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TEACHING & LEARNING EDUCATIONAL TECHNOLOGY

EDTC 6340: INTEGRATION OF ADVANCED TECHNOLOGIES IN EDUCATION AND TRAINING

SYLLABUS

INSTRUCTOR

Ignacio E. Rodriguez, [email protected] tel. (956) 882-7473 One West University Blvd. West Main 1.310, Brownsville Campus

OFFICE HOURS

Monday: By appointment Tuesday: 1:00 – 3:00 p.m. Friday: By appointmentWednesday: 1:00 – 3:00 p.m. Thursday: 1:00 – 2:00 p.m.

If you need to meet or talk during a time different from the office hours listed above, please email me.

I am accessible via using a variety of communication tools. The best way to reach me is via email. I respond to students’ email questions within 24 hours or less on most weekdays. Questions submitted by email on weekends will generally be answered within 24 to 48 hours.

I am also accessible by telephone, and text most days of the week and Saturdays during the day. If you have a question, please contact me. I am with you every step of the way.

Please click on the Welcome/Start Here button in the main course menu in Blackboard to the left to learn more about how to get started.

WEEKLY LIVE ONLINE SESSIONS

We meet online Mondays from 7:00 – 8:00 p.m. (Central time).

To access our online classroom, please click on Web Conference in the main menu to the left. Attendance to our online sessions is encouraged, but optional. Every session is recorded and archived in the Blackboard Web Conference service for you to review at any time.

TEXTBOOK AND RESOURCE MATERIALS

Title: The Connected Educator: Learning and Leading in a Digital AgeAuthors: Sheryl Nussbaum-Beach & Lani Ritter HallYear: 2012Publisher: Solution TreeDownloadable digital version available from Amazon.comPlease ensure that you purchase the correct textbook. Please check the ISBN, edition and year very carefully before you place an order.

This syllabus subject to change in order to better meet course objectives per discretion of instructor. p. 1


COURSE DESCRIPTION & PREREQUISITES This online course emphasizes the use of current technologies for teachers/trainers including effective integration of: multimedia, web-based and Web 2.0 applications, and social media as reflected in scientifically-based research of instructional technology in online learning environments. Lec. 3, Cr. 3. This course has no prerequisites.

LEARNING OBJECTIVES (OUTCOMES) / STUDENT LEARNING OUTCOMES

Upon successfully completing this course, the learner will be able to:

CO1. Create materials for e-learning environments using appropriate pedagogy in a variety of educational technologies. (AECT Standards 1.1)CO2. Support learning with the selection and use of technological resources and processes that enhance pedagogy based on literature. (AECT Standards 1.2)CO3. Integrate social diversity and multicultural community features in designing learning processes while selecting appropriate media and technologies. (AECT Standards 2.2)CO4. Plan the strategies to foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (AECT Standards 2.5)CO5. Identify the convergences between learning with technology, trends in the educational field and own professional experiences. (AECT Standards 4.3)

ALIGNMENT OF COURSE OBJECTIVES TO NATIONAL AND STATE STANDARDS

COURSE OBJECTIVES PROGRAM SLO’S

KEY ASSESSMENT

SPA STANDARDSAECT 2012

CO1. Create materials for e-learning environments using appropriate pedagogy in a variety of educational technologies.CO2. Support learning with the selection and use of technological resources and processes that enhance pedagogy based on literatureCO3. Integrate social diversity and multicultural community features in designing learning processes while selecting appropriate media and technologies.CO4. Plan the strategies to foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities CO5. Identify the convergences between learning with technology,

SLO 1: Students will utilize educational technology tools that support educational and professional development.

The Key Assessment is Project 3: In a prescribed content structured script, students will describe how using social media they would motivate and lead colleagues and coworkers to utilize educational technology tools for educational/training purposes.

1.1. Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. 1.2. Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. 2.2. Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.2.5. Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.4.3. Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of



trends in the educational field and own professional experiences.

technology-supported instruction and learning to enhance their professional growth.

NCATE/CAEP ACCREDITATION

The College of Education and P-16 Integration has earned the prestigious national accreditation through the National Council for Accreditation of Teacher Education (NCATE). This national accreditation is in addition to the regional accreditation earned by the University through the Southern Association of Colleges and Schools – SACS. Earning this accreditation requires a rigorous process that improves a Colleges’ assessment and programs. To read more about NCATE, please visit the official NCATE website.

On October 22, 2015, the boards of the Teacher Education Accreditation Council (TEAC) and the National Council for Accreditation of Teacher Education (NCATE) met in Washington, DC, and voted unanimously to consolidate educator accreditation under a new agency, the Council for the Accreditation of Educator Preparation (CAEP).

DIVERSITY

Diversity affects the way instruction is planned, implemented, and evaluated. When it comes to the effective design of instruction, diversity needs to be always addressed in the analysis of intended learners whether the analysis is explicitly requested in the assessment of the end product. In preparation of any key assessment, candidates shall demonstrate the ability to analyze diverse learners targeted in their instructional package by conducting a thorough learner analysis as given resources permit. This analysis can be concerned over one aspect of diversity or more, including, but not being limited to, “ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area” as NCATE suggests.

TECHNOLOGY REQUIREMENTS

To participate in this online course, you should have easy access to a computer less than 5-years old with high-speed Internet connection via cable modem, LAN or DSL. To ensure you are using a supported browser and have required plug-ins please refer to Supported Browsers, Plugins & Operating Systems for Blackboard Learn from Blackboards resource page.

Technical Knowledge Requirements

You are expected to be proficient with installing and using basic computer applications, the Internet, and have the ability to send and receive email attachments.

Cloud-Based Storage Account

In this course you will also be developing a variety of Web-based instructional materials. In order to share these products with your classmates and instructor, they must be saved in an appropriate Web-based format (such as HTML, PDF, MP3, WMV, etc.) and uploaded to a cloud-based storage service. Examples of free cloud-based storage include Box, Google Docs, or PBWorks, or, you may use a WordPress blog for posting your content online. The screenshot below demonstrates how to upload and share a file using Box.



Screenshot of Box file upload and file sharing

Email Account

All course communications will be sent to your UTRGV email. If you are using a personal email account (ex.: Gmail, AOL, Yahoo, etc.), you will miss important information that is send out for the course each week. It is very important that you use and read your UTRGV email at least 1 time per day. Please click here for more information on activating or accessing your UTRGV email.

Blog Account

In order to develop your online e-Portfolio for this course and for the graduation requirements of the Masters in Educational Technology, you will need to sign up for a free blog account in WordPress at WordPress.com.

WordPress offers 3GB free cloud storage for files and media. Detailed instructions and tutorials for each project are provided on the Projects page. Please contact the instructor early in the semester if you have any questions regarding how to create your E-Portfolio or how to submit the projects.

Wiki Account

For the team project, you will be working in teams. The work of the team needs to be documented and presented in a wiki. We recommend PBWorks. A free account may be obtained at: http://www.pbworks.com Each team member will need to create his/her own wiki account. The person who creates the wiki for the team project will need to grant each of the team members’ access to the team wiki. Please see the Projects pages in Blackboard for more information.

TECHNICAL ASSISTANCE

If you need technical assistance with any of the tools mentioned above, please email me right away.

If at any time during the course, you need help with Blackboard or want to report a problem with Blackboard, please:

Visit the Blackboard Student Help Site Contact Information (UTRGV’s Blackboard Support):

Brownsville CampusLocation: Rusteberg Hall Room 108Phone: (956) 882-6697 or (956) 882-6792Monday – Thursday: 7:30 a.m. – 7:00 p.m.Friday: 7:30 a.m. – 6:00 p.m.

Edinburg CampusLocation: Education Building Room 2.202Phone: (956) 665-5327Monday – Thursday: 7:30 a.m. – 7:00 p.m.Friday: 7:30 a.m. – 6:00 p.m.


http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student


MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION

ASSIGNMENTS & ASSESSMENTS

Discussion Forum (DQs) Participation

Participation is extremely important. After reading the assigned chapters, you will be expected to reply and post your perspective to weekly questions posted on the Discussion Forum (please click on Discussion Forum on the course menu to the left). The questions are intended to get you to synthesize, evaluate, and extend your knowledge and understanding of the materials you have read.

To receive full credit for class participation, each week you must answer the DQs, then comment on at least 3 of your classmate’s responses to the DQs. The quality and dynamics of our discussions will depend entirely upon your participation.

There are NO MAKEUPS for the Discussion Forum weekly posts. To receive credit for participation, you must complete your posts (to the question and to at least 3 classmates) within the week of the specific Discussion Forum. Missing a week’s Discussion Forum is equivalent to being absent in class.

EdTech Blog Participation

As professionals in Educational Technology, it is very important to participate in ongoing professional discussions with other professionals in the field. Each week, you will participate in the UTB EdTech blog by posting your professional response to questions regarding timely topics in the field of Educational Technology. The link to the EdTech blog is: http://edtc.blogspot.com.

Projects

You will complete the following the following projects to demonstrate your mastery of the learning outcomes related to the field of instructional design and technology. Please refer to the Projects page for specific requirements and instructions for each project.

PROJECT 1: MULTIMEDIA PRESENTATION SHOWCASING BEST PRACTICES

Each student will locate an example of a poorly designed and executed multimedia presentation in YouTube on a social media related topic and redesign the video using a multimedia presentation tool of student choice (e.g., PowerPoint, Powtoon, Prezi). Student will prepare a script including any sources consulted, record the presentation, create/use a web/blog page to place the before and after video presentations, and share it with classmates by posting the links on a site that will be provided within the class platform. Then students can make comments to classmates’ video-postings (LOB1). The grading rubric is below:



PROJECT 2: SOCIAL BOOKMARKING & CONTENT CURATION

Each student will use a free social bookmarking application (content curators) to assemble web pages, articles, blog posts, images, and videos all commonly related to a specific Educational Technology topic, and will post as well insights on every article each student curates (collect). Invite classmates and other users to follow the topic, and optionally use social media (Twitter, Facebook, LinkedIn, or other) to increase viewing audience. The grading rubric is below:



PROJECT 3: SOCIAL MEDIA LEADER PRESENTATION SCRIPTIn a prescribed content structured script, students will describe how using social media they would motivate and lead colleagues and coworkers to utilize educational technology tools for educational/training purposes. The grading rubric for Projects 3 is below:



PROJECT 4: SOCIAL MEDIA LEADER PRESENTATION VIDEOKey Assessment: In a prescribed content structured video presentation, students will depict how using social media they would motivate and lead colleagues and coworkers to utilize educational technology tools for educational/training purposes. Then, will post the video on a closed group in Facebook (or a similarly-functioning social media platform) to have and make comments on own and other students' video presentations. The grading rubric for Projects 4 is below:



COURSE ORGANIZATION & ONLINE TOOLS

Course StructureThis course will be delivered entirely online through the course management system Blackboard Learn. You will use your UTRGV account to login to the course from the My UTRGV site and under applications click on Blackboard Learn.

This course is organized into 6 modules that are divided into submodules. Each submodule has learning resources, activities, and assignments that are completed in one week. One course project is due at the end of each module.

GRADING POLICIES

All projects will be graded on their originality, complexity, quality, and professional appearance. Active class and online participation will be taken into account as a necessary aspect of the course. All assignments are due on, or prior to, the stated date. It is strongly recommended you to make plans to email projects to the instructor, at least 3 working days before the due date, for feedback before uploading it to Blackboard for final grading. All assignments are expected to be original work, professionally presented, and in APA format where appropriate, with no mechanical or spelling errors.

Grades for the semester will be derived as follows: Discussion Questions (DQs)/Class Participation (25%)

o Participation in the weekly Class Discussions Board (20%)o Participation in the weekly Ed Tech Blog (5%)

Projects (75%)o Project 1: Multimedia Presentation Showcasing Best Practices (20%)o Project 2: Social Bookmarking & Content Curation (15%)o Project 3: Social Media Leader Presentation Script (20%)o Project 4: Social Media Leader Presentation Video (20%)

Evaluation Weights and Summary

Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of through (course final grade) will be awarded based on the UTB Grading System Policies and Procedures. A student’s performance in academic work is expressed by the following grades.

Alphanumeric Grading System

• A = 4 grade points• B = 3 grade points• C = 2 grade points• F = 0 grade points

UTRGV POLICIES

STUDENTS WITH DISABILITIES

If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services.


https://my.utrgv.edu/home


It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at [email protected]. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at [email protected].

MANDATORY COURSE EVALUATION PERIOD

Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account (http://my.utrgv.edu); you will be contacted through email with further instructions when the evaluation is available. Students who complete their evaluations will have priority access to their grades. ATTENDANCE

Students are expected to attend classes and may be dropped from the course for excessive absences. Online courses require that students sign in to Blackboard and complete assignments in a timeline manner. UTRGV’s attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations.

SCHOLASTIC INTEGRITY

As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported to the Dean of Students.

SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE

In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes under Title IX regulations and so must report any instance, occurring during a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination.

COURSE DROPS

According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their academic success.


http://www.utrgv.edu/equity

mailto:[email protected]

mailto:[email protected]


The 6-drop rule refers to Texas law that dictates that undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time.

COURSE POLICIES

Participation. Online courses require your active participation. Here are some tips for success: In discussion forums, you learn from one another by posing questions, justifying your comments, and providing multiple perspectives. When you prepare for discussions through thoughtful reflection, you contribute to your own successful learning experience as well as to the experience of your peers.Log in to the course frequently (at least several times per week for long semesters and daily for summer sessions) and check the announcements. This will keep you apprised of any course updates, progress in discussions, assignment information, and messages requiring immediate attention.Be aware of and keep up with the Course Schedule in the Syllabus.Participate in team activities to the best of your ability. How well your team does—and how well you do—depends on all the team members working cooperatively.

Late Assignments. All projects are due by midnight of the due date as posted in the Course Schedule in Blackboard. Late assignments will be subject to a 10% grade reduction per week for a maximum penalty of 50% off. No projects or assignments will be accepted after the final class day. Please make plans to submit projects early to avoid last minute technical problems that may result in a late submission. Please view the Course Schedule on the main course menu for specific dates.

Discussion Forum Participation. The weekly discussion blog closes the last day of each week. Please participate in a timely manner to ensure learning and the earning of the maximum number of participation points per week. Please carefully review the Class Participation-Discussion Board/Blog guidelines in the Syllabus above and visit the course Course Schedule on the main course menu in Blackboard for due dates.

Makeup and Extra Credit Work. There is no makeup work or extra credit in this course. Enough points are built into the weekly class participation and projects, so even if a challenge presents itself one week, you can still earn enough points to successfully complete the course. Please participate actively in the Discussion Board/Blog each week, submit projects in a timely manner, email drafts to the instructor for feedback at least 3 working days before the due date, and stay in close communication with the instructor.

Submitting Projects and Assignments. All projects and assignments (ex.: discussion forum responses) must be submitted in the required file format in the appropriate location (ex.: Blackboard Submit Projects Here menu button). Projects and/or Discussion Forum postings submitted by email will not be graded.

Contacting Instructor before Making Important Decisions. Please contact the instructor before making important decisions, such as dropping the course.

Changes to the Syllabus and the Course. The instructor reserves the right to make changes to the Syllabus and the course as deemed necessary. Any and all changes will be posted on the Blackboard Announcements page of the course and students will also be notified by email



Build Rapport

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that we can help you find a solution.

Complete Assignments

All assignments for this course will be submitted electronically through Blackboard unless otherwise instructed. Assignments and discussions must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next assignment except under extreme circumstances.

Communication Skills

All students must have adequate writing skills to communicate content in a professional and concise manner. Students must be proficient in their written presentations including strategies for developing ideas, citing scholarly references, writing style, wording, phrasing, and using language conventions. Students must follow APA guidelines, use non-racist and non-sexist language, and include sufficient references to support their thesis and ideas in the paper.

NETIQUETTE GUIDELINES

Netiquette describes the code of conduct for an online environment. It ensures respect for others and prevents misunderstandings or unintentional offenses to others. Netiquette is Internet etiquette, or a set of expectations that describe appropriate behaviors when interacting online. It is important to understand that you will be held to the exact same standards of students taking a face-to-face course. In fact, for 100% online courses, your online classroom behavior may be the only interaction you have with your faculty and classmates, therefore making your netiquette even more important. Remember, you only get to make a first impression once, irrespective of the course delivery method.

• Be courteous. You only get one chance for an online first impression. Make it count. Do not say or do anything in an online classroom that you would not do in a face-to-face classroom. This includes not “YELLING” (typing in all caps), not “flaming” (attacking someone, such as insults and name-calling), and/or not dominating the discussion.

• Be a good classmate. Remember your own role as a student. Follow your instructor’s directions at all times. Be authentic and collaborative with fellow students. Be aware of cyberbullying and make every attempt to eliminate it. Appreciate the diversity and different communication styles of your peers. Remember, since this class is online, you may have classmates from all over the world.

• Be professional. Proofread your own writing for spelling, grammar, and punctuation to prevent miscommunication. Avoid slang, sarcasm, or emotionally-charged writing, as tone can be difficult to translate online. Profanity and offensive language will not be tolerated. Do not use abbreviations (2moro, 2T, B@U) or emoticons in your online class unless your professor approves and supports such writing styles.



Time Commitment

Online courses are typically just as time intensive, and may be more rigorous than traditional courses. Many students claim that online courses require more time and commitment. As you begin this course, you would be wise to schedule 8 or more hours per week for studying materials and completing assignments.

Falling behind in this course is particularly problematic because the concepts we cover are cumulative. This means that not becoming proficient with information and objectives presented and assessed in a particular week can lead to low scores for that week as well as in subsequent weeks.

CALENDAR OF ACTIVITIES

The UTRGV academic calendar can be found at http://www.utrgv.edu/en-us/student-experience/calendars/index.htm. Please visit the website for important dates on the semester.

Important: Verify your access to your UTRGV email. Please make sure you have access to your UTRGV email. All course emails go by default to your UTRGV email. Please click here for account access frequently asked questions.

Review the Syllabus, Course Schedule, Projects, and other course pages..

Topics Learning Activities

Module 1Week 1 June 5 - 11

Readings: Read Chapter 1: Defining

the Connected Educator.

.

Five activities (besides the readings): During Session 1, we will participate in the

Discussion Forum twice: 1. Introduce yourself in the class Discussion

Forum (Week 1 Introductions). 2. Respond to questions Discussion

Forum (After this week, only 1 Discussion Forum per week)..

Don't forget our EdTech Blog: . 3. Participate in this week's Ed Tech

Blog<click. A new article and question is posted each week...

4. Join Us During Our Live Online Session This WeekOn Tuesday from 7-8 p.m. (Central time). Please click on the Web Conference menu button to the left and click on Main Classroom to join. The first time you use the Live Session feature, you may need to install a Java script. Please make plans to log in early (or the day before) the first time to prepare. The Live Session will work automatically every time after


http://edtc.blogspot.com/


http://www.utrgv.edu/en-us/Admissions/Student-Access-FAQ

http://www.utrgv.edu/en-us/student-experience/calendars/index.htm


installing the Java script..

5. DUE Plagiarism Tutorial Post TestPlease click on the title "Plagiarism Tutorial" above to access this tutorial. You will be asked to take a Pre-Test at the beginning and a Post-Test at the end of the tutorial. Email me the results of your Post Test for this tutorial on or before Sunday June 11 midnight.

Note: If you are taking more than one EDTC course, you only need to take the plagiarism test once. It is important that you please email your results to each one of your instructors. .

Start working on Projects 1, 2, 3 & 4.

Week 2 June 12 - 18

Read Chapter 2 Developing a Connected Learning Model.

Participate in this week’s Discussion Form Participate in this week’s Ed Tech Blog<click Submit Project 1: Due on or before Sunday

June 18 midnight

Week 3 June 19 - 25

Read Chapter 3: Learning to Learn.

Participate in this week’s Discussion Form Participate in this week’s Ed Tech Blog<click Continue working on Projects 2, 3 & 4

Week 4 June 26 – July 02

Read Chapter 4: Building a Collaborative Culture

Participate in this week’s Discussion Form Participate in this week’s Ed Tech Blog<click Submit Project 2: Due on or before Sunday July

02 midnight Continue working in Projects 3 & 4

Week 5 July 03 - 09

Read Chapter 5: Using Tools to Support Connected Learning.


09 midnight

Week 6 July 10 - 16

Read Chapter 6: Building Your Connected Learning Community.

Participate in this week’s Discussion Form Participate in this week’s Ed Tech Blog<click Work on Project 4







http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php#ti


Week 7 July 17 - 23

Read Chapter 7: Sustaining the Momentum


23 midnight



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