This course facilitates teachers through the process of integrating engaged learning and technology in their classrooms to support student investigations on real-world issues. Educators will field-test a technology-supported engaged learning curriculum unit with students while developing and sharing implementation strategies with colleagues and facilitators.
This course is intended for educators who are already connected to the Internet and want ideas and support as they implement a project with students that effectively integrates technology into their existing curriculum. The participants must already have a technology-supported engaged learning curriculum project ready to field test with students. During the course time frame, participants will further develop and refine their Implementation Plan and project and implement the project with their students. During and after implementation, participants will reflect on the process, share feedback with colleagues and facilitators, and incorporate these ideas into an Future Action Plan for next year.<>We believe that the skills and strategies students need to be successful today and in the future are effectively taught> through engaged learning projects. These projects are structured in such a way that students are responsible for their own learning. The projects are collaborative, student-driven, and are technology-dependent. When skillfully applied, technology can enhance learning in new and powerful ways such as allowing students to reach beyond the classroom walls to collaborate with experts and students in distant locations, and to publish original work to a worldwide audience.
Course topics include: Setting Up an Authentic Task and Getting the Students Hooked, Creating a Student-Directed Learning Environment, Implementing the Role of Teacher as Facilitator, Implementing Engaged Learning Project Assessment and Evaluation in the Classroom, Using Rubrics, Implementing Effective Technology Integration and Skills with Students, Field-Testing a Project with Students, and Writing a Future Action Plan.
The purpose of the course is to develop participants' ability to:
Participants will be able to apply engaged learning indicators* in project implementation by:
Participants will be able to share and improve their use of technology-supported engaged learning strategies by:
Participants will be able to use technology to support implementation of engaged learning projects by:
*There are additional indicators found in Plugging In: Choosing and Using Educational Technology, 1995 that are not listed. The listed items are key components used in assessment of projects. It is assumed that the other indicators will be included.
This course will be offered in a face-to-face or partial-online format. In either format, participants will attend face-to-face meetings, real-time electronic chat class meetings, use e-mail, mailing lists and discussion forum software. Participants will be required to be available for face-to-face and electronic meetings at designated class times established by course facilitators. In the partial-online format, there will be substantial interaction online. Participants will use online course materials and online discussions to communicate and collaborate with other participants and course facilitators.
The program incorporates engaged learning, effective technology integration, use of a participant project, and electronic document authoring. Participants will experience a variety of learning techniques including: facilitated and independent computer use, project field-testing, discussions, and individual and group work.
Engaged learning implementation materials (http://www-ed.fnal.gov/lincon/act/el/) are published on the Fermilab Education Office Web server. Supplemental readings may be assigned by URL or handed out as hard copy. For example, students will be required to read:
Some flexibility is required due to the constant flux of current, relevant information. Other resources will be used as needed such as Fermilab Education Office Web pages on:
Topics of study fall into two basic areas: Engaged Learning Implementation and Effective Implementation of Technology Integration. The units will be woven together as participants field-test their project with students and create a Future Action Plan for next year's project implementation. The Engaged Learning component will provide the backbone structure for the class. Technical topics may be instructor-facilitated or self-guided.
The following engaged learning and technology integration implementation units of work are included:
The following other activities will also be included:
There will be assignments on the topics discussed above. Participants will be expected to complete assignments by the due date established by their course facilitators. Assignments may be adjusted to the needs and abilities of the participants of the course.
For more information, see the assignments page for your course. Examples of typical assignments are:
Participants will be graded based on the quality of their work with components weighted as follows: participation (30%), project reflections (30%), and Future Action Plan (40%). Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation.
A total of 100 points are possible in the course. Final grades will be:
Participants' work will be assessed based on their incorporation of engaged learning and effective integration of technology. Please see the online rubric for a detailed description of the criterion. The rubric is included in this document in Appendix A. Participation is assessed based on participation in all modes of communication that are used such as face-to-face class meetings, electronic class meetings, bulletin board, listservs, e-mail and course evaluation forms.
|Future Action Plan||
A (4 quality points per course unit) - Excellent. Denotes work that is consistently at the highest level of achievement in a graduate college or university course.
B (3 quality points per course unit) - Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course.
C (2 quality points per course unit) - The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course.
F (0 quality points per course unit) - Denotes work that fails to meet graduate college or university standards for academic performance in a graduate college or university course.
Bibliographic references are incorporated into the online materials which are on the Fermilab Education Office Web server:
Course materials are continually being revised based on participant feedback and new technology developments.
Participants are required to attend all class meetings; to give a presentation of their Future Action Plan; and to participate in all discussions and activities.
Participants are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the participant receiving a zero for that test, assignment or paper.
Participants will present Future Action Plan and their revised project materials for students at the end of the course.
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing may be made as needed to provide for equitable participation.
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Fermilab Friends for Science Education, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Authors: LInC ACT 2004 Class
Created: October 4, 2004 - Updated: July, 2006
Authors: Sharon Gatz, Stephen Meehan, and Laura Mengel
Created: July 2003 - Updated: July 24, 2006