Introduction to Engaged Learning and Best Use of Technology
SYLLABUS
Aurora University
OEDS5442
EL and Tech Intro
1 semester hour graduate credit
Catalog Description
Fermilab Introduction to Engaged Learning and Best Use of Technology is designed to challenge teams of lead teachers, technology coordinators, and library media specialists to create engaged learning projects that incorporate the best uses of technology. [1 Semester Hour]
Course Overview
This course is intended for educators who are already connected to the Internet and want ideas and support for integrating it effectively into their existing curriculum. They will communicate and collaborate with other participants and course facilitators as they design, develop, and implement a project-based "engaged learning" curriculum unit using Internet tools.
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.
Course topics include: Investigating Engaged Learning, Exploring Effective Strategies for Using Telecommunications in Education, Finding Information on the Internet, Authoring Web Documents, and Designing an Engaged Learning Project
Student Learning Objectives
The purpose of the course is to teach the participants to:
Create an engaged learning project that effectively uses technology including the Internet.
Apply engaged learning indicators* in project design by:
- Identifying, with student input, an authentic, challenging, multidisciplinary project derived from local, state, and/or national standards.
- Designing performance-based, generative, equitable, and ongoing assessments linked to the project's goal and objectives.
- Implementing the role of teacher as facilitator, guide, co-learner and co-investigator.
- Creating learning situations where students become explorers, cognitive apprentices, teachers and producers individually and in diverse groupings.
Identify engaged learning indicators by:
- Evaluating the projects of peers.
- Evaluating own work.
- Using the rubrics to self-assess, reflect upon and refine practice.
Use technology to support development and implementation of engaged learning projects by:
- Increasing proficiency in finding relevant Internet resources.
*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.
Teaching Methods/Class Format
This course will be offered in a face-to-face, or partial-online format. Participants will use online course materials and online discussions to communicate and collaborate with other participants and course facilitators. Online participants will use e-mail, mailing lists.
The program incorporates engaged learning, effective technology integration, and a participant project. Participants will experience a variety of learning techniques including: facilitated and independent computer use, projects, discussions, and individual and group work.
Texts and Required Reading
Core course materials (/lincon/intro_overview.shtml) 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 Plugging In: Choosing and Using Educational Technology, 1995. Some flexibility is required due to the constant flux of current, relevant information.
Units of Work
Topics of study fall into three basic areas: Engaged Learning, Technology Integration, and Technology Resources and Skills. The units will be woven together as participants produce their project. The Engaged Learning component will provide the backbone structure for the class. Technology Resources and Skills are units that are flexible, and may be self-guided. The following topics will be covered:
Introductory Topics
This page contains links to many of the pages you will need to view when you are getting started in the LInC course. It links to and describes the following pages: Getting Started in the Course (Orientation), Deliverables, Goals and Objectives, Aurora University Fermilab LInC Online Syllabus, Participant Scenario, the Meet and Greet Activity, Frequently Asked Questions (with answers), Search Tool, Suggestions Form, and Glossary.
Engaged Learning Topics
This page contains links to all the resources you'll need to create a standards-based engaged learning project for your existing curriculum that effectively integrates technology to allow students to communicate, collaborate, explore, research, and publish in ways that would not be feasible without the technology. You will find continuous guidance from writing your initial proposal to writing a student page for your project through many revisions. These pages provide guiding questions, short and extended descriptions, model project examples, process examples, "before" vs. "after" examples, resource links, tutorials, templates and rubrics to assist you with each part of your project development.
Technology Topics
This page organizes all the technology resources for the course.
Remember to access these pages whenever you need technical tools
and information to progress on your project. You will find information
on all the technology topics included in the course: Basic Internet
Concepts; Communicating via Listserv; Finding Information
on the Internet.
Issues Topics
Here you will find information about many issues related to
using technology and engaged learning in the classroom. Topics
include: Classroom Management for Technology-Supported Engaged
Learning Projects, Acceptable Use Policies, Citing Internet Resources,
Copyright, Netiquette, and Obtaining Funding. Don't skip this
section!
Class Assignments
There will be weekly assignments on the topics covered above. The assignments will culminate in the completion of an engaged learning project on the Web that effectively integrates technology. Participants will be expected to complete assignments by the due date established by their course facilitators. Assignment completion 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:
- Explore project examples and strategies for using Telecommunications in Education. Analyze existing projects with respect to their inclusion of "engaged learning" and "high-technology performance" indicators.
- Write one project mini-proposal that emphsize learner outcomes, authentic task and Best Use of Technology.
- Rewrite the project proposal to include leaner outcomes, authentic task, hook, student direction, and Best Use of Technology. Identify district goals and objectives and/or state and national standards that are addressed by your project.
- Write a project presentation/summary page. This page provides an overview of your project for other educators.
- Write a student page showing evidence of student direction, authentic task, and annotated URLs.
- Reflect on, critique, and discuss your project, your colleagues' projects, other course activities, and the LInC course itself.
- Communicate and collaborate with others using e-mail and listservs.
- Use Internet search engines and directories to find appropriate curriculum resources.
- Complete all evaluations and summary of the lesson before LInC.
Evaluation and Grading Procedures
Participants will be assessed based on their projects, homework assignments, technical skills, and class participation. Participants projects will be assessed based on their incorporation of engaged learning and high-technology performance indicators. The objectives listed previously describe some of these indicators.
| Course Task |
|
| Lesson Presentation Page | 40% |
| Student Page | 30% |
| Participation | 20% |
| Evaluation and PreLInC Description | 10% |
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.
Bibliography
Bibliographic references are incorporated into the online materials for each class which are on the Fermilab Education Office Web server at /lincon/intro_overview.shtml. Course materials are continually being revised based on participant feedback and new technology developments.
Attendance Policy
Participants are required to attend all online and face-to-face class meetings, to give a presentation of their project, and to participate in online and/or face-to-face discussions and activities.
Academic Honesty and Integrity
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.
Final Examination Policy
Participants will give a presentation about their Internet project to the facilitators and class. The content of the project will include a project overview, assessment/evaluation plan, Internet resources for the project, and page(s) to guide student participation in the project. Participants must present their project so that facilitators can review them and other educators can view them for resources and project ideas.
American Disabilities Act
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.