Online Image Technology Course Syllabus

Orientation: Students will become familiar with the online course format.
They will create a Google Account and read articles on Netiquette and
Plagiarism and respond to a prompt on their reading. They will be asked to
take a pre-course survey. It should be explained to them that the survey
helps the instructor anticipate their needs. These surveys should be written
using a warm tone. This is an example of a pre-course survey.
http://www.quia.com/sv/723017.html

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Module 1: Icebreaker If a movie was made about your life, what would you
be remembered for? Post your response on our class blog. Read all
classmates posts, comment on at least two (Communities has a different
icebreaker).

Module 2: Create a personal avatar using Crazy Talk to describe your

flipbook.

Objective 1: Students will write a script for their avatar using Crazy Talk to
describe their e-portfolio with at least 90% accuracy according to the rubric.
According to Blooms Taxonomy, describing is at the
Comprehension/Understanding level. This is a lower level of Blooms
Taxonomy. The instructor needs to build a scope and sequence for their
course by building on what the student knows. Students should start at a
middle lower level activity and then progress in difficulty with each project.
The projects need to be student centered, meaning students take charge of
their learning while the instructor monitors their progress. The instructor
may ask them leading questions, provide resources as needed and
feedback (, n.d.).
Before students start they need to see an example of a finished project so
they can see the big picture, in this way students are better able to make
cohesive plans for their final project (Akella, 2013). The project needs to be
authentic, student centered and open ended to allow student to make
choices and solve problems. Students should be provided with a
comprehensive list of possible flipbook purposes to help them put ideas
together with their interests. After deciding on a purpose for their flipbook, a
storyboard will help them organize their script, then they are to share their
idea with their peers online. They are to read each others scripts and
flipbook ideas and comment on at least two.

A rubric that relates to the objective and includes stratified point values for
different levels of mastery for the different elements of the project should be
given to the students at the start of the project. Students should help create
the rubric whenever possible. In that way they will understand the rubric
requirements better and have a more successful outcome. If this isnt
possible it is important that students are provided instruction of the rubrics
significance. Rubrics make grading project based assignments more
precise. The descriptions of the multiple elements of the project are broken
down into different levels of mastery. These levels are given different point
values (, n.d.).
Students then take a photograph of themselves that doesnt show emotion
and upload it into Crazy Talk. Students may record their voice or type in the
script and choose a voice to read it for them. They are to work out their
avatar expressions and emotions. The program has directions on how to
accomplish this. They will watch a tutorial video to teach them how to
embed their project into the class blog. Students will then embed their
avatar into the online discussion area and view their peers avatars and
comment on at least two of them. Students may rework their avatars after
after this first posting.
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to make
them aware of what plagiarism is and what its consequences are. They
need to know that plagiarism is using other peoples ideas, words or works
and claiming them to be their own. By doing this they are stealing and they
could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided with
instruction and tools to help them cite their material correctly. Online APA
generators would help them to do this correctly. Instructors can use free
online plagiarism programs to detect plagiarism. Students should be made
aware of these programs to help detour plagiarism (Plagiarism search,

n.d.).
This assignment makes it difficult to plagiarize because they are writing to
prompts about their assignments, and using a photograph of themselves.

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Module 3: Create a flipbook using 1stFlip Flipbook Creator Pro.

Objective 2: Students will demonstrate the ability to collect photographs to

express a particular point using a flipbook with at least 90% accuracy
according to the rubric.
According to Blooms Taxonomy, Collect is at the Application/Applying level.
This level is the next level above Comprehension/Understanding in Blooms
Taxonomy. The instructor needs to build a scope and sequence for their
course by building on what the student knows. Students should start at a
middle lower level activity and then progress in difficulty with each project.
The projects need to be student centered, meaning students take charge of
their learning while the instructor monitors their progress. The instructor
may ask them leading questions, provide resources as needed and
feedback (Blogs, Cybercoaching, n.d.).

Before students start they need to see an example of a finished project so

they can see the big picture, in this way students are better able to make
cohesive plans for their final project (Akella, 2013). The project needs to be
authentic, student centered and open ended to allow students to make
choices and solve problems (Ark, 2011). After deciding on a purpose for
their flipbook, they should read articles about how to take good
photographs and articles about how to take photographs that tell a story.
They should refer to their storyboard and take 30 photographs. They are to
upload the photographs into 1stFlip Flipbook Creator Pro in the order they
want them to appear in their flipbook. The program provides directions on
how to build their flipbook. They are to design their flipbook and give it a
name. They should use their rubric as a guide. They will then embed their
flipbook into the class blog and look at all the flipbooks made by their peers.
Using the tips given in their reading, and comment on at least two of the
flipbooks.
A rubric that relates to the objective and includes stratified point values for
different levels of mastery for the different elements of the project should be
given to the students at the start of the project. Students should help create
the rubric whenever possible. In that way they will understand the rubric
requirements better and have a more successful outcome. If this isnt
possible it is important that students are provided instruction of the rubrics
significance. Rubrics make grading project based assignments more
precise. The descriptions of the multiple elements of the project are broken
down into different levels of mastery. These levels are given different point
values (, n.d.).
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to make
them aware of what plagiarism is and what its consequences are. They
need to know that plagiarism is using other peoples ideas, words or works
and claiming them to be their own. By doing this they are stealing and they

could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided with
instruction and tools to help them cite their material correctly. Online APA
generators would help them to do this correctly. Instructors can use free
online plagiarism programs to detect plagiarism. Students should be made
aware of these programs to help detour plagiarism (Plagiarism search,
n.d.).
This assignment makes it difficult to plagiarize their writing because they
are writing to prompts about their assignments and it would be difficult to
find a set of 30 photos online that would go with their theme.

Module 4: Analyze Flipbooks

Objective 3: Students will demonstrate the ability to analyze and question
to determine the peers flipbook message by collaborating using Google
Blog with a 90% quality rating according to the rubric provided.
According to Blooms Taxonomy, analyze is at the Analysis/Analyzing level.
This level is the next level above Application/Applying in Blooms Taxonomy.
The instructor needs to build a scope and sequence for their course by
building on what the student knows. Students should start at a middle lower
level activity and then progress in difficulty with each project. The projects
need to be student centered, meaning students take charge of their
learning while the instructor monitors their progress. The instructor may ask
them leading questions, provide resources as needed and
feedback (Blogs, Cybercoaching, n.d.).

Before students start they need to see an example of a finished project so

they can see the big picture, in this way students are better able to make
cohesive plans for their final project. The project needs to be authentic,
student centered and open ended to allow student to make choices and
solve problems (, n.d.). After they have posted their flipbooks, they should
use their rubric and readings to help determine the meaning/story of each
flipbook. They are to post comments on at least two flipbooks made by their
peers.
A rubric that relates to the objective and includes stratified point values for
different levels of mastery for the different elements of the project should be
given to the students at the start of the project. Students should help create
the rubric whenever possible. In that way they will understand the rubric
requirements better and have a more successful outcome. If this isnt
possible, it is important that students are provided instruction of the rubrics
significance. Rubrics make grading project based assignments more
precise. The descriptions of the multiple elements of the project are broken
down into different levels of mastery. These levels are given different point
values (, n.d.).
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to make
them aware of what plagiarism is and what its consequences are. They
need to know that plagiarism is using other peoples ideas, words or works
and claiming them to be their own. By doing this they are stealing and they
could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided with
instruction and tools to help them cite their material correctly. Online APA
generators would help them to do this correctly. Instructors can use free
online plagiarism programs to detect plagiarism. Students should be made
aware of these programs to help detour plagiarism (Plagiarism search,

n.d.).
This assignment makes it difficult to plagiarize their writing because they
are writing to a prompt about the the meaning/story of their flipbooks.
________________________________________________________________

Module 5: Final Project: Create your e-portfolio in Google Sites.

Objective 4: Students will utilize Google Blog to demonstrate their ability to

critique the success of their flipbook and peer flipbooks to illustrate
intended concept using the elements and principles of design by 90%
quality rating according to the rubric provided.
According to Blooms Taxonomy, Critique is at the Evaluation/Evaluating
level. This level is the next level above Analysis/Analyzing in Blooms
Taxonomy. The instructor needs to build a scope and sequence for their
course by building on what the student knows. Students should start at a
middle lower level activity and then progress in difficulty with each project.
The projects need to be student centered, meaning students take charge of
their learning while the instructor monitors their progress. The instructor
may ask them leading questions, provide resources as needed and
feedback (Blogs, Cybercoaching, n.d.).
Before students start they need to see an example of a finished project so
they can see the big picture, in this way students are better able to make
cohesive plans for their final project (Akella, 2013). The project needs to be
authentic, student centered and open ended to allow student to make
choices and solve problems (, n.d.). Students will create an e-portfolio and

embed their avatar and flipbook within it. Students may use a Google Sites
templet for their e-portfolio. They are to read articles provided on website
design. Share your site link on our class blog (Sivula, 2012). Look at all
classmates e-portfolios. They should critique at least two e-portfolios using
the directions provided and their rubric.
A rubric that relates to the objective and includes stratified point values for
different levels of mastery for the different elements of the project should be
given to the students at the start of the project. Students should help create
the rubric whenever possible. In that way they will understand the rubric
requirements better and have a more successful outcome. If this isnt
possible it is important that students are provided instruction of the rubrics
significance. Rubrics make grading project based assignments more
precise. The descriptions of the multiple elements of the project are broken
down into different levels of mastery. These levels are given different point
values (, n.d.).
Plagiarism: Plagiarism is a concern whenever students work online due to
the convenience of copying and pasting. They need to read articles to make
them aware of what plagiarism is and what its consequences are. They
need to know that plagiarism is using other peoples ideas, words or works
and claiming them to be their own. By doing this they are stealing and they
could get a hefty fine and they could also be dropped from
college (Information fluency home, n.d.). Students should be provided with
instruction and tools to help them cite their material correctly. Online APA
generators would help them to do this correctly. Instructors can use free
online plagiarism programs to detect plagiarism. Students should be made
aware of these programs to help detour plagiarism (Plagiarism search,
n.d.).
This assignment makes it difficult to plagiarize because they are writing
critiques of their final project.

Summary
EDUC 763: Assessment in E-Learning, is a comprehensive online course
that defines and helps students to develop assessments for their online
course. Being able to write clear objectives and appropriate assessments to
me are the most important part of any course. At the start of the course the
instructor needs to administer diagnostic survey to gain background
knowledge of their students technical experience. We took a survey and
then created one for our course. We read articles about Netiquette and
plagiarism and then responded to a formative prompt designed to check for
student understanding. Students collaborate with their cohort online
responding to the articles they have read and the projects they develop (,
n.d.). I looked at concept maps and brainstormed my ideas for my future
online course by creating a concept map. Then we were shown the
procedure for creating the assignments for our course. I used Blooms
Taxonomy to help write worthy challenging objectives for my project based
course. This process helps the instructor gain a clear idea of what their
students are to learn in the course. After writing the objectives the instructor
needs to develop a rubric that matches the objectives for the project. This
process helps the instructor to create clear expectations for their course
that help inform their students. Assignments are created to accommodate
student learning styles, interests and backgrounds. They are student
centered and allow students to make choices and solve problems to create
a project that is meaningful to them (Vision and mission, 2015). The
instructors role is to monitor and guide student learning by reading their
discussions of the activities, and looking at their products and giving
student feedback. Students need to be able to rework projects after

receiving feedback from their peers and instructor. Then the rubric
becomes a summative method of assessment (, n.d.). Today teachers are
able to check for understanding by using tablets and cell phones
(Consortium, n.d.).