EDIT 6400 Emerging Perspectives on Learning, Teaching, and Technology

EDIT 6400

Emerging Perspectives on Learning, Teaching, and Technology

Spring 2010

Our first class will take place online on the first day of class on 11-January at 5pm. Make sure that you have a headset and that you have tested your computer and internet connection to run Wimba. The setup wizard can be found following the Live Classrooom link inside of the ELC.

Michael Orey, Office 603B, email – mikeorey@uga.edu

Where: Live Online in HorizonWimba Every Other Night

When: Mondays 5:00 PM - 7:45 PM

Who: Masters, Specialist, and Doctoral level students

Class will take place in the ELC. The url to the elc is http://www.elc.uga.edu

Before the First Class Go To This Page	Link to Ebook for This Class	See Rubric for Lesson Plan
See Rubric for Literature Review 100 or 150 Points	See Rubric for Weekly PowerPoint Slide	See Rubric for OR Portion of Class Lessons

Course Description

This course will cover theoretical and research foundations of emerging perspectives on learning, teaching, and human performance, with an emphasis on the ways technological environments can be designed to support these areas. Students in this class will conduct comprehensive readings of relevant literature, examine and critique representative learning technologies, give two in class presentations and moderate a class discussion dealing with a current theoretical or research issue associated with learning or performance support, and complete two papers that is either a substantive literature review or is a high level design of an instructional problem where one of the models discussed in class is applied. The instructional problem may be a training or classroom problem. If you want a problem to work, one will be supplied. The linking of theory-to-practice and practice-to-theory will be a major theme of this course.

Objectives

1. Explore the foundations and assumptions of technology-enhanced approaches to learning, teaching, and human performance.

2. Critically examine the literature on emerging applications of technology.

3. Articulate principled technological approaches with the potential to address current educational problems and/or to substantively enhance learning, teaching, and human performance.

Required Readings

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching and technology [On-line] Available: http://www.coe.uga.edu/epltt/

Bransford, J., & Brown, A. How people learn. [On-line] Available http://www.nap.edu/html/howpeople1/

Required Technology

Web access through any online provider (though AOL seems to have some problems).
A good headset with wrap around microphone designed for use on a computer (purchased in the computer section of your favorite store (Circuit City, Best Buys, and any computer supplier ought to work).

Special Needs Statement

Students requiring special consideration because of some disability are encouraged to contact the course instructor at his or her earliest convenience.

Class Schedule

11-Jan	Online Orientation in the Live Classroom	Live
18-Jan	Martin Luther King Day - No Class	No Class
25-Jan	Online Orientation, Information Processing, Behaviorism and Piaget	Live
1-Feb	Vygotsky, Situated Cognition, Social Constructivism	Live
8-Feb	Motivation	Live
15-Feb	Cognitive Apprenticeships	Live
22-Feb	Scaffolding, Modeling, Articulation and Reflection	Live
1-Mar	Problem-based Instruction	Live
8-Mar	Spring Break	No Class
15-Mar	Constructionism, Learning by Design, Project-based Education	Live
22-Mar	Cooperative Learning	Asynchronous
29-Mar	Resource-Based Learning OR Adult Learning/Bloom	Asynchronous
5-Apr	Multiple Intelligences and Learning Styles OR Experiential Learning	Asynchronous
12-Apr	Creativity/Bloom OR Conceptual Change OR Transformative Learning	Asynchronous
19-Apr	Reciprocal Teaching OR Computer-Mediated Instruction	Asynchronous
26-Apr	Reading Recovery OR Cognitive Tools OR Learning Communities	Asynchronous
3-May	I-Search OR Six C's of Motivation OR Affective Domain And Group Presentations on the Bransford and Brown Chapter	Live
5-May	All Work is Due	No Class

Due Dates

Every week except the night that we discuss each other's lesson plans you must read the assignment, take the self-assessment, create the Powerpoint file, upload the file, and attend class. Besides these weekly assignments, here are the other due dates:

8-Feb	Group ebook improvement ideas. This will allow me to give you formative feedback.
5-Apr	Lesson plans, literature reviews, and chapters need to be uploaded into the webct bulletin board. From this day until the next class, you can critique the lesson plans or literature reviews of your fellow group members. You must provide that critique in the context of the rubric. This is called Draft #1. Draft #1 is defined to be the best possible work you can do independently to create this document. It must be complete with nothing that you plan to add later.
12-Apr	All peer feedback must be completed by this this date. This then gives the authors a week to work on revisions before Draft #2 is then submitted for a grade. Click here for guidelines on giving feedback.
19-Apr	Lesson plan,literature review, and chapters must be submitted to me in webct. This will count 40% of your final lesson plan/literature review grade. This is called Draft #2. This ought to be the best work that you can possibly do after having received detailed feedback from your peers. The "draft" must be complete with nothing left to fill in later. AND All groups must have their ebook improvement first prototype critiqued by me by this date. Some people may be done by now, but I should see the design before building it and I need to have seen the design by now.
5-May	All final lesson plans, literature reviews or new book chapters are due. Use webct for this function and send it as a word document. These drafts ought to be complete and all issues raised in your feedback on Draft #2 must be resolved. All ebook improvements must be turned in by this date. Interactive modules will need to include the playable and editable versions of these.

Evaluation

e-Book Improvements	100
Bransford and Brown Chapter Presentation	20
Lesson Plan/Literature Review (Draft 100 points) See Lesson Rubric or Literature Review Rubric (100 or 150 Points) or Book Chapter (you must satisfy the instructor and make sure that your chapter conforms to the other existing chapters in the ebook. The ebook improvement grade is also factored into this grade for book chapters)	250
Class Attendance/ Participation/ PPT Slides/ Readings/ Videos	140
Self-assessments	140
Total	650

Scale

Letter Grade	Range of Scores
A	601-650
A-	582-600
B+	562-581
B	536-561
B-	517-535
C+	497-516
C	471-496
C-	452-470
F	451 and lower

Group Work

You will need to form a group on the first night of class. The group should have no more than 3 people.This group will be used for five aspects of the class.

Your group will create some instructional figures, video, or interactive elements for the ebook.
Your group will go to break out rooms to discuss theory applications each week in the live classroom.
During the OR topics in the syllabus, your group will discuss theories in the Bulletin Board in WebCT.
Your group will provide you with constructive feedback on your lesson plan before I grade it.
Your group will choose one of the Bransford and Brown chapters, read it, prepare a 10-minute presentation and deliver this presentation on the last day of class.

Everyone in your group must be following the same curriculum. Currently, there are three choices,

Business and Industry/Higher Education (Adult Education Focus)
K-12 with a focus on Language Arts/School Library
K-12 without a Language Arts Focus

Here are the topics for each:

B&I/HigherEd K-12 Language K-12 NonLanguage

Cooperative Learning Cooperative Learning Cooperative Learning

Adult Learning/Bloom Resource-based Learning Resource-based Learning

Experiential Learning Multiple Intelligences Multiple Intelligences

Transformative Learning Creativity/Bloom Conceptual Change

Computer-Mediated Instruction Reciprocal Teaching Computer-Mediated Instruction

Learning Communities Reading Recovery Cognitive Tools

Affective Domain I-Search Six C's of Motivation

B&I/HigherEd	K-12 Language	K-12 NonLanguage
Cooperative Learning	Cooperative Learning	Cooperative Learning
Adult Learning/Bloom	Resource-based Learning	Resource-based Learning
Experiential Learning	Multiple Intelligences	Multiple Intelligences
Transformative Learning	Creativity/Bloom	Conceptual Change
Computer-Mediated Instruction	Reciprocal Teaching	Computer-Mediated Instruction
Learning Communities	Reading Recovery	Cognitive Tools
Affective Domain	I-Search	Six C's of Motivation

Also, there are two ways to do the work for this class.

One is the traditional way which is what is described through this syllabus. You create a lesson plan or literature review as an individual and you create an ebook improvement as a group.
Another way to fulfill the requirements of this class is to write a chapter for the book. However, there are no chapters that I see as necessary to add. Alternatively, you might consider a complete revision to an existing chapter. This way of fulfilling the course requirements counts for both the ebook improvement and the lesson plan and can be done as a group or as an individual.

Finally, your group is free to use the bulletin board, chat room, HorizonWimba break out room, face-to-face meetings, emails, and phone calls for your group work.

e-Book Improvements

This is one of the major assignments for this class. The basic idea is that the book used in this class is free and we as a community of learners ought to work to make it better. Whatever contribution you make, you will be given credit for it. Possible contributions might be adding images to an existing chapter, create a video depicting the theory in action (I will help you put it on our Quicktime Server), creating an animation to help explain a difficult concept, adding additional narrative to an existing chapter, rewriting a chapter, writing a chapter, or some other idea that is approved by the instructor.

Anyone who is included in the video, must sign a talent release form. All signed forms ought to be returned to me. Here is a list of things that have been done in the past and the general purpose of each:

Images attempt to either bring many ideas together or provide a conceptual model for the theory.
Animations tend to provide a conceptual understanding of the theory
Videos usually show the theory in action.
PPT Narrations usually are used to summarize the theory, but at least one of them was used more like #3, an embodiment of Learning Communities as depicted in the SLM program.
Interactive modules give the reader an opportunity to be actively engaged in some aspect of the theory or as in the Multiple Intelligences chapter, a self-assessment.
There are also a few interactive PPT files out there as well that have implemented PPT games.
I do need quizzes for all the new chapters this semester.

Everyone in the group must evaluate each individual's (including their own) contribution to this project. Anyone that is not doing their share of the work ought to be brought to the instructor. This individual will be removed from the team and asked to do an individual ebook improvement. Notification of inadequate participation must be made by the midpoint in the semester.

Your ebook improvement project must be given to me in three separate states.

Design Sketch
Design Draft
Final Deliverable

Lesson Plan

You may choose to design a lesson based on one (or a combination) of the models covered in class. The first version of this must be posted on webct's bulletin board. You should write your lesson plan following the rubric for this assignment. Your group will have one week to provide you feedback on your lesson plan. They should give you feedback by examining your lesson plan with the use of the rubric. You should then revise your lesson plan and give me the word document. This draft of the lesson plan will then be graded by me using the rubric for this assignment. The final version is then due at the end of the semester. See Rubric for grading information. You may also like to see some advice from Lisa Benson in preparing your lesson plan.

EdS and PhD Option - A Literature Review

You could do the literature review part of your applied project if you are doing research on teaching and learning. For example, you might do a collaborative planning project to help a teacher implement a project-based learning experience in their classroom. You can read the chapter on project-based learning and look to create a literature review in this area. This project would be in lieu of the lesson plan. I am looking for a 8-14 page double-spaced review. Click here for the first draft rubric based on 100 points or Click Here for the final 150 point rubric. The final document ought to follow APA format. Click here for a short Guideline for APA Format. If you choose this option, you still need to do a group ebook improvement project.

Bransford and Brown Chapter Presentation

The primary text for the class has been edited by one of the instructors for this class. As such, I may be biased as to its quality. Therefore, I have started to require students to make use of this other book that covers similar topics and is also freely available. As you use both books for this class, I would appreciate any independent feedback on which book you prefer. I am not sure that the Bransford and Brown book would be enough as the primary text, but it may be a good supplement.

This presentation ought to last no more than 10 minutes. You will need to read the chapter your group selected, create a set of powerpoints, and decide how your group will make the presentaion in the live classroom. You will need to have emailed me the Powerpoint file by 9am on the day of class. Your presentation ought to help your fellow students understand the major points of your chapter since they will not have read it.

Readings/Videos

You can go directly to the ebook to read the chapters. However, you can only earn points for the readings and the videos by linking to them from within WebCT.

PPT Contributions

During Live portion of class, with each reading, you must submit a single powerpoint slide that applies the theory to whatever educational setting of interest to you. The slide should describe an educational challenge, how the theory can be applied to that challenge, and how you think it may or may not improve learning. Click Here for the Rubric used to grade the weekly powerpoint slide. It may also be helpful to take a look at this PowerPoint file. It includes a Good and Bad example slide with a third slide that explains why the bad slide is bad. Click Here to get the file.

During the OR portion or Asynchronous portion of the syllabus your group will choose to read one of the two chapters for that week. Using any communication tool your group chooses, you will be required to come up with lesson plan idea that uses the theory that you read. You should write and revise it until the whole group is satisfied with the lesson. The final lesson specification should then be posted in the public area of that particular theory in the discussion board.

Class Attendance/ Participation

Each week I will assign you a grade for your participation that week. The grade is 10 points. This grade is based on your attendance in the live classroom (1 Point), your participation in the live classroom (4 Points), your submission of a powerpoint slide (4 Points) Click Here for the Rubric , your viewing the reading for the week, and viewing any videos (1 Point for all viewings) that might be available for that week. I will try to grade these soon after the live class each week. I believe that class participation is pretty important in this class and as such, it counts nearly 23% of your final grade.

For the OR portion of class, you will be given10 points for your group produced lesson idea. Here is a rubric for that grade. Click Here. If you would like to see a sample of what you should do for the OR portion click here for a word file or here for a PPT file .

Self-Assessments

To help you determine if you comprehended the reading, I have implemented the use of self-assessments. The most salient aspects of the readings are tested. If you do not do well on a test, no problem. After reading the feedback and seeing your score, you can take the assessment again and again and ... The system saves your best score.