). Teacher learning about online learning: Experiences of a situated approach. European Journal of Teacher Education, 30(3), 285-304. doi:10.1080/02619760701486126  Discussion (25 points)  Critical Thinking (75 points)

3

 Module 3 Content

Carnes, B. (2013). The TIEs that bind. T+D, 67(1), 38.

 Discussion (25 points)  Critical Thinking (75 points)

4

 Module 4 Content

 Driscoll, K. (2007). Collaboration in today's classrooms: New Web tools change the game. Multimedia & Internet@Schools, 14(3), 9.

Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Retrieved from

 Discussion (25 points)

 Critical Thinking (75 points)

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https://www.ideals.illinois.edu/bitstream/handle/2142/18713/Richard sonSwan%20JALN7%281%29.pdf?sequence=2

5

 Module 5 Content

 Tsuei, M. (2011). Development of a peer-assisted learning strategy in computer-supported collaborative learning environments for

elementary school students. British Journal of Educational Technology, 42(2), 214-232.

 Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA 2002 Quality Conversations. Retrieved from http://researchrepository.murdoch.edu.au/7034/1/authentic_activitie s_online_HERDSA_2002.pdf  Discussion (25 points)  Critical Thinking (75 points)

6

 Module 6 Content

 Klecker, B. M. (2007). The impact of formative feedback on student learning in an online classroom. Journal of Instructional

Psychology, 34(3), 161-165.  Discussion (25 points)  Critical Thinking (75 points)

7

 Module 7 Content

 Liang, X., & Creasy, K. (2004). Classroom assessment in web-based instructional environment: instructors’ experience. Practical Assessment, Research & Evaluation, 9(7). Retrieved from http://PAREonline.net/getvn.asp?v=9&n=7

 Discussion (25 points)

8

 Module 8 Content

Arora, R. (2009). The K-12 online evolution. Multimedia & Internet@Schools, 16(6), 16-19.

 Booth, S. (2009). At the tipping point: K-12 online learning. Independent School, 69(2), 20-22.

 Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom. Techtrends: Linking Research & Practice To Improve Learning, 55(1), 28-31. doi:10.1007/s11528-011-0466-z

 Discussion (25 points)  Portfolio (350

points)

Assignment Details

This course includes the following assignments/projects: Module 1

Critical Thinking: Quality Online Teaching Self-Assessment (75 points)

In this assignment, you must complete the following steps, outlining your work in the Professional Learning Plan Online Environments template:

1. Conduct a self-assessment of your online teaching abilities using the iNACOL Standards for Quality Online Teaching as your assessment tool (Standards and template linked on the Week 1 Assignments page). 2. Analyze the assessment results to identify your areas of needed improvement. Present those in visual

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3. Brainstorm potential professional learning opportunities to increase your professional skills in the areas identified as needing improvement. That might include collaboration with your peers and instructor in this course, attending local workshops, attending professional organization webinars, self-directed learning, etc. Support your choices with research around the effectiveness of the knowledge, process, program, skill, or practice that you will be learning.

In Module 2, after receiving instructor input and feedback, you will begin finalizing your professional plan for the remainder of the course.

Ensure your template is detailed and complete before submitting; upload your completed template to the Week 1 Assignments page. Ensure it adheres to any applicable formatting as outlined in the CSU-Global Guide to Writing and APA Requirements.

Module 2

Critical Thinking: Quality Online Teaching Professional Learning Plan Final Draft (75 points)

You will use the Professional Learning Plan Online Environments template to complete the next two steps in the assignment for this week.

After reviewing instructor input and feedback in Week 1, this week you will finalize your professional learning plan for the next 5 weeks to increase your professional skills in the areas that you identified as needing improvement. Your final choices must be supported with research around the effectiveness of the knowledge, process, program, skill, or practice that you will be learning.

Begin acting on your professional plan. Each week you will use the Professional Learning Plan Online Environments template to provide the instructor with updates on your professional learning, including evidence.

Ensure your template is detailed and completed fully before submitting; upload your completed template to the Week 2 Assignments page. Ensure it adheres to any applicable formatting as outlined in the CSU-Global Guide to Writing and APA Requirements.

Module 3

Critical Thinking: Quality Online Teaching Professional Learning Plan Progress Update (75 points)

For this week's Critical Thinking assignment, you are going to update the progress you are making on your professional learning plan using the template provided and completed in Modules 1 and 2.

Submit your progress report per your plan template (with appropriate evidence) to the Week 3 Assignments page. Ensure your project is adhering to the guidelines set forth in the CSU-Global Guide to Writing and APA

Requirements.

Module 4

Critical Thinking: Quality Online Teaching Professional Learning Plan Progress Update (75 points)

Like last week, for this week's Critical Thinking assignment you are going to update the progress you are making on your professional learning plan using the template provided and completed in Modules 1 and 2.

You and your instructor should see marked progress each week and be sure you are taking care to make adjustments and improvements each week based on your instructor’s feedback.

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Submit your progress report per your plan template (with appropriate evidence) to the Week 4 Assignments page. Ensure your project is adhering to the guidelines set forth in the CSU-Global Guide to Writing and APA

Requirements.

Module 5

Quality Online Teaching Professional Learning Plan Progress Update (75 points)

Like last week, for this week's Critical Thinking assignment you are going to update the progress you are making on your professional learning plan using the template provided and completed in Modules 1 and 2.

You and your instructor should see marked progress each week and be sure you are taking care to make adjustments and improvements each week based on your instructor’s feedback.

Submit your progress report per your plan template (with appropriate evidence) to the Week 5 Assignments page. Ensure your project is adhering to the guidelines set forth in the CSU-Global Guide to Writing and APA

Requirements.

Module 6

Critical Thinking: Quality Online Teaching Professional Learning Plan Progress Update (75 points)

For this week's Critical Thinking assignment, you are going to complete your last update regarding the progress you are making on your professional learning plan using the template provided and completed in Modules 1 and 2. Hopefully you are seeing progress on your areas of needed improvement!

You and your instructor should see marked progress each week and be sure you are taking care to make adjustments and improvements each week based on your instructor’s feedback.

Submit your progress report per your plan template (with appropriate evidence) to the Week 6 Assignments page. Ensure your project is adhering to the guidelines set forth in the CSU-Global Guide to Writing and APA

Requirements.

Module 8

Portfolio Project: Best Practices in K-12 Online Learning and Teaching (350 Points)

For this Portfolio Project, you will design a “Best Practices in K-12 Online Learning and Teaching” (a) handbook, (b) presentation, OR (c) Web site. Below are the specific requirements for each option. All options must include the following sections, which are covered in detail in the module content:

Best practices in:

Section 1: Guiding students to be successful online learners Section 2: Developing skills to be an accomplished online teacher Section 3: Working with Learning Management Systems

Section 4: Communicating with students, parents, administrators and colleagues Section 5: Developing student learning activities

Section 6: Creating assessments and providing feedback to students Section 7: Managing the online classroom and student issues Section 8: Other (your choice)

OPTION A: Handbook

The Option A Portfolio Project must be completed in a Word document; all of the headings listed above must be included with a detailed explanation and examples of the best practices for each component. Visuals, graphics, screenshots, etc., should be included in the handbook. The handbook should be 10-12 pages long.

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OPTION B: Presentation

The Option B Portfolio Project must be completed using a PowerPoint or presentation tool alternative like Prezi, SlideRocket, or Empressr. If you select a tool other than the three mentioned here, it must be approved by your instructor. All of the headings listed above must be included in your presentation with a detailed explanation and examples of the best practices for each component. Visuals, graphics, screenshots, etc., should be included in the presentation.

Create a handout in Microsoft Word to accompany the presentation. Suggested length of the handout is 4-5 pages. Suggested length of the presentation: Aim to design the presentation to be approximately 20-30 minutes in length. Copy and paste the URL to your presentation at the top of your handout. You will not be able to upload links or audio/video files to the Assignments page.

OPTION C: Web site

The Option C Portfolio Project must be completed as a live Web site; you may use Google Sites, WordPress, Weebly, or any other Web site creation tool. All of the headings listed above must be included as separate links to new pages on the Web site, with a detailed explanation and examples of the best practices for each component. Visuals, graphics, screenshots, etc., should be included on the Web site. Suggested format/length: one Home page with links to eight additional pages.

You will need to paste the URL link to your Web site into a Word document with a note to your instructor and upload that Word document as your assignment. You will not be able to upload the link to the Assignments page. Whichever option you choose, ensure your project fulfills the option’s specific requirements, is well written and designed, and adheres to the CSU-Global Guide to Writing and APA Requirements.

Course Grading

20% Discussion Participation 45% Critical Thinking Activities 35% Final Portfolio Paper

Grading Scale and Policies

A 95.0 – 100 A- 90.0 – 94.9 B+ 86.7 – 89.9 B 83.3 – 86.6 B- 80.0 – 83.2 C+ 75.0 – 79.9 C 70.0 – 74.9 D 60.0 – 69.9 F 59.9 or below In-Classroom Policies

For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies

and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity

Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and

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APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized

possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.

Citing Sources with APA Style

All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page. Netiquette

Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words?

Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the

instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.

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References

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