Beruflich Dokumente
Kultur Dokumente
American University College of Arts & Sciences (CAS) School of Education (SOE)
Instructor: Alex R. Hodges, Affiliate Associate Professor
Office: 107, Bender Library
Office Hours: By appointment & 8-9pm Thursdays after class
E-mail/Gchat: hodges@american.edu / alex.hodges@gmail.com
Phone: voicemail/text/SMS 202.210.8850
In-person meetings on Thursdays, 5:30-8:00pm
Location: Spring Valley Building, Rm. 517
Updated Course Description
This course offers an introduction to information literacy and instructional design, focusing
on the effective evaluation of technology in the teaching and learning process. The course
emphasizes using technology for effective teaching and applying technology to strengthen
educational systems. Students will experience community-based learning, hands-on use
and instruction of a broad range of Web-based applications, primarily 2.0 solutions.
Prerequisites: none; Offered every fall, spring, and summer.
2.0 Connections and Readings
Required Web Accounts:
The class will communicate with one another via postings/uploads using
1) PBworks
2) Google Applications (Docs, Sites, Gchat, etc.)
3) Jing & Screencast.com (from TechSmith)
Readings:
There are no required textbooks for this course. See course outline for reading assignments
for articles/chapters by date.
Supplemental texts:
Maloy, R. W., Verock-OLoughlin, R. E., Edwards, S. A., & Park Woolf, B. (2011). Transforming
Learning with New Technologies. Boston, Mass.: Pearson Education, Inc.
Call#: 4250 Located in library reserves (lower level) / 2-hour checkout
Solomon, G., & Schrum, L. (2010). Web 2.0 How-To for Educators. Eugene, Or.: International
Society for Technology in Education. (ISBN 978-1-56484-272-5)
Call#: LB 1044.87 .S618 2010 Located in library reserves (lower level) / 2-hour checkout
Technology Policies:
1) You are required to bring a charged laptop and a charger to each class
session. Tablets or mobile devices will not suffice. Make use of the
Librarys laptops for loan from the Technology Services Desk.
2) Out of courtesy to your colleagues, please turn your cell phone ringers
to off or vibrate before each class session.
3) Unless directed to by the instructor, do not use personal email, chat
(Gchat, iChat, etc.), or social media, or browse the Internet during class.
4) If you must send a text, do so before or after class, or during any breaks.
Please do not text during class discussion or activities.
5) Develop and model professional technology etiquette for one another.
Course Requirements
Professionalism: Attendance & Participation (10 Points)
Delivery: Blackboard, PBWorks, In-Class Discussion
InTASC Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4, 5
Your attendance and critical engagement are crucial for your success. You are expected to
be on time and to be active participants during all sessions. Students should plan their
schedules to attend all in-person sessions and complete all online work on schedule. One
unexcused absence will not be penalized; however, if required course work is missed, then
that specific coursework grade may be in jeopardy. Students who accrue two absences will
receive a participation grade deduction (to be determined depending on the
circumstances). Three missed classes will result in automatic course failure. Only registered
students can attend class. Non-registered students or family, children, or guests of
registered students cannot attend class. Additionally, only registered students will get credit
for the course.
Reading-Related Homework (15 Points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4
Details for each homework assignment will be announced to the class prior to the due date.
Quizzes (10 points)
Delivery: Blackboard or Paper By Hand
InTASC Standards: 1, 2, 3, 4, 5, 6, 9; ISTE Standards *T: 1, 3
There will be 2 quizzes. One will measure your progress early in the course. It will focus on
your learning of Web 2.0 vocabulary, communities of practice, online safety and privacy,
and information literacy. The other will measure your ability to construct course knowledge
together in a group during the second part of the course.
PBworks Wiki Organization, Contributions & Discussions (10 Points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9, 10; ISTE Standards *T: 1, 3, 4
Each student is expected to contribute assigned content to the course wiki via PBworks.
Participation in these forums is critical in order to master the objectives of the course.
1) PBworks - Course Wiki (5 of the 10 Points)
Students are expected to sign up for a PBworks account at http://pbworks.com. The
wiki will be our portfolio of assignments and a record of what you accomplish.
I will invite you to join the course wiki, which is
http://edu416616fall2016.pbworks.com/
2) PBworks CBL Reflections Journal Log (5 of the 10 Points)
Students are expected to maintain a page linked from their individual wiki page that
captures their reflective experience as they engage in Community-Based Learning.
More details will follow.
Choose six exemplary educational Web sites all related to a common content-focused
area. Each item will be evaluated and annotated for the Webliography (worth 5 points).
Choose one of the six for the Extended Evaluation (2-3pp. - worth 10 points). This
evaluation exercise will help students understand how to match curriculum with
technology, and vice versa. More information will be presented in class.
Final Project (40 points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4, 5
Students will create one of the following: an educational Google Site, Weebly, or Wix Web
site that uses well-selected graphical and interactive tools. This site will highlight the CBLspecific accomplishments in tandem with well-reasoned instructional design principles in
effect. The website (worth 10 points) is one part of the overall project, which includes an
evaluative final report (worth 25 points) that incorporates a project proposal, a researched,
annotated bibliography, a journal article review, funding consideration, and conclusive
reflection. This Web site and rationale for its creation will be presented in-person AND
online via a screencast (worth 5 points). More information will be covered in class.
Course Points / Grading Scale:
Late work is accepted, but will be penalized. All assignments must be completed and
submitted in order to pass the course.
Assignment/Project
Points Value
Professionalism: A & P
10 points
PBworks Wiki & Reflections
10 points
Quizzes
10 points
Reading-Related Homework
15 points
Midterm - Web Evaluation Project 15 points
Final Project
40 points
Total Available Course Points:
100 POINTS
Course Grade
% Value
A
100-95
A94-90
B+
89-87
B
86-83
B82-80
C+
79-77
C
76-73
C72-70
D
69-66
F
65-00
If you experience any of the above, you have the option of filing a report with the AU
Department of Public Safety 202-885-2527 or the Office of the Dean of Students 202885-3300 dos@american.edu. Please keep in mind that all faculty and staff - with
exception of counselors in the Counseling Center, victim advocates in the Wellness
Center, medical providers in the Student Health Center, and ordained clergy in the Kay
Spiritual Life Center - who are aware of or witness this conduct are required to report
this information to the university, regardless of the location of the incident.
The Writing Center, 1st floor of the University Library, offers free, individual coaching
sessions to all AU students. In a 45-minute session, a student writing consultant can help
you address your assignments, understand the conventions of academic writing, and
learn how to revise and edit your own work. Hours: 11 a.m. to 9 p.m. Monday through
Thursday; 11 a.m. to 6 p.m. Friday. Call 202-885-2991 to arrange a session.
International Student & Scholar Services, Butler Pavilion, 4th floor, Room 410 has
resources to support academic success and participation in campus life including
academic counseling, support for second language learners, response to questions
about visas, immigration status and employment and intercultural programs, clubs and
other campus resources.
Incomplete Grades
Incompletes are granted only in cases of severe, or special, well-documented
circumstances. I must approve student requests for an incomplete grade. The request must
be made by Friday, November 18, 2016. If permission is granted, then the student must
complete and submit -- immediately within 3 days of approval -- a Course Completion
Contract that outlines the details of course completion with benchmarked due date(s) for
incomplete readings and assignments. I must approve the Course Completion Contract
before I submit an Incomplete as a final grade.
Sharing of Course Content
Students are not permitted to make visual or audio recordings, including live streaming, of
classroom lectures or any class related content, using any type of recording devices (e.g.,
smart phone, computer, digital recorder, etc.) unless prior permission from the instructor is
obtained , and there are no objections from any of the students in the class. If permission is
granted, personal use and sharing of recordings and any electronic copies of course
materials (e.g., PowerPoints, formulas, lecture notes and any classroom discussions online
or otherwise) is limited to the personal use of students registered in the course and for
educational purposes only, even after the end of the course.
Exceptions will be made for students who present a signed Letter of Accommodation from
the Academic Support and Access Center. See: How Do I Request Accommodations?
http://www.american.edu/ocl/asac/Accommodations.cfm
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Comprehensive Examinations
It is University policy that all masters degree students must complete a comprehensive
examination. The term comprehensive examination is broad and can be satisfied in a
variety of ways such as a portfolio, an oral or written examination, a thesis or project, or
completion of a seminar or sequence of courses. Comprehensive examinations are based on
the contents of the entire program, with the content of specific courses demonstrated
cumulatively in the particular format used. Students should consult with the program
director or the graduate student advisor for details and timetables.
Faculty Expectations of Graduate Student Performance
SOE faculty members expect grad students to attend all classes, complete assigned readings
before the class period in which they are to be discussed, participate actively and
thoughtfully in class discussions, complete required writing assignments on time, submit
completed work that is proofread and free from error, treat class members and the faculty
with respect, and comply with University regulations.
Protection of Human Subjects
Any research involving interviewing, surveying, or observing human beings is subject to
review and approval by the University Institutional Review Board (IRB) and information about
he universitys IRB process is outlined at http://american.edu/irb. The university IRB liaison
can be contacted at irb@american.edu.
Ethical Principles Related to Conducting Research
Students are expected to be familiar with the guidelines and criteria that ensure all research
activities they undertake conform to ethical standards related to the protection of human
subjects. Students are strongly encouraged to enroll in and complete the free tutorial,
Protecting Human Research Participants, offered by the National Institutes of Health (NIH)
Office of Extramural Research. In some courses, completing this training is required.
The NIH online training program consists of seven modules addressing the principles used
to define ethical research using humans and the regulations, policies, and guidance that
describe the implementation of those principles. Four of these modules are followed by a
quiz. The online training program takes approximately 3 hours to complete. To access the
NIH website, go to: https://pphi.nihtraining.com
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Course Bibliography
*N.B.: Portions of this syllabus have been adapted from previous syllabi crafted by the SOEs Prof. Sarah Irvine Belson (spring 2008) and Prof. Alex Hodges (summer
2008, fall 2008, spring 2009, summer 2009, fall 2009, fall 2010, spring 2011, fall 2011, spring 2012, fall 2012, fall 2013, fall 2014, summer 2015, fall 2015, spring 2016 &
summer 2016).
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Ameri can University Li brary. (2013). Information l iteracy tutorial. Accessed from:
http://s ubjectguides.library.american.edu/infolit
(Bb) American Association of School Librarians. American Li brary As sociation. (2007). Standards for the 21st-Century
Learner. Acces sed from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learni ng_Stand
a rds _2007.pdf
(Bb) boyd, danah. (2014). i ts complicated: the social lives of networked teens. New Haven, Conn.: Ya le University Press.
Acces sed from: http://www.danah.org/books/ItsComplicated.pdf
(Bb) Cl a rk, R. C., & Ma yer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and
designers of multimedia learning. 3rd ed. Sa n Francisco, CA: Pfei ffer.
(Bb) Council of Chi ef State School Officers. (2011, April). Interstate teacher assessment and support consortium (InTASC)
model core teaching standards: A resource for state dialogue. Washington, DC: Author. Accessed from:
http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf
(Bb) Cres s, C. M., Col l ier, P. J., & Rei tenauer, V. L. (2013). Wha t are service-learning and civic engagement? In Learning
through serving: A student guidebook for service-learning and civic engagement across academic disciplines and cultural
communities. (Ch. 1). Styl us Publishing, LLC..
(Bb) Digital nation. (2010). Goodman, R. D., Rushkoff, D., Fedde, R. A., Shi nn, S., McCa rthy, S., PBS Vi deo, . . . (Di rectors).
[Vi deo/DVD] United States: PBS Vi deo.
(Bb) Hedberg, J. G., & Brudvi k, O. C. (2008). Supporting dialogic literacy through mashing a nd modding of places a nd
s pa ces. Theory into Practice, 47(2), 138-149.
Ma l oy, R. W., Verock-OLoughlin, R. E., Edwards, S. A., & Pa rk Woolf, B. (2011). Transforming Learning with New
Technologies. Bos ton, Ma ss.: Pearson Education, Inc.
(Bb) Shapira, I. (2008, Apri l 28). When young teachers go wild on the web; public profiles raise questions of propriety a nd
pri va cy. The Washington Post, pp. A.1.
Sol omon, G., & Schrum, L. (2010). Web 2.0 How-To for Educators. Eugene, Or.: International Society for Technology i n
Educa tion. (ISBN 978-1-56484-272-5)
Truth in numbers?: Everything, according to wikipedia. Gl osserman, S., Hill, N., Gl en Echo Entertainment Firm and
Underdog Pictures (Firm) (Directors). (2010). [Vi deo/DVD] Austin, Tex.: Underdog Pi ctures.
(Bb) U.S. Department of Education. (2016). Future ready l earning: Reimagining the role of technology i n education .
Na ti onal Educational Technology Pl an. Accessed from: http://tech.ed.gov/netp/
(Bb) Wenger, E. (1998). A conceptual perspective: theory a nd practice. In Communities of practice: Learning, meaning,
and identity (pp. 3-15). Ca mbridge, U.K: Ca mbridge University Press.
(Bb) Wi kimedia Foundation. (n.d.). Instructor basics: How to use Wikipedia as a teaching tool. Accessed from:
http://upload.wikimedia.org/wikipedia/commons/9/92/Instructor_Basics_How_to_Use_Wikipedia_as_a_Teaching_Tool.p
df
(Bb) Wong, A. (2015, Apri l 21). Digital natives, yet strangers to the Web. The Atlantic. Accessed from:
http://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-theweb/390990/?utm_content=buffer9b425&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer
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