Online Pedagogy, ED F655, 3 credits
Students must either be admitted to the School of Education M.Ed. program or obtain instructor permission to enroll in this course.
This is an online course. You are currently viewing the class blog. Grade data will be available on Blackboard. Most work will be completed asynchronously, following weekly deadlines. Students will attend several synchronous check-in meetings via Blackboard Collaborate.
Office hours: By appointment
Office Location: 2175 University Ave. S., Suite 200, or online (Collaborate, Skype, chat)
Anderson, T., & Elloumi, F. (Eds.). (2008). Theory and practice of online learning (2nd ed.) Athabasca, AB, Canada: Athabasca University. Available for download: http://cde.athabascau.ca/online_book
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Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), 1–30.
Benander, R. (2009). Experiential learning in the scholarship of teaching and learning, Journal of the Scholarship of Teaching and Learning, 9(2), 36–41.
Brooks, C. F. (2010). Toward ‘hybridised’ faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in instructional and professional support programmes. Innovations in Education & Teaching International, 47(3), 261-270.
Brown, J. (2006). New Learning Environments for the 21st Century: Exploring the edge. Change, 38(5), 18-24.
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching & Learning, (97), 5-23.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning 2(1).
Stewart, D.P. (2008). Classroom management in the online environment. MERLOT Journal of Online Learning and Teaching, 4(3), 371-374.
Swan, K., Garrison, D.R., & Richardson, J.C. (2009). A constructivist approach to online learning: The community of inquiry framework. In C.R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (1st edition, pp. 43-57). Hershey, PA: IGI Global.
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2010.
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A study of theory, tools, and methods for teaching online courses. Topics include prominent learning theories, affordances of new technologies, strategies for assessment, and techniques for classroom management in an online environment. Students will develop and articulate a personal philosophy of teaching and learning appropriate for the 21st Century.
Alignment with School of Education Mission
This course supports the UAF School of Education’s mission by providing students with the skills necessary to design thoughtful individualized instructional environments utilizing technologies and strategies appropriate to all learners. Students will acquire skills in the management and implementation of technology that will enhance their professional qualifications based on ISTE and Alaska teacher standards for technology and instructional design.
Citations and references should adhere to the American Psychological Association (APA) Formatting and Style Guide. Homework and projects will be evaluated for proper spelling and grammatical usage.
This is an online course. Students will use a computer to communicate, to access online multimedia (audio, video, Flash), and to create multimedia. Consistent Internet access and a computer with the ability to record and broadcast sound via a built-in or external mic or a headset will be required.
Students are expected to be active participants in online exchanges with MITI cohorts and with other colleagues and mentors through a personal learning network. Additionally, there will be periodic online interaction with the instructor using Blackboard Collaborate.
Students will be expected to have the most current versions of several applications that will be used in this course, including QuickTime, Flash (Mac|Windows), and Java.
There are no fees associated with this class. Software used in the course will be available as freeware, shareware or trial versions for both Windows and Macintosh operating systems. A personal web domain will have been established in ED 431 Web 2.0 Fundamentals.
- Compare dominant learning theories
- Consider evolving literacies and competencies of the 21st Century
- Explore instructional methods for online education
Student Learning Outcomes
Students in the course will:
- develop and document their own personal learning network
- create a concept map to identify layers of understanding
- develop a project-based lesson plan that emphasizes student exploration, interaction, creation, and feedback cycles
- compare strengths and weaknesses of online tools and methods
- articulate a personal philosophy for teaching and learning
A variety of instructional methods will be used in this course, including Internet research, reading assignments, discussion, reflection, presentation, and peer evaluation.
See the schedule tab of this site for a detailed course calendar and specific assignment due dates. We will cover these topics:
- Orientation (1 week)
- Teachers as Learners (1 week)
- Historical Perspectives (2 weeks)
- 21st Century Teaching and Learning (1 week)
- Integrated Course Design (3 weeks)
- Assessment and Feedback Strategies (2 weeks)
- Survey of Emerging Tools (2 weeks)
- Classroom Management Techniques (1 week)
Instructor Response Time
I will typically respond to e-mail requests for help within 24 hours. If you don’t hear from me after 24 hours, contact me again—I may have missed your message! Due dates for the course are Saturdays; I will do most grading over the weekend. You can expect to receive a grade and/or feedback within seven days of the assignment due date. Both grades and feedback are provided through Blackboard.
Students bring a variety of experiences and knowledge to the class cohort. Each student’s unique perspective is an important component of the learning experience for his or her peers and colleagues—students will be expected to contribute and collaborate actively.
Assignment Due Dates
This is a cohort-based class with assignment and activity deadlines. Late assignments will be penalized at 10% per day unless an excused exception has been arranged with the instructor.
Unless otherwise noted, assignments are due on Saturdays at 11:59pm AST. You can expect feedback on your submitted assignments within seven days of the deadline.
Please Note: Students who do not complete Orientation Assignments in the first two weeks of the semester will be dropped from the course. Students who have not participated significantly by the sixth week of the course may be withdrawn. Significant participation includes the following minimums: four writing posts, two research article reviews, and weekly online interaction with classmates.
I do not give No Basis grades.
If you fall behind in the course, please contact me. Under extenuating circumstances, you may request a temporary Incomplete grade and additional time to complete the course. Be advised that UAF policy only allows an Incomplete grade if you have completed the majority of the coursework and if you have a grade of C or better.
Plagiarism and Academic Honesty
Plagiarism is representing someone else’s ideas and work as your own. Plagiarism includes not only copying verbatim, but also rephrasing the ideas of another without properly acknowledging the source. As work is prepared and submitted to meet course requirements, whether a draft or a final version of a paper or project, take care to distinguish personal ideas and language from information derived from sources. Sources include published primary and secondary materials, electronic media, and information and opinions gained directly from other people. The UAF Student Code of Conduct is adhered to in this course.
Final course grade will be calculated using the following formula:
- weekly writing: 15%
- review of five scholarly articles: 25%
- interaction through discussion, comments, and feedback: 10%
- critical evaluation of tools and methods: 10%
- project-based lesson plan: 25%
- personal philosophy of teaching and learning: 15%
Assignments will be posted to the Class Blog. You will engage with other students in the class through social media tools:
- Posting comments and feedback on classmates’ assignments
- Using class tags (e.g., in Twitter and Diigo) to share resources and ideas
The instructor will provide weekly writing and activity prompts.
Near the end of the semester, each student will publish a personal philosophy of teaching and learning supported by scholarly research.
Discussion, comments and feedback—10%
Students will regularly review writing and assignments posted by their classmates, providing constructive comments and feedback. At a minimum, students should provide feedback to three other students each week. Beyond this minimum requirement, grading will be based on the quality of participation, not on the number of posts.
Critical evaluation of tools and methods—10%
Tool and method reviews will be negotiated among class members and may be completed as a group study project. Scoring will be based on thoroughness of testing, pertinent examples, and concise summation.
Project-based lesson plan—25%
The culminating project for the course will be a unit-sized lesson plan, complete with learning objectives, learning activities, and an assessment plan with feedback cycles. Students will write an accompanying paper to describe audience, context, tools, methods, and rationale. Scoring will be based on thoughtful consideration of outcomes and learning theory, combined with a reasonable defense of tool and method choices.
Students enrolled in the M.Ed. ONID program will transfer key assignments to their degree portfolio. The instructor will review and comment on each assignment. Most assignments will also undergo a peer review process before they are included in the student’s portfolio.
The Division of Student Services provides student-centered programs and services designed to assist students in achieving their personal, academic and career goals. In collaboration with the academic deans, we lead the university in recruiting a diverse student body. With the use of ongoing assessment we support and develop programs and communities that contribute to the retention, success and leadership development of students. Go to http://www.uaf.edu/ses/ to learn more.
UAF eCampus provides student service support for this online course. See their website at: https://ecampus.uaf.edu
Writing support services are available to UAF students through the Writing Center, located in 801 Gruening, 474-5314, online at:http://www.alaska.edu/english/writing-center/. You are encouraged to use this resource to meet writing expectations.
Technology support services are available through the OIT Support Center, 450-8300 (Toll Free: 800-478-8226), online at:http://www.alaska.edu/oit/sc/about/contact.xml, and via email to firstname.lastname@example.org.
UAF has a Disability Services office that operates in conjunction with UAF eCampus. Disability Services, a part of UAF Center for Health and Counseling, provides academic accommodations to enrolled students who are identified as being eligible for these services. If you believe you are eligible, please visit the Office of Disability Services at http://www.uaf.edu/disability or contact a student affairs staff person at your nearest local campus. You can also contact Disability Services on the Fairbanks Campus at (907) 474-5655, email@example.com. The instructor will work with the Office of Disabilities Services to provide reasonable accommodation to students with disabilities.