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EDUCATION 6818

Digital Media Practicum

We do not learn from experience We learn from reflecting on


experience. ~ John Dewey

Welcome to EDUC6818, Digital Media Practicum. This course is an opportunity for masters
candidates to engage in a practical exploration of the concepts, theories, and ideas covered in the
Digital Media, New Literacies, and Learning program. The practical exploration for each student
will be selected in a negotiation between the student and the instructor. The exploration is
intended to complement, build upon, and support masters level research courses offered through
the School of Education.

Get To Know Your Professor


Dr. Jeremy Price
Office: Education 315 | 304.333.3686
Email: jeremy.price@fairmontstate.edu

Graduate students are made of skin and bones even if the course is
virtual. Feel free to visit me during my student drop-in hours if you
are on campus:
Monday
Wednesday
10-12am
10am-12pm
or schedule an appointment with me at:
https://jeremyprice.youcanbook.me/

Friday
10-12am

Course Introduction and


Expectations

Course Throughlines
Throughlines describe the most important understandings that students should develop during
an entire course. Throughlines are the big ideas that we will be exploring and developing
understandings around over the semester.
This course seeks to help educators explore the following throughlines:
How do I see the relationships between education, technology and me?
What are some of the roles technology can play as a tool for education?
How do I see my role as an educator with technology?

The Language of Intentional Teaching


Using vocabulary of the profession is important and will help you communicate with your professors and colleagues in a precise
and professional manner. We will therefore be using the ideas and language of the Teaching for Understanding (TfU) framework.
According to TfU, throughlines describe the most important understandings that students should develop during an entire
course. Throughlines are the big ideas that we will be exploring and developing understandings around over the semester.

Universal Learning
I am committed to the principle of universal learning. This means that our virtual spaces, our
practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability
to listen and observe others carefully are crucial to universal learning.
Any student with particular needs should contact the coordinator of Disability Services at the
start of the semester. Services are available to any student, full or part-time, who has a need
because of a [documented] disability. It is the student's responsibility to register for services
with the coordinator of students with disabilities and to provide any necessary documentation to
verify a disability or the need for accommodations. The coordinator of Disability Services can
be reached at (304) 367-4686 or (800) 641-5678 Ext. 8. You and I can work out the details of
accommodations for the course.

Course Expectations and Activities


I view the learning process as an interactive endeavor in which you and I both have
responsibilities. My roles are to design an engaging, relevant, productive course, facilitate class
activities that I believe will be effective in the learning process, to assess your work in a fair,
timely manner, and create a safe, supportive space in which everyone can be who she or he is
and freely contribute to the class. Your role in the learning process is to engage with the course
work regularly, complete all of the assignments fully and to the best of your ability, and to
participate in class discussions and activities.

Practicum Products and Structure


I expect you to write cases based on your own personal experience or by working with another
educator to figure out some good scenarios that can form the basis of good cases. The number of
cases you will write will be negotiated on an individual basis.

You will also be asked to contribute to online discussions and think about these cases within the
framework of Douglas Rushkoff's Program or Be Programmed: Ten Commands for a Digital
Age. That is, how do these experiences connect with the larger ideas that Douglas Rushkoff
writes about? How have relating these experiences to these larger ideas helped you to think
differently about these experiences, whether they are your own or you are helping to bring them
out from colleagues.
Each month, from September to December, we will cover between 2-4 "commands" from
Douglas Rushkoff's book, giving you the opportunity to consider these ideas in specific contexts.
The month's overview and discussions will be available on the 15th of the previous month (with
the exception of September's). That is, October's discussions will be available on September 15,
and November's discussions will be available on October 15. I expect you to contribute to the
discussions periodically during the month. That is, for October, I expect you to contribute
periodically between October 1 and October 31. For each Command or module, I will post a
summary of key take-aways as well as some starter questions for discussion. These discussions
should be oriented towards helping you with your project and/or cases, not as a way to "show
what you know" (although demonstrating that the readings and discussions have made you think
is important).

Summary of My Intents for Products


I am working to balance structure with deep reflective thinking on experience. With that in mind,
it is important for me, as your teacher, that you:

Learn to identify, extract, and document salient technology in education scenarios


in the form of cases that can be used for learning for you, your colleagues, and
future educators;
Think about real-world experiences using Douglas Rushkoff's "Ten Commands"
as the provide solid grounding for the use of technology and as frames for you to
consider your written cases, hence participation in discussions (which can take the
form of reflections as well as dialogue).
Participate in online discussions and discourse.

The readings and online discussions are meant for you to deepen and focus your thinking
around your written cases, not just to show me that you have done your reading. You may
therefore, ask your coursemates and me questions about the relationships between the readings
and your own cases, as well as reflect on how your cases relate to the readings.

Feedback and On-Going Assessment


I personally believe in the benefits of on-going assessment and feedback. How you do in the
course, then, will reflect two elements:

Your Final Products (Cases and/or Project): If you are involved in a particular
project, the final outcome (or near final outcome) will be reflected here as well as
your cases. If you are not involved in a particular project, then your final draft of

your cases will be reflected here. I will be posting a rubric to let you know what I
will be looking at.
Your Use of Process: If you engaged in discussions and dialogue to gain
feedback on your cases and/or projects rather than to "show what you know"
about the readings then you will do fine :-) I will post some questions for you to
respond to in order to help you connect the reading with your work. To get your
badge you must:
Respond with your own thinking to the question(s) I pose;
Respond to at least one of your coursemates.

When we complete each module (Rushkoff's Ten Commands as well as the stand-alone module
on Cases), I will award you each a badge. I will also give you feedback with my own reflections
on your participation. I will give you feedback particularly oriented towards helping you get the
most out of me and your colleagues in the class to help you with your cases and/or project.

Required Resources
We will be using one book for this course in addition to short readings that can be found online or supplied on
Schoology: Program or Be Programmed: Ten Commands for a Digital Age by Douglas Rushkoff. This is an
excellent exploration of the hiddenand not so hiddenrelationships between technology and the world. It will
help us structure our thinking around our experiences. This book is enjoyable to read and is available in the campus
bookstore as well as through online and independent retailers.
You will be required to use TaskStream to submit your Project/Cases.

Acknowledgments
I have adapted the ideas and language from the work of several educators for this syllabus, and I appreciate their
contributions to this syllabus. I am indebted to the support and guidance of my fellow faculty member at Fairmont
State University, Dr. Denise Lindstrom. The language concerning Universal Learning is courtesy of the
Accessibility Statements on Syllabuses on the ProfHacker blog (http://bit.ly/1bAXeDN). The language concerning
the respective responsibilities of professor and students is courtesy of Dr. Terry Murray of the State University of
New York at New Paltz. Language concerning definitions of Teaching for Understanding terms is from the Harvard
Graduate School of Education Active Learning Practice for Schools website (http://learnweb.harvard.edu/alps/tfu/).
The Unit Maps are based on the graphic organizer in the Teaching for Understanding Guide by Tina Blythe and
Associates. All comics panels are from the XKCD webcomic series by Randall Munroe (http://www.xkcd.com/).

Course Schedule

Unit Schedule
Unit

Date Range

Cases

August 21-October 31

Change and Purpose

August 21-October 15

Time, Place, Identity, and Social

September 15-November 15

Choice, Complexity, and Scale

October 15-December 12

Final Case Drafting

November 1-December 12
Final Cases are due December 12

Appendices

Fairmont State University


School of Education Conceptual Framework
The mission of the Fairmont State University School of Education (FSU SoE) is to prepare reflective and responsive
educators who possess the knowledge, skills, and
dispositions to help all students learn. The FSU SoE mission
is integrated across the curriculum, field experiences, clinical
practice, and assessments of candidates. The conceptual
framework (CF) provides the structure and guiding principles
that are necessary to accomplish this mission. The five West
Virginia Professional Teaching Standards (WVPTS) and
their respective functions undergird the knowledge, skills,
and dispositions that candidates must possess in order to
facilitate learning for all students. Diversity and technology
are included in the CF representing themes that are integrated
throughout the units programs. Demonstrated competencies
in the standards/functions empower candidates to function as
reflective and responsive educators. The CF is based on
research about effective teaching and learning best practices
that apply to teacher candidates at the initial level as well as
accomplished teachers at the advanced level. The CF and the
WVPTS also are central guiding elements of the FSU
Professional Development School (PDS) Partnership that
provides a critical structure and context for teacher education
and educator professional development.

Fairmont State University Policies


Academic Integrity: Fairmont State values highly the integrity of its student scholars. All students and faculty members are
urged to share in the responsibility for removing every situation which might permit or encourage academic dishonesty. Cheating
in any form, including plagiarism, must be considered a matter of the gravest concern. Cheating is defined here as: the obtaining
of information during an examination; the unauthorized use of books, notes, or other sources of information prior to or during an
examination; the removal of faculty examination materials; the alteration of documents or records; or actions identifiable as
occurring with the intent to defraud or use under false pretense. Plagiarism is defined here as: the submission of the ideas, words
(written or oral), or artistic productions of another, falsely represented as one's original effort or without giving due credit.
Students and faculty should examine proper citation forms to avoid inadvertent plagiarism.

Disability Services: Disability services are available to any student, full or part-time, who has a need because of a
documented disability. It is the students responsibility to register for disability services and to provide any necessary
documentation to verify a disability or the need for accommodations. Students must provide their professors with a copy of their
academic accommodation letter each semester in order to receive accommodations. Faculty, students, and the Office of Disability
Services must cooperate to ensure the most effective provision of accommodations for each class.
The Office of Disability Services is located in suite 316 of the Turley Student Services Center 333-3661. For additional
information, please visit the Fairmont State University Office of Disability Services webpage at www.fairmontstate.edu/access or
call (304) 333-3661.

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