Online Pedagogy, ED F655, 3 credits
Office hours: By appointment
Office Location: 2175 University Ave. S., Suite 200, or online (Collaborate, Skype, chat)
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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.
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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.
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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.
- 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
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)
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.