Education Assignment 1
Curriculum, Instruction, and Technology
Master of Science in Education
The Specialization – This specialization is designed for educational professionals who seek
leadership roles in planning and development of curriculum with an emphasis on the use of
instructional technology in training organizations, schools, and consulting organizations. This
30-semester specialization is designed for trainers, teachers, consultants, and leaders.
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Nova Southeastern University Higher Education Leadership and Instructional Technology Department
Abraham S. Fischler College of Education Syllabus
April 2019
I. COURSE: CIT 500 Theories of Learning (3 credits)
II. INSTRUCTOR
Name: Email: Telephone: Office: Office Hours:
III. COURSE DESCRIPTION
A. Catalog Description:
Learning theory remains a crucial component of instructional delivery. Instruction should be tailored to the learning process, and learning theory provides a framework for analysis of teaching practices. This course examines various learning theories that directly impact education and their influence on teaching and learning. Philosophies relating to how people learn, curriculum design, assessment, and reorganization for school change will be discussed. Classroom teachers and media specialists working with kindergarten through Grade12 will find this course particularly useful. Prerequisite/s: None
B. Course Rationale:
The goal of this course is to ensure that educators from all levels and in any discipline can infuse the principles of learning theory into analysis, design, and assessment of their teaching philosophy and practice. This course also emphasizes online learning
IV. COURSE OBJECTIVES:
Upon completion of this course, the student will be able to
1. Demonstrate an understanding of a variety of learning theories.
2. Associate components of a learning theory with a particular theorist.
3. Apply concepts of learning theory to teaching strategies, including online teaching.
4. Identify and evaluate contributions of each learning theory to practice.
5. Analyze teaching philosophy in regards to learning theories.
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6. Select instructional strategies geared to learning theory, especially for adult learners in online courses.
V. REQUIRED MATERIALS
A. Textbook: Ormrod, J. E. (2020). Human learning (8th ed.). Boston, MA: Pearson.
B. Supplemental Materials:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
VI. CALENDAR OF WEEKLY REQUIREMENTS
Note – reading assignments will be clarified by your instructor
Module Topics Class Activities & Assignments 1 Course Overview
Role of Theory in Learning and Instruction
Behaviorism
Gestalt Psychology
Read Introduction, and Chapters 1 & 3 Post Discussion 1:
2 The Human Brain Behaviorist Principles
Read Chapters 2 & 4 Post Discussion 2:
Submit Assignment 1
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3 Cognitive Perspectives: Processing of Information
Read Chapters 5 & 6 Readings
Post Discussion 3:
.
4 Cognitive Perspectives: Metacognition, and Problem Solving
Read Chapters 6, 7, 8 & 12
Discussion 4 Submit Assignment 2
5 Psychological Development Social- Cognitive Theory
Read Chapters 9 & 10 Post Discussion 5:
6 Cognitive Models Theory of Academic Motivation
Read Chapters 15 & 16 Post Discussion 6:
Submit Assignment 3
7 Application of Learning Theory
Submit Assignment 4
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VII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Complete and submit the Presubmission Checklist with each assignment. That form can be downloaded at: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc
Assignment 1 (15% of the course grade, 350 words minimum) Week 2
OBJECTIVES 3, 5, 6
Consider your present knowledge about learning theory and your experience as an educator. Consider your personal philosophy of learning.
1. How do you think that students learn best? 2. Does learning vary from content area to content area? 3. Is acquiring content knowledge significantly different from acquiring skills? 4. How may the teacher best achieve student learning in a variety of settings? Respond to all four of these questions. Answer each question in its own paragraph or section, and number them 1-4. Consider the wording of the questions carefully.
This assignment may serve as a pretest for you. At the end of the course, return to this submission, and determine how you have increased your knowledge of learning theory and how your personal philosophy may have changed.
Assignment 1 Grading Rubric
Element Not Met Met Exceeded
Personal statement regarding best student learning process
Beliefs were not clearly stated.
Beliefs were clearly stated. Your personal statements were clearly stated with thorough breadth and depth of detail.
Assessment of learning from content area to content area
Conclusions regarding the assessment of learning from content area to content area were not clearly stated.
Conclusions regarding the assessment of learning from content area to content area were clearly stated.
Conclusions regarding the assessment of learning from content area to content area were clearly stated and maintained the focus on student learning.
Discussion of the acquisition of content knowledge versus skills.
Conclusions regarding the acquisition of content knowledge versus skills were not clearly stated.
Conclusions regarding the acquisition of content knowledge versus skills were clearly stated.
Conclusions regarding the acquisition of content knowledge versus skills were clearly stated and maintained the focus on student learning.
Delineation of best practices for student learning achievement
Best practices were not identified clearly.
Best practices were identified clearly.
Best practices were identified clearly and demonstrated extensive evidence of current instructional methods and trends.
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Presentation of supporting rationales and examples
Supporting rationales and examples were not included.
Some supporting rationales were included.
Supporting rationales were convincing and several examples were presented.
Effectiveness of writing and adherence to APA guidelines
Capitalization and/or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.
Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.
Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas). No significant errors in APA guidelines.
Assignment 2 (15% of the course grade) Week 4 OBJECTIVES 1, 3, 5, 6
Learners spend much of their time processing information. To process successfully they must determine the logical meaning of the material, i.e., the relationship of the symbols, concepts, structures, patterns, and rules of the content matter. Having accomplished that, students must then achieve psychological meaning, i.e., the relationship of the symbols, concepts, structures, patterns, and rules of the content matter to the students’ cognitive skills. When psychological meaning is achieved, the door is then open to comprehension of information and use of information to solve problems, and comprehension and problem solving will occur if students interact with the content matter appropriately. To ensure proper interaction is the responsibility of the instructor. These ideas are especially important for adult learners who are enrolled in an online class.
For Assignment 2, choose content that you might teach learners. If possible pick content that is to be taught at a distance. Indicate the age or grade level of the students – even adult learners. If possible, identify content that is to be taught online to distant learners. Follow the steps below, number accordingly, and respond to the following questions based upon how that content might be taught effectively.
Step 1: In this content area, identify and describe a meaningful problem that students need to solve. (The term problem is used loosely here to indicate any typical task that learners might be asked to do.) 1.1 What real-world situations can serve as the basis for such a problem to be solved? 1.2 Can learners construct their own problems that are similar to the one selected by the teacher/trainer? If yes, provide an example. If no, explain why not.
Step 2: Develop cues to guide the reception of new knowledge. 2.1 What objectives or statement of purpose can be developed that can direct the learners’ attention? 2.2 What questions can be used to direct learners’ attention to important knowledge? 2.3 How will the new knowledge or skills enhance or build on the learners’ existing knowledge or skills?
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Step 3: Select or develop conceptual supports that facilitate the encoding of information. 3.1 What information should be included in advance organizers so that they bridge the learners’ prior knowledge and new learning? 3.2 What concepts, episodes, and images already acquired by learners that may be used to illustrate the new terms, definitions, or concepts? Step 4: Develop cues to aid in the retrieval of learned information. 4.1 What are some comparisons with related concepts, terms, or ideas that may be made? 4.2 What inference questions may be used to conclude the lesson? Step 5: Develop summarization and self-questioning strategies. 5.1 How can opportunities be provided for students to identify the main topic and link it to subtopics? 5.2 How can opportunities be provided to students for application, feedback, and subsequent application?
Step 6: If appropriate, identify those components of the lesson that might be suitable for small groups. (For small group work, it is understood that students will be dependent upon one another to complete the task at hand as is essential in true teamwork.)
Assignment 2 Grading Rubric
Element Not Met Met Exceeded
Selection of the problem
The problem selected is inappropriate for such a unit of instruction.
The problem selected is appropriate for such a unit of instruction.
The problem selected is appropriate for such a unit of instruction and effectively enables student processing of information.
Development of cues to guide reception of new knowledge
Objectives and methods are not clearly stated. Appropriate questions are not presented.
Objectives and methods are clearly stated. Two or three appropriate questions are presented.
Objectives and methods are well conceived and clearly stated. Four or more appropriate questions are presented that clearly direct students’ attention.
Development of supports that facilitate information encoding
Information to bridge the students’ prior knowledge and the new learning is not clearly presented. Prior knowledge to illustrate new terms, definitions, or concepts is not discussed.
Information to bridge the students’ prior knowledge and the new learning is clearly presented. Prior knowledge to illustrate new terms, definitions, or concepts is clearly discussed.
Information to bridge the students’ prior knowledge and the new learning is clearly and persuasively presented. Detailed prior knowledge to illustrate new terms, definitions, or concepts is clearly discussed.
Development of cues to aid in information retrieval
Comparisons with related concepts, terms, or ideas are not made. Inference questions are not posed.
Comparisons with related concepts, terms, or ideas are made. Two or three inference questions are posed.
Comparisons with related concepts, terms, or ideas are made clearly and persuasively. Four or more well‐crafted inference questions are posed.
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Development of summarization and questioning strategies
Opportunities for students to identify the main topic and link it to subtopics are not provided. Opportunities for application, feedback, and subsequent application are not provided.
Opportunities for students to identify the main topic and link it to subtopics are provided. Opportunities for application, feedback, and subsequent application are provided.
Numerous opportunities for students to identify the main topic and link it to subtopics are provided. Numerous opportunities for application, feedback, and subsequent application are provided.
Effectiveness of writing and adherence to APA guidelines
Capitalization and/or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.
Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.
Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas). No significant errors in APA guidelines.
Assignment 3 (20% of the course grade) Week 6
OBJECTIVES 2, 3, 5, 6
Prepare a unit of instruction based upon the ideas of one of contemporary learning theorists. This unit should address content and/or skills other than those addressed in Assignment 2. Include the components listed below and number them in your assignment as they are numbered here. No actual plans should be included in Assignment 3. However, be thinking of a lesson from this unit that you might develop for Assignment 4. Online learning units are preferable but not required.
1. Title of the unit and a paragraph that describes the unit
2. Duration
3. Target population
Be sure to discuss the individual differences, readiness, and motivation of the target population in terms of this theory.
4. Content area(s)
5. Rationale for this unit
(This is a key component of this assignment. Be clear and thorough. Remember that a rationale is a set of reasons that justify.) Explain the basic assumptions of the theory. Then answer these two questions:
a. Why is this theory an appropriate match for the content and methods of this unit? b. What is the nature of the mental process(es) salient in this theory?
6. List of objectives
State your objectives. Then answer these two questions: a. What are the major issues in designing instruction according to this theory?
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b. How did you align your objectives with these issues?
7. List of activities Provide a list of activities. A brief description of each activity is all that is needed. Then respond to these two items: a. Explain the basic assumptions of the principles of instruction based upon this theory. b. How are they an appropriate foundation for this unit?
8. Assessment of the learning
Briefly describe how you will assess learning. Then answer these two questions: a. In this theory are learning and performance equated? That is, is performance an indicator that learning has occurred? b. Will unobservable constructs need to be measured? If so, how will the measurement be
done?
Assignment 3 Grading Rubric
Element Not Met Met Exceeded
Alignment between the unit and the theory
The components of the unit do not align well with the components of the theory.
The components of the unit align well with the components of the theory.
The components of the unit align very effectively with the components of the theory.
Rationale for the unit
The rationale is not clear or persuasive.
The rationale is clear and persuasive.
The argument presented in the rationale is especially clear and persuasive and affirms deep understanding of the theory’s assumptions.
Objectives Objectives are unclear and do not reflect major issues in instructional design.
Objectives are unclear and reflect some major issues in instructional design.
Objectives are skillfully crafted and reflect all major issues in instructional design.
Activities Activities are limited in breadth and depth. Basic assumptions of the principles of instruction based upon this theory are not provided.
Activities are sufficient in breadth and depth. Basic assumptions of the principles of instruction based upon this theory are provided.
Activities are skillfully crafted with excellent breadth and depth. Basic assumptions of the principles of instruction based upon this theory are explained clearly and thoroughly.
Assessment Assessment of learning does not align effectively with objectives and instructional activities. Learning and performance are not explained.
Assessment of learning aligns effectively with objectives and instructional activities. Learning and performance are explained clearly.
Assessment of learning aligns effectively with objectives and instructional activities. Learning and performance are explained clearly and thoroughly.
Assignment 4 (35% of the course grade) Final Week
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OBJECTIVES 2, 3, 5, 6
The purpose of this assignment is for you to demonstrate their use of critical thinking skills and strategies through a lesson plan for group activities and cooperative learning for students. The assignment will include the lesson plan and an accompanying description of planning.
Part 1. The Lesson Plan Consider the unit that you developed in Assignment 3. Now develop one lesson plan based upon that unit. Use the Assignment 4 Rubric below as a guide to generate the components of the lesson plan. Remember that your lesson should include group activities and cooperative learning for students at any level, but most likely learning online. Your lesson should demonstrate higher order thinking skills as appropriate for your population. Such skills might include comprehension, application, analysis, synthesis, and/or evaluation. Number the components of your lesson as follows: 1. goal(s) (global statement[s]), objectives (specific statements), and standards 2. diverse student characteristics and methods to address them 3. materials, methods, and technology 4. lesson preparation and classroom management strategies 5. activities (including critical thinking questions) 6. assessment
Assignment 4 Grading Rubric
Element Not Met Met Exceeded
Lesson goals, objectives, and standards
Lesson goals were not clearly stated. Standards were not provided. Lesson objectives were not stated in measurable, behavioral terms and were not aligned with instructional standards.
Lesson goals were clearly stated. Appropriate standards were provided. Lesson objectives were stated in measurable, behavioral terms that were aligned with instructional standards.
Lesson goals were clearly stated and provided appropriate details and examples. Appropriate standards were provided. Lesson objectives were stated in clearly measurable, behavioral terms that were aligned with instructional standards and student academic growth.
Learner characteristics
Student characteristics were not identified with entry competencies that are appropriate to lesson objectives. Student learning styles were not identified for diverse students.
Student characteristics were identified with entry competencies that are appropriate to, or consistent with, lesson objectives. Student learning styles were identified for diverse students.
Multiple diverse student characteristics were identified and addressed with entry competencies that are appropriate to lesson objectives. Student learning styles were clearly and thoroughly identified and addressed for
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diverse students.
Materials, methods, and technology
Instructional materials, methods, and technology were either inappropriate for the grade level or were not identified and described.
Instructional materials, methods, and technology appropriate for the grade level were identified and described.
Instructional materials, methods, and technology were differentiated for student learning level and were identified and described in detail.
Lesson preparation and classroom management
Little evidence of effective lesson preparation is provided. Proactive strategies for effective classroom management and organization were not identified and not used.
Acceptable evidence of effective lesson preparation is provided. Proactive strategies for effective classroom management and organization were identified and used.
Extensive evidence of effective lesson preparation is provided. Proactive strategies for effective classroom management and organization were identified, described, and used.
Learner activities Learner activities (e.g., practice, reinforcement, feedback, cooperative groups, or engaged learning) were not described.
Learner activities (e.g., practice, reinforcement, feedback, cooperative groups, and engaged learning) were described.
Learner activities (e.g., practice, reinforcement, feedback, cooperative groups, and engaged learning) were described in exceptional detail.
Critical thinking questions
Examples of questions that promote critical thinking skills were not provided.
Examples of questions that promote critical thinking skills were provided.
Examples of questions that promote critical thinking skills were frequently provided.
Assessment Procedures for assessing student learning that match lesson objectives and evaluation results were not provided.
Procedures for assessing student learning that match lesson objectives and evaluation results were provided.
Procedures for assessing diverse student learning that match lesson objectives, extension activities, and evaluation results were provided.
Part 2. Description of Planning Describe the process by which you planned the six components of the lesson. Give a rationale, that is, a set of valid reasons, for your decisions.
Part 3. Work Sample Include learner work sample that would be a product of this lesson plan. The work sample may be a separate attachment if necessary.
VIII. CLASS POLICIES
A. Attendance Students are expected to actively participate in all course activities.
B. Writing This course includes written assignments that make up at least one half of the final course grade.
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● Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.
IX. GRADING CRITERIA
A. Grading Scale:
Master’s and Educational Specialist Programs Letter Grade Percentage Quality Points
A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit
B. Course Assignments and their percentage of the final grade
Assignment Points % Due Week # Assignment 1: Personal Philosophy of Learning
100 15 2
Assignment 2: Content Area Problem Solving
100 15 4
Assignment 3: Unit of Instruction 100 20 6 Assignment 4: Lesson Plan 100 35 Final Week Participation (Chats and Discussions)
100 15 1-6
Total: 100
Additional Assistance with APA Formatting and Writing:
American Psychological Association. APA style. http://www.apastyle.org/
American Psychological Association. Basics of APA style tutorial http://flash1r.apa.org/apastyle/basics/index.htm
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Syllabus updated November 2016
CIT 501 Page 1 of 22 June 2018
Nova Southeastern University Abraham S. Fischler College of Education
Higher Education, Leadership and Instructional Technology Syllabus
June 2018
I. COURSE: CIT 501 Curriculum and Instruction (3 credits)
II. INSTRUCTOR Name: E-mail: Telephone: Office Hours:
Students should contact their instructor for any questions regarding this course. For technical support students should call (954) 262-4357 or (800) 541-6682 x24357
Note: To ensure program consistency, all sections of each course in the Abraham S. Fischler College of Education, regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in readings, topics, or assignments may occur only with approval from the Department of Instructional Design and Technology.
III. COURSE DESCRIPTION
A. Catalog Description: This course is intended to provide skills to the participants to develop, design, plan and assess the curriculum. Major topics that include theories and foundations of the curriculum are balanced with practical applications of developing curriculum materials appropriate for the participants setting. Current topics including multicultural curriculum, program evaluation, integrated curriculum, thematic units, technology-based learning and assessment of student learning outcomes are examined. Prerequisite(s): None
B. Course Rationale: The purpose of CIT 501 is to provide learners the skills necessary to
develop, design, plan, and assess the curriculum in training and educational organizations. These skills are essential for effective instruction within the contexts of learning in organizations, with an emphasis on distance education.
IV. COURSE STUDENT LEARNING OUTCOMES (CSLOs):
By the end of this course, the student will be able to: 1. Define and compare curriculum and instruction. 2. Identify factors influencing curriculum development. 3. Describe the curriculum planning process. 4. Compare various curriculum models. 5. Examine curriculum evaluation strategies and models.
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V. COURSE OBJECTIVES:
By the end of this course, the student will be able to:
1. Define curriculum and instruction. 2. Describe the relationship between curriculum and instruction. 3. Identify various social, and psychological influences affecting curriculum decision-
making and development. 4. Identify the five levels of curriculum planning and describe the types of curriculum
development that are conducted at each of these levels. 5. Describe the roles of school curriculum planners. 6. Analyze leadership characteristics and how they impact curriculum planning and
implementation. 7. Identify the historical foundations of curriculum. 8. Compare and contrast the different philosophies and characteristics of the various
schools of thought affecting the curriculum (i.e., reconstructionism, progressivism, essentialism, and perennialism).
9. Identify several practices in school that follow (a) behavioristic principles, (b) gestalt principles, (c) experimentalist principles, (d) perceptual psychology principles, and (e) constructivist principles.
10. Compare the characteristics of various curriculum models. 11. Discuss strategies for subject matter selection and placement. 12. Examine various curriculum evaluation strategies and models. 13. Examine various instructional evaluation strategies and models. 14. Examine current curriculum-related issues and trends, especially distance education. 15. Investigate future directions for curriculum improvement and change with an emphasis
on distance education. 16. Design a curriculum of the future that is taught all or in part at a distance. 17. Trace the curriculum planning process. 18. Develop an interdisciplinary approach to curriculum planning.
VI. REQUIRED MATERIALS
A. Textbooks:
Oliva, P. F. & Gordon, W. R. (2018). Developing the curriculum (9th ed.). Boston, MA: Allyn & Bacon.
Wood, K. E. (2015). Interdisciplinary instruction: Unit and lesson planning
strategies K-8 (5th ed.) Long Grove, IL: Waveland Press.
B. Supplemental Materials: American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
CIT 501 Page 3 of 22 June 2018
VII. CALENDAR OF WEEKLY REQUIREMENTS
Week Topics Class Activities & Assignments
1 Introduction to the course Theoretical dimensions of curriculum development Curriculum is in constant flux as a consequence of changes in society. Overview of “A Nation at Risk” Introduction to an interdisciplinary unit Essential Questions: How does society impact curriculum development and instruction? What is necessary for curriculum to be effective?
Post your profile in the area designated by your instructor Review the entire syllabus, including weekly lectures and activities. Explore the Week 1 Lecture. Read Chapters 1 & 2 of Developing the Curriculum. Read Chapter 1 in Interdisciplinary Instruction. Discussion 1: Complete the activity on pages 17 & 18 in the Interdisciplinary Instruction text. Post your responses to the three questions in Discussion Folder #1. Begin to work on Assignment 1 to be submitted during Week 2 (The Relationship Between Society & Curriculum).
2 The five levels of curriculum planning and 3 sectors. The various curricular tasks and organizations associated with each level/sector. The roles which principals, curriculum leaders, teachers, students, parents, and other citizens plan in curriculum development. The relationship of the National Goals to education today. Essential Questions: How can obstacles to curriculum development be overcome? How do interdisciplinary thematic units impact curriculum development? How have National Goals impacted
Read Chapters 3 & 4 in Developing the Curriculum. Read Chapter 2 in Interdisciplinary Instruction. Discussion 2: Complete the activity on page 37 of the Interdisciplinary Instruction text. Post your responses to the four questions in Discussion Folder #2. Submit Assignment 1 (The Relationship Between Society & Curriculum).
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American education?
3 Models of curriculum development. Aims and philosophies of education in society. The classification of student and societal needs into levels and types. Essential Questions: How do philosophies and aims of society effect curriculum development? How do your philosophies and aims effect your curriculum planning? How do the needs of students impact curriculum development?
Read Chapters 5 – 7 in Developing the Curriculum. Read Chapters 3 and 4 in Interdisciplinary Instruction. Discussion 3: How does an interdisciplinary approach differ from a multidisciplinary approach? Post a one‐paragraph response in Discussion Folder #3. Submit Assignment 2 (The Basics of the Curriculum Design Process).
4 Effective goals and measurable objectives. The organization and implementation of curriculum. Goals and objectives as related to instruction. Essential Questions: How do the philosophies and aims of the curriculum planner effect curriculum goals and objectives? How have technological advancements transformed organizational patterns? How have the societal concerns of the American people changed organizational patterns?
Read Chapters 8 – 10 in Developing the Curriculum. Begin working on the instructional goals and objectives for your ITU. Discussion 4: Post the title of your ITU and list the curricular areas (minimum of five) you will include in your plan. Under each curricular area, list a minimum of two activities you will include in your ITU. Post your response in Discussion Folder #4. Submit Assignment 3 (Lesson Plans).
5 Instructional strategies Teaching styles and models Assessment of student achievement Essential Questions: How do styles of teaching effect the delivery of curriculum? How does teaching experience affect the need for instructional planning? How does a teacher accurately measure student achievement?
Read Chapters 11 – 13 in Developing the Curriculum. Read Chapters 5 and 6 in Interdisciplinary Instruction. Discussion 5: Post one paragraph discussing how you will use Bloom’s Taxonomy in the planning and implementation of your ITU. Post your response in Discussion Folder #5.
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How does good curriculum planning affect student achievement?
Review Sample Interdisciplinary Unit Plans in the Appendix of the Interdisciplinary Instruction text.
6 Curriculum guides courses of study, curriculum bulletins, syllabi, resource units and source units. Today’s issues in curriculum development. Essential Question: How does the old adage, “What goes around comes around” apply to curriculum
Read Chapters 14 & 15 in Developing the Curriculum. Discussion 6: Post one paragraph discussing how you will accurately assess student learning. Include types/techniques of assessments you plan to include in your ITU. Post your response in Discussion folder #6. Submit Assignment #4, Part 1.
7 Review of All Topics Submit Assignment #4, Parts 2 and 3
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VIII. DESCRIPTION OF ASSIGNMENTS AND RUBRICS
Discussion Responses/Participation 20%
Discussion responses are due in weeks 1, 2, 3, 4, 5 & 6
Assignment 1 (Due Week 2) The Relationship Between Society and Curriculum (20% - minimum of three pages) Objectives: 1, 3, 7, 14
This assignment is based on a supplementary exercise presented by Oliva & Gordon on page 33, Exercise #5. You are to select and describe three social developments, events, pressures, or forces in the United States within the past 20 years that have resulted in changes in your district/school’s curriculum (Oliva & Gordon, 2013). One of the three social developments must be the National Goals (1989 and 1994) presented in the Week 2 lecture. Be sure to discuss how these changes established priorities for curriculum in your district/school. Do you agree with these priorities? What would you add or delete? You should research at least three articles related to this topic to support your position. You should also use your textbooks as references along with the Week 2 lecture in your syllabus. All references used in your paper to support your position need to be properly cited within the body of your paper. They also need be included on the reference page. Consult your APA Manual.
Assignment #2 (Due Week 3) The Basics of the Curriculum Design Process (10% - minimum of three pages) Objectives: 1, 2, 3, 4, 5, 6, 8, 9,10, 11, 14
Write an essay discussing the basics of curriculum design and how you have seen it used
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in your school (both positives and negatives are acceptable). Support your discussion with a minimum of two articles; one from each of the Websites below. Also, use both of your textbooks to support your position. Include APA citations for all resources used to substantiate your stance in the paper.
Go to ProQuest Central and/or Academic Search Premier. They are the top databases listed on this page http://sherman.library.nova.edu/e-library/index.php?action=subject&col=n&cat=gen . You may also use ERIC and/or Education Source. They are listed at http://sherman.library.nova.edu/e-library/index.php?action=subject&col=n&cat=edu Search for articles about curriculum design. Select one article from one of these sites for this week’s assignment on curriculum design. Go to the newsletter Web page at the US Dept. of Education Website: http://www.ed.gov/news/newsletters/index.html Examine the different education newsletters available to subscribe to. These are listservs and they will send to your via e-Mail the newsletters on a weekly, monthly, etc. basis. (Just a word of caution – you may be tempted to subscribe to most of them. They are all wonderful, but if you do not use discretion, your mailbox will be constantly inundated with newsletters. Most, if not all of these are archived. Look at the archived articles and select one. Before you leave this site, click on the “Teachers” link at the top of the Newsletter Web page. There is a wonderful database of lesson plans available here under “Teaching Resources” which will be useful in writing next week’s assignment. Bookmark it for future reference! Take your time and browse this Website thoroughly. There is a wealth of information to be had here. Assignment #3 (Due Week 4) Lesson Plans (10% - minimum of two pages) Objectives: 1, 2, 14, 15, 16, 17, 18
Review requirements for the thematic unit. Research and locate a lesson plan that can be used in the ITU and discuss it thoroughly. Explain how it relates to your ITU.
You can use the lesson plans from the http://www.free.ed.gov Website that you bookmarked last week or any lesson plan that you find in a book or on the Internet.
Be sure to identify the methodology that correlates to the lesson plan delivery such as constructivism, cooperative learning, differentiated instruction, scaffolding, Socratic method, or project-based learning.
Cite the articles and your textbook articles correctly according to the APA Manual within the body of the paper and on the reference page. Assignment #4 (40% - Due Weeks 6 - 8) Assignment 4, Part 1: Unit Plan - Due Week 6 Assignment 4, Part 2: Lesson Plans - Due Week 7 Assignment 4, Part 3: Reflection - Due Week 8 Objectives: 1,2,3,11,12,13,16,17,18
CIT 501 Page 7 of 22 June 2018
Develop and complete a unit plan. The preparation and presentation of this unit plan documents your pedagogical and professional knowledge, skills, dispositions, planning, and assessment abilities as stipulated in state and national standards. Directions for Assignment 4 / Part 1: Unit Plan Develop a comprehensive Unit Plan that is 3 to 4 weeks. Your unit plan will include the following: Profile of Students 1. Begin by selecting a target age group of learners. Provide a description about the
developmental needs and characteristics of the target group (e.g., languages and special needs). Observe the students and informally talk with some of them to find out about topics of their interest. Write down your findings. Based on your observations and interactions, prepare a list about the learners’ interests.
2. Meet with colleagues and talk about concepts and themes related to each of the subject areas that would appropriate for the target group of learners. Review the content area scope and sequence provided by the school district and/or state department of education.
3. Considering the information from your observations and discussion with the colleagues (or cooperating teacher), choose a theme or topic to serve as the focus for your unit. Provide a brief statement that describes the outcomes, and how it contributed to selecting the theme or topic for the unit.
4. Provide a rationale for the theme or topic that you selected. Identify the reasons for your selection (e.g., what guided the selection of the topic?). Include in your rationale a description about how the theme or topic responds to the learner’s interests and characteristics. Explain how the theme or topic provides for the integration of the target subject areas (e.g., in what way does the theme foster integration of the subject areas?)
Unit Overview and Design 1. In a narrative, provide an Overview about the unit. Include the following in your overview:
a. Description of the theme or topic b. Why the theme or topic is meaningful for the selected group of learners c. How the theme or topic links with other subject areas.
2. Provide a description of the Unit Goals, including a summary of the unit 3. Identify the Instructional Standards that are met through the unit. 4. Based on the identified unit goals, create a Sequence of the five lesson plans and related concepts
to ensure coherence and required prior knowledge. Provide a rationale that describes why the five lessons follow a particular sequence. Include a diagram or graphic to demonstrate how concepts are aligned throughout the lessons.
5. Develop learning experiences that require students to demonstrate a variety of applicable skills and competencies. Be sure to include three or more types of skills or competencies as targeted in the lesson or unit. Provide a statement that describes why you consider that students will be able to achieve the target goals. Comment on how activities and resources would allow students to meet the target expectations.
6. Incorporate cross-disciplinary activities in the instruction as a means to help students apply content knowledge.
7. Include a matrix that aligns skills and competencies to the lesson or unit objectives and assessment
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activities.
Alignment Matrix Format Lesson/Unit Objective Skill and Competency Assessment Activity
8. Specify the accommodations and modifications that you are providing to support language development in instruction.
9. Describe the materials selected that support the standards-based learning objectives and variety of learning needs.
10. Describe the questions and standards-aligned materials that you will use to promote critical thinking.
11. Describe the opportunities that learners have to practice the use of academic language/vocabulary in the content area that will lead to mastery of content and skills.
12. Identify appropriate formative assessments to monitor learning during the implementation of the unit activities.
Assignment 4/Part 2: Lesson Plans
A. Develop five consecutive lesson plans designed for complete of partial delivery at a distance
1. State the Title of the lesson. 2. Specify the Duration of the lesson. 3. Identify Curricular Area/s included in the lesson. 4. State Goal/s and Objective/s for the lesson. 5. List standards addressed in the lesson. 6. Identify Essential Question/s. 7. Outline activities/procedures for the lesson. 8. Identify methods of differentiation. 9. List Materials and Equipment needed (including technology). 10. Describe the assessment method.
Assignment 4/Part 3: Reflection (2 pages)
1. Reflect on the experience of designing the unit and comment on how this experience has increased your knowledge about the planning process. Comment on how the experience helped expand your knowledge about planning integrated learning activities.
2. Considering the needs of the learners, reflect on how the planning and implementation outcomes of the unit helped you to meet their interest and developmental characteristics in a meaningful way.
3. Include reflection (approximately ½ page)
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Assignment 4 Grading Rubric
Element Not Met Met Exceeded
Profile of Students Profile of students is missing or not fully developed.
Profile of students is provided that describes how the collaboration with colleagues led to the understanding of the student needs.
A detailed profile of the students is provided that fully discusses the students’ needs, outcomes of collaboration with colleagues, and how the unit that is being planned will contribute to positive learning outcomes.
Rationale for Unit There was little or no evidence of a rationale for the unit.
Rationale was clearly stated.
Rationale for Unit communicated the purpose and need for the unit.
Unit Overview Unit Overview was not clearly stated.
Unit Overview was clearly stated
Unit Overview was clearly stated and described how the linkage to previous instruction.
Unit Goals and Summary of Unit
Unit Goals and summary of unit were not clearly stated.
Unit Goals and summary of unit were clearly stated.
Unit Goals and summary of unit were clearly and specifically stated.
Aligns Instruction with Standards at the Appropriate Level of Rigor
Instructional standards were not clearly identified for each lesson that will be included in the unit.
Instructional standards were clearly identified for each lesson that will be included in the unit at the appropriate level of rigor.
Instructional standards were clearly identified and described for each lesson that will be included in the unit at the appropriate level of rigor.
Sequences Lessons and Concepts to Ensure Coherence and Required Prior Knowledge
Little or no evidence is provided There is no rationale provided that describes why the lessons follow a particular sequence.
The 501 student sequences lessons and concepts to ensure coherence and required prior knowledge. A rationale is provided that describes why the lessons follow a particular sequence.
The 501 student sequences lessons and concepts to ensure coherence and required prior knowledge. A rationale is provided that describes why the lessons follow a particular sequence. A diagram or graphic is provided that aligns lessons and concepts. Required prior knowledge is indicated in the diagram or graphic.
Designs Instruction for Students to Achieve Mastery
Little or no evidence is provided that the candidate can design instruction for students to achieve mastery. There is no statement of intent about why students should be able to master the related standards or objectives.
The candidate designs instruction for students to achieve mastery. A statement of intent is provided about why students should be able to master the related standards or objectives. A statement is also provided that describes why planning is a professional responsibility that improves student learning.
The candidate designs instruction for students to achieve mastery. A statement of intent is provided about why students should be able to master the related standards or objectives. A description of how this instruction supports instruction for grade‐ level standards is provided. A remediation plan is provided that indicates strategies for students who are not successful. The candidate includes a statement that
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describes how planning improves student learning. The student refers to short‐ and long‐term planning needs.
Develops Learning Experiences that Require Students to Demonstrate a Variety of Applicable Skills and Competencies.
Little or no evidence is provided that the candidate can develop learning experiences that require students to demonstrate a variety of applicable skills and competencies. Fewer than three types of skills or competencies were addressed in the lesson or unit.
The candidate develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. More than three types of skills or competencies were addressed in the lesson or unit.
The candidate develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. More than three types of skills or competencies were addressed in the lesson or unit. A matrix is provided that aligns skills and competencies to the lesson or unit objectives and assessments.
Materials to Support Standards‐based Learning Objectives and Variety of Learning Needs
A list of materials to support standards‐ based learning objectives and a variety of learning needs were not provided.
A list of materials that designated the related standards and learning needs was provided.
A list of materials that designated the related standards and learning needs was provided and included information on where the materials were located.
Accommodations for ESOL Students and Students with Exceptional Learning Needs – Language Development in Instruction
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were not provided.
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were clearly identified. These accommodations incorporated various strategies, resources, and technological tools.
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were clearly and specifically identified. The accommodations incorporated a wide variety of strategies, resources, and technological tools that were effective in meeting the diverse needs of students.
Use of academic language/ vocabulary in the content area that leads to mastery of content and skills.
Little or no evidence is provided that the candidate provides opportunities for students to develop academic language in the content area.
Activities that promote content vocabulary development and practice are provided.
The candidate provides multiple activities that introduce and develop content language. Activities are also provided that require students to apply content language to instructional scenarios.
Cross‐disciplinary skills in instruction
Little or no evidence is provided that the candidate incorporates cross‐disciplinary skills in instruction.
Activities that promote the use of cross‐ disciplinary skills are provided.
The candidate provides multiple activities that reinforce cross‐ disciplinary skills. Evidence is provided that the candidate collaborated with other instructors to identify and promote these activities.
Selects Appropriate Formative Assessments to Monitor Learning
Little or no evidence is provided that the candidate can select appropriate formative
The candidate selects appropriate formative assessments to monitor learning. There is a
The candidate selects appropriate formative assessments to monitor learning. There is a rationale
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assessments to monitor learning. There is no rationale provided as to how the assessments align to the standards of the lesson or unit.
rationale provided as to how the assessments align to the standards of the lesson or unit
provided as to how the assessments align to the standards of the lesson or unit. An analysis is provided for each element of the assessment that explains why it is effective in monitoring learning for the lesson or unit objectives and related standards.
Uses a Variety of Data, Independently, and in Collaboration with Colleagues, to Evaluate Learning Outcomes, Adjust Planning and Continuously Improve the Effectiveness of the Lessons
The unit was not evaluated. Plans to revise and improve the instruction were not adequately described
The unit was appropriately evaluated. The teacher candidates used a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons. Plans to revise and improve the instruction were explicitly and clearly described.
The unit was extensively and appropriately evaluated. The teacher candidate used a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons. Plans to revise and improve the instruction were explicitly and clearly described.
Implementation – Narrative
The narrative of the implementation is missing or too brief to provide sufficient information on what occurred during instruction.
The narrative of the implementation clearly states what occurred during instruction.
The narrative of the implementation details what occurred during instruction.
Implementation – Areas for Change
Information on areas for change is missing or too brief to provide sufficient information on what the candidate proposes to change for future implementations of the unit.
Information on areas for change are listed and described.
Information on areas for change is detailed and includes resources (e.g., materials, professional development, etc.) that are needed to support these changes.
Reflection The reflection is missing or too brief to provide sufficient information on how this experience increased the candidates’ knowledge of the planning process or helped to meet students’ interests or developmental characteristics.
A reflection is provided that describes how this experience increased the candidates’ knowledge of the planning process and helped to meet students’ interests or developmental characteristics.
A detailed reflection is provided that describes how this experience increased the candidates’ knowledge of the planning process and helped to meet students’ interests and developmental characteristics. A description of the application of this experience to future planning is provided.
IX. CLASS POLICIES
A. Attendance: Students are expected to attend all class sessions.
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B. Writing across the Curriculum
This course includes written assignments that make up at least one half of the final course grade. Written assignments can include, but are not limited to, abstracts,
bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.
X. GRADING CRITERIA
a. Master’s and Ed.S. Grading Scale:
Letter Grade Percentage Quality Points A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit
b. Course Assignments and their percentage of the final grade
Assignment Points % Due Week # The Relationship Between Society and Curriculum
100
20 2
The Basics of Curriculum Design 100 10 3 Lesson Plans 100 10 4 Interdisciplinary Unit: Parts 1, 2 & 3 100 40 6-8 Discussion Responses, Activities & Participation 100 20 1-8
Total 100
Additional Assistance with APA Formatting and Writing:
Alvin Sherman Library, Research, and Information Technology Center. Help: Style Guides, Citations, and Citing Sources. http://www.nova.edu/library/help/styleguides/styleguides.html
Education Tutorial. http://www.nova.edu/library/dils/educationtutorial.html
American Psychological Association. APA style. http://www.apastyle.org/
American Psychological Association. Basics of APA style tutorial. http://flash1r.apa.org/apastyle/basics/index.htm
The Iris Center. http://iris.peabody.vanderbilt.edu/ [“Special Education Resources for Inclusion”]
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The Landmark Project. Landmarks son of citation machine. http://citationmachine.net/
The Purdue Online Writing Lab. http://owl.english.purdue.edu/
Appendix 1 Assignment #4 (Due Weeks 6 - 8) Unit Plan (35%)
Assignment 4, Part 1 – Due Week 6 Assignment 4, Part 2 – Due Week 7 Assignment 4, Parts 3, 4, 5, & 6 – Due Week 8
Objectives: 1,2,3,11,12,13,16,17,18
Key Assessment for Accomplished Practice 1 Quality of Instruction – Instructional Design and Lesson Planning
Grading Rubric
Assignment 4 in CIT 501
Element Not Met Met Exceeded
Profile of Students Profile of students is missing or not fully developed.
Profile of students is provided that describes how the collaboration with colleagues led to the understanding of the student needs.
A detailed profile of the students is provided that fully discusses the students’ needs, outcomes of collaboration with colleagues, and how the unit that is being planned will contribute to positive learning outcomes.
Rationale for Unit There was little or no evidence of a rationale for the unit.
Rationale was clearly stated.
Rationale for Unit communicated the purpose and need for the unit.
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Assignment 4 in CIT 501 supports the pre-professional development of
Element Not Met Met Exceeded
Unit Overview Unit Overview was not clearly stated.
Unit Overview was clearly stated.
Unit Overview was clearly stated and described how the linkage to previous instruction.
Unit Goals and Summary of Unit
Unit Goals and summary of unit were not clearly stated.
Unit Goals and summary of unit were clearly stated.
Unit Goals and summary of unit were clearly and specifically stated.
Aligns Instruction Instructional standards Instructional standards Instructional standards with State-adopted were not clearly were clearly identified were clearly identified Standards at the identified for each for each lesson that will and described for each Appropriate Level of lesson that will be be included in the unit at lesson that will be Rigor included in the unit. the appropriate level of included in the unit at Rigor the appropriate level of
rigor
Sequences Lessons and Concepts to Ensure Coherence and Required Prior Knowledge
Little or no evidence is provided that the candidate can sequence lessons and concepts to ensure coherence and required prior knowledge. There is no rationale provided that describes why the lessons follow a particular sequence
The candidate sequences lessons and concepts to ensure coherence and required prior knowledge. A rationale is provided that describes why the lessons follow a particular sequence.
The candidate sequences lessons and concepts to ensure coherence and required prior knowledge. A rationale is provided that describes why the lessons follow a particular sequence. A diagram or graphic is provided that aligns lessons and concepts. Required prior knowledge is indicated in the diagram or graphic.
Designs Instruction for Students to Achieve
Little or no evidence is provided that the
The candidate designs instruction for students
The candidate designs instruction for students
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Assignment 4 in CIT 501
Element Not Met Met Exceeded
Mastery
candidate can design instruction for students to achieve mastery. There is no statement of intent about why students should be able to master the related standards or objectives.
to achieve mastery. A statement of intent is provided about why students should be able to master the related standards or objectives. A statement is also provided that describes why planning is a professional responsibility that improves student learning.
to achieve mastery. A statement of intent is provided about why students should be able to master the related standards or objectives. A description of how this instruction supports instruction for grade- level standards is provided. A remediation plan is provided that indicates strategies for students who are not successful. The candidate includes a statement that describes how planning improves student learning. The student refers to short- and long-term planning needs.
Develops Learning Experiences that Require Students to Demonstrate a Variety of Applicable Skills and Competencies.
Little or no evidence is provided that the candidate can develop learning experiences that require students to demonstrate a variety of applicable skills and competencies. Fewer than three types of skills or competencies were addressed in the lesson or unit.
The candidate develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. More than three types of skills or competencies were addressed in the lesson or unit.
The candidate develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. More than three types of skills or competencies were addressed in the lesson or unit. A matrix is provided that aligns skills and competencies to the lesson or unit objectives and assessments.
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Assignment 4 in CIT 501
Element Not Met Met Exceeded
Materials to Support Standards-based Learning Objectives and Variety of Learning Needs
A list of materials to support standards- based learning objectives and a variety of learning needs were not provided.
A list of materials that designated the related standards and learning needs was provided.
A list of materials that designated the related standards and learning needs was provided and included information on where the materials were located.
Accommodations for ESOL Students and Students with Exceptional Learning Needs – Language Development in Instruction
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were not provided.
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were clearly identified. These accommodations incorporated various strategies, resources, and technological tools.
Accommodations for language development in instruction for ESOL students and students with Exceptional Learning Needs were clearly and specifically identified. The accommodations incorporated a wide variety of strategies, resources, and technological tools that were effective in meeting the diverse needs of students.
Use of academic language/ vocabulary in the content area that leads to mastery of content and skills.
Little or no evidence is provided that the candidate provides opportunities for students to develop academic language in the content area.
Activities that promote content vocabulary development and practice are provided.
The candidate provides multiple activities that introduce and develop content language. Activities are also provided that require students to apply content language to instructional scenarios.
Cross-disciplinary skills in instruction
Little or no evidence is provided that the candidate incorporates cross-disciplinary skills in instruction.
Activities that promote the use of cross- disciplinary skills are provided.
The candidate provides multiple activities that reinforce cross- disciplinary skills. Evidence is provided
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Assignment 4 in CIT 501
Element Not Met Met Exceeded
that the candidate collaborated with other instructors to identify and promote these activities.
Selects Appropriate Formative Assessments to Monitor Learning
Little or no evidence is provided that the candidate can select appropriate formative assessments to monitor learning. There is no rationale provided as to how the assessments align to the standards of the lesson or unit.
The candidate selects appropriate formative assessments to monitor learning. There is a rationale provided as to how the assessments align to the standards of the lesson or unit.
The candidate selects appropriate formative assessments to monitor learning. There is a rationale provided as to how the assessments align to the standards of the lesson or unit. An analysis is provided for each element of the assessment that explains why it is effective in monitoring learning for the lesson or unit objectives and related standards.
Uses a Variety of Data, Independently, and in Collaboration with Colleagues, to Evaluate Learning Outcomes, Adjust Planning and Continuously Improve the Effectiveness of the Lessons
The unit was not evaluated. Plans to revise and improve the instruction were not adequately described
The unit was appropriately evaluated. The teacher candidates used a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons. Plans to revise and improve the instruction were explicitly and clearly described.
The unit was extensively and appropriately evaluated. The teacher candidate used a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons. Plans to revise and improve the instruction were explicitly and clearly described.
Assignment 4 in CIT 501
Element Not Met Met Exceeded
Implementation – Narrative
The narrative of the implementation is missing or too brief to provide sufficient information on what occurred during instruction.
The narrative of the implementation clearly states what occurred during instruction.
The narrative of the implementation details what occurred during instruction.
Implementation – Areas for Change
Information on areas for change is missing or too brief to provide sufficient information on what the candidate proposes to change for future implementations of the unit.
Information on areas for change are listed and described.
Information on areas for change is detailed and includes resources (e.g., materials, professional development, etc.) that are needed to support these changes.
Reflection The reflection is missing or too brief to provide sufficient information on how this experience increased the candidates’ knowledge of the planning process or helped to meet students’ interests or developmental characteristics.
A reflection is provided that describes how this experience increased the candidates’ knowledge of the planning process and helped to meet students’ interests or developmental characteristics.
A detailed reflection is provided that describes how this experience increased the candidates’ knowledge of the planning process and helped to meet students’ interests and developmental characteristics. A description of the application of this experience to future planning is provided.
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Nova Southeastern University Abraham S. Fischler College of Education
Higher Education Leadership and Instructional Technology Syllabus
2019 April 2019
I. COURSE: CIT 503 Assessment of Learning (3 credits)
II. INSTRUCTOR/FACULTY MEMBER
Name: Khitam Azaiza Email: azaiza@nova.edu Telephone: NA Office: Virtual Office Office Hours: By appointment Students should contact their instructor for any questions regarding this course. For technical support students should call (954) 262-4357 or (800) 541-6682 x24357
III. COURSE DESCRIPTION
A. Catalog Description: This course offers a variety of practical skills for improving assessment techniques and instruments. Among assessment topics to be covered are design and development of assessment plans, teacher-made tests, standardized and commercial tests, and performance assessments. Program evaluation, the role of high-stakes testing and its relationship of learning, and assessment and decision-making will also be examined. Prerequisite/s: None
B. Course Rationale: The goal of this course is to ensure that educators and trainers have a good understanding of a variety of assessment techniques that they can use, including assessment strategies for online learning in a variety of organizations such as schools, corporate training departments, colleges, and universities
IV. COURSE STUDENT LEARNING OUTCOMES: By the end of this course, the 503 student will be able to: 1. Define key terminology and explain standardized instruments in learner assessment. 2. Apply the use of critical thinking strategies in assessment design. 3. Demonstrate understanding of the relationship of assessment and instruction. 4. Identify and analyze the process of effective development of tests and performance
assessments. V. COURSE OBJECTIVES: By the end of this course, the student will be able to: 1. Define assessment, evaluation, measurement, and testing
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2. Explain the characteristics and purposes of standardized tests, especially norm-referenced and
criterion-referenced tests, and recognize the advantages and disadvantages of various test formats 3. Use Bloom’s Taxonomy of Cognitive Skills* & Webb’s Depth of Knowledge in various types of
assessment 4. Identify major categories of assessment and analyze the relationship of assessment to the
instructional process 5. Explain critical issues related to validity and reliability 6. Identify techniques for improving constructing, administering, and scoring tests 7. Identify and analyze the characteristics, applications, and guidelines for development of
performance assessments. *In 2001, a revised version of Bloom’s Taxonomy was published. See https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/ and http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf For details regarding this new version, an Internet search will yield many other sites that discuss the new Taxonomy. * Webb’s Depth of Knowledge (DOK) is incorporated into the new national assessments. See https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to- Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx and https://www.lacoe.edu/Portals/0/Curriculum-Instruction/RLA%20DOK_technology.pdf?ver=2015- 09-30-120451-300 VI. REQUIRED MATERIALS A. Textbook(s): Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. A. (2019). Classroom assessment for student learning: Doing it right—using it well (3rd ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780135185575 B. Supplemental Materials: American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author. Check the course textbook list for updates. http://www.nsubooks.bkstore.com/
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VII. CALENDAR OF WEEKLY REQUIREMENTS Modules/Weeks Topics Class Activities and Assignments
1 & 2 Chapters 1 – 3 Topics
1. Understanding Assessment’s Role in Learning
2. Establishing Purpose: Assessment for and of Learning
3. Defining the Intended Learning
Webb’s Depth of Knowledge (DOK)
Discussion Board1 (Due week 1) Assignment 1 (Due Week 2) – Developing a Test (20%) Handouts are included in Canvas
3 & 4 Chapters 4 – 8 - topics
4. Planning the Assessment: Sound Design
5. Designing and Using a Selected Response Assessment
6. Designing and Using a Written Response Assessment
7. Designing and Using a Performance Assessment
8. Using Personal Communication as an Assessment Method
Discussion Board 2 (Due Week 3) Assignment 2 (Due Week 4) – Assessment Activities (20%) Handouts are included in Canvas
5 & 6 Chapters 9 – 11
9. Deriving Accurate, Fair, and Defensible Grades
10. Students Tracking and Reflecting on Their Own Learning
Discussion Board 3 (Due Week 5) Assignment 3 (Due Week 6) - Assessment Cycle & Conferencing with Students (25%)
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11. Conferencing with and About Students
7 & 8 Technology & Assessment Discussion Board 4 (Due week 7)
Assignment 4 Practice and Recommendations for the Future (25%)
VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Assignment 1 (Week 2) – Developing a Test (20%) (Objectives 1, 3, 4, 6, 7) Follow the format here, being sure to use the same numbers 1-7. Submit the developed test along with answers to each number below (make sure to review the rubrics for this assignment)
1. Develop a minimum of one global objective (goal) and five specific educational objectives for a unit of instruction in any content of your choice. The specific objectives should be related to the global objective (goal).
2. Include the grade or age level of your target group (students/stakeholders) to be tested.
3. In one paragraph, describe the unit of instruction. In a second paragraph, discuss which of the following terms apply to your test: assessment, evaluation, measurement, and testing.
4. List the five educational objectives again, and to the right of each specify the level of Webb’s DOK to which it corresponds. Your objectives should align to at least three of the four levels. Study the levels carefully to ensure that appropriate matches are made, especially with application, analysis, synthesis, and evaluation.
5. List the five objectives again, and under each include two objective test items. Use at least
two different formats (e.g., multiple-choice, true-false, matching, fill-in-the-blank) in writing the items. Ensure that a proper match exists between the objective and the test item. For example, if the objective targets evaluation, then the test item should require that the target group render a judgment. Make sure that test questions link to the higher levels of DOK.
6. Review a test that has already been developed for your unit of instruction (this may have been developed by you or by a company. Analyze each test item and determine which DOK level has been used. Are test items using higher levels of DOK? Do you need to make revisions in order to increase the level? Will your target group use higher-order thinking skills and critical thinking skills to answer items?
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Assignment 1 Grading Rubric Criteria F
(0-13.5) C (14-15.5)
B (16-17)
B+ (17.5-18)
A (18.5-20)
Earned Points
Form Capitalization Punctuation Spelling Word usage APA guidelines
Numerous capitalizations and /or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines.
Capitalization and /or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.
Commendable use of capitalization and punctuation. Most words spelled correctly. Commendable usage.
Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.
Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines.
-/20
Style Diction Awareness of audience Focus Sentence formation
Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice.
Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice.
Some effective use of vocabulary. Some accurate word choice. Some awareness of audience and task. Some varied sentence structure. Some evidence of narrative voice.
Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice.
Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice.
-/20
Organization Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions
Lack of structure. Basic comprehension impeded. No thesis/topic sentences. No transitions. Components of the assignment difficult to find.
Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to find.
Effective overall structure, organized from beginning to end, though lapses in order or structure may be present. Effective clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment.
Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment.
Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment.
-/20
Criteria F (0-27)
C (28-31)
B (32-34)
B+ (35-36)
A (37-40)
Earned Points
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Content Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence, when appropriate)
The description of the unit of instruction is inadequate. The global objective and specific objectives do not use appropriate verbs to indicate observable activity. Few levels of Bloom’s Taxonomy of Cognitive Skills & Webb’s DOK are accurate. Few of the objective test items, the essay and its rubric, and the performance activity and the procedure for assessing it are well conceived and well crafted.
The description of the unit of instruction is adequate. The global objective and specific objectives do not use appropriate verbs to indicate observable activity. Few levels of Bloom’s Taxonomy of Cognitive Skills & Webb’s DOK are accurate. Some of the objective test items, the essay and its rubric, and the performance activity and the procedure for assessing it are well conceived and well crafted.
The description of the unit of instruction is thorough and highly descriptive. The global objective and specific objectives are generally well crafted. Some levels of Bloom’s Taxonomy of Cognitive Skills & Webb’s DOK are accurate. Most of the objective test items, the essay and its rubric, and the performance activity and the procedure for assessing it are well conceived and well crafted.
The description of the unit of instruction is thorough, accurate, and highly descriptive. The global objective and specific objectives are crafted using appropriate verbs and other components. All levels of Bloom’s Taxonomy of Cognitive Skills & Webb’s DOK are accurate. The objective test items, the essay and its rubric, and the performance activity and the procedure for assessing it are well conceived and well crafted.
The description of the unit of instruction is thorough, accurate, sophisticated, and highly descriptive. The global objective and specific objectives are crafted using appropriate verbs and other components. All levels of Bloom’s Taxonomy of Cognitive Skills & Webb’s DOK are accurate. The objective test items, the essay and its rubric, and the performance activity and the procedure for assessing it are well conceived and well crafted.
-/40
Total possible points
-/100
Assignment 2 (Week 4) – Assessment Activities (20%) (Objectives 1, 2, 3, 4, 5, 6, 7) Select three activities from the six listed below. Be sure to number all three activities keeping the original number. Make sure to submit include all three completed activities in one file. You will find forms and activities uploaded into the Course Content area of Canvas. Here is the direct link to the all chapter activity files: https://www.pearson.com/casl-resources Suggested Assessment Activities: Activity #1: Chapter 11 (Chappuis, 2019). Using Activity 11.3 Conducting and Debriefing a Goal Setting Conference – After grading and returning a classroom assessment, have 5 student of your target group complete this form. Use the completed form as a student/teacher conferencing tool. Submit the completed forms (no student names) and prepare a short summary of your findings.
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Activity #2: Chapter 1 (Chappuis, 2019). Using Activity 1.5 Assessment Practices Inventory. Use this inventory to rate yourself and your assessment practices. Scan your Inventory and submit to the instructor. Prepare a short summary of your findings. Activity #3: Utilizing the Data Analysis Form – Select two assessments. Complete the Data Analysis 2016-2017 Form. Submit both forms (one for each) and prepare a short summary of your findings. Activity #4: Chapter 4 (Chappuis, 2019). Using Activity 4.3 Audit an Assessment for Clear Purpose. Complete the Audit and make recommendations for revision of the assessment. Submit your completed form and prepare a short summary of your findings. Activity #5: Chapters 5, 6, 7 & 8 (Chappuis, 2019). These chapters describe 4 different methods of assessment – Selected Response – Written Response – Performance – Personal Communication. Write a short summary describing each method and give 3 examples of each type. Activity #6: Chapter 4 (Chappuis, 2019). Using Activity 4.4 Audit an Assessment for Clear Learning Targets. Select one of your assessments and complete this audit. Submit the completed form and prepare a short summary of your findings.
Assignment 2 Grading Rubric
Criteria F (0-13.5)
C (14-15.5)
B (16-17)
B+ (17.5-18)
A (18.5-20)
Earned Points
Form Capitalization Punctuation Spelling Word usage APA guidelines
Numerous capitalizations and /or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines.
Capitalization and /or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.
Commendable use of capitalization and punctuation. Most words spelled correctly. Commendable usage.
Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.
Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines.
-/20
Style Diction Awareness of audience Focus Sentence formation
Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice.
Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice.
Some effective use of vocabulary. Some accurate word choice. Some awareness of audience and task. Some varied sentence structure. Some evidence
Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied
Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure.
-/20
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of narrative voice.
sentence structure. Some evidence of narrative voice..
Strong evidence of narrative voice.
Organization Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions
Lack of structure. Basic comprehension impeded. No thesis/topic sentences. No transitions. Components of the assignment difficult to find.
Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to find.
Effective overall structure, organized from beginning to end, though lapses in order or structure may be present. Effective clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment.
Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment.
Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment.
-/20
Criteria F (0-27)
C (28-31)
B (32-34)
B+ (35-36)
A (37-40)
Earned Points
Content Ideas/Argument (persuasiveness, originality, accuracy, completeness). Support (sufficient and specific examples, details, evidence, when appropriate)
Fewer than three activities were selected and numbered appropriately. Few components of each activity were completed appropriately. Descriptions lack sufficient detail. Principles of assessment are applied inconsistently in the activities.
Three activities were selected and numbered appropriately. Some components of each activity were completed appropriately. Descriptions lack sufficient detail. Principles of assessment are applied in the activities.
Three activities were selected and numbered appropriately. Most components of each activity were completed thoroughly and clearly. Descriptions are generally detailed. Principles of assessment are generally applied appropriately in the activities.
Three activities were selected and numbered appropriately. All components of each activity were completed thoroughly and clearly. Descriptions are detailed. Principles of assessment are applied appropriately in the activities.
Three activities were selected and numbered appropriately. All components of each activity were completed thoroughly and clearly. Descriptions are detailed. Principles of assessment are applied appropriately in the activities.
-/40
Total possible points
-/100
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Assignment 3 (Week 6) - Assessment Cycle (25%) (Objectives 1, 2, 3, 4, 5, 6, 7) For the purpose of this assignment, your target group (students) can be your students, classmates, team members, or coworkers. The assessment cycle is an effective tool for improving instruction. It consists of assessing the target group (students/stakeholders), collecting data, analyzing the data, making instructional decisions, delivering instruction, reassessment of the target group, and sharing assessment outcomes. Develop an assessment cycle for a unit of study Step 1: Assessment – Create a pre-test that has the majority of the questions at the higher DOK levels for a unit you are teaching to determine what your target group know (you can use the test your developed in assignment 1). Design and align a formative assessment that matches learning objectives and leads to mastery. Modify the assessment and testing conditions to accommodate the learning styles and varying levels of knowledge of the student. Use a learning style inventory to determine the learning styles of the target group students. Step 2: Data collection –Use and apply technology to list and organize the scores of the pre-test and include a copy of students’ pre-tests in your assignment. Step 3: Aggregation and Display of Data –What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post assessment. Use a table or graph to display the test results. Step 4: Instructional Decisions: What can be determined from analyzing the data? How will what you determine and see from the data affect what you will teach? Use the data to set goals and create standards-based (e.g., Common Core Standards) unit lessons for your target group. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement and learning gains. Step 5: Instruction – What methods of instruction will you use to impact learning? Create three lesson plans for the unit. Step 6: Reassessment – Design and give a post-test to determine what was learned from your instruction that matches learning objectives and leads to mastery. Determine; what was learned, who learned it, and if it was not learned, determine why not? How will you remediate students who have not mastered the concept or skills? How will you provide enrichment activities for students who have achieved mastery? Include copies of post-tests in your assignment. Step 7: Assessment outcomes – Share the assessment data. Step 8: Use technology to improve student study and test-taking skills.
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Assignment 3 Grading Rubric Criteria Not Met
0-13.5 Met
14-17 Exceeded 17.5-20
Earned Points
AC Analyze data a. Aggregation and Display of Data – What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post assessment. Use a table or graph to display the test results.
Little or no evidence is provided that the candidate can analyze and apply data from multiple assessments and measures to diagnose students’ learning needs, design appropriate instruction, and/or create appropriate, observable and measurable objectives.
The candidate provides evidence of the ability to analyze data from multiple assessments in order to diagnose two students’ learning needs, write two learning objectives for each student, and design instruction to support the students’ achievement of those objectives.
The candidate provides evidence of the ability to analyze data from multiple assessments to diagnose three students’ learning needs. The candidate writes two learning objectives for each student, and designs instruction to support the students’ achievement of those objectives. The candidate explains how instruction is determined, based on those needs.
-/20
AC Designs formative and summative assessments Create and give a pre-test that has the majority of the questions at the comprehension, application, analysis, synthesis, and evaluation levels for a unit you are teaching to determine what your students know. Reassessment – Design and give a post-test to determine what the students learned from your instruction that matches learning objectives and leads to mastery.
Little or no evidence is provided that the candidate can design and align formative and summative assessments that match learning objectives and that would determine mastery.
The candidate provides evidence of designing and aligning formative and summative assessments that match the learning objectives and that would determine mastery.
The candidate provides evidence of designing and aligning formative and summative assessments that match all of the learning objectives that would determine mastery. The designs are based on cited research
-/20
AC Monitor student progress Use the data to set goals and create unit lessons for the students. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement and learning gains.
Little or no evidence is provided that the candidate can use a variety of assessment tools for monitoring student progress.
The candidate provides evidence of at least three assessment tools to be used to monitor student progress.
The candidate provides evidence of the use of more than five assessment tools to monitor student progress.
-/20
Criteria Not Met 0-6.5
Met 7-8.5
Exceeded 9-10
Earned Points
AC Modifies and accommodates Modify the assessment and
Little or no evidence is provided that the candidate can modify
The candidate describes and explains the
The candidate describes and explains the reason(s) for modifications to be
-/10
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testing conditions to accommodate the learning styles and varying levels of knowledge of the students. Use a learning style inventory to determine the learning styles of the students. List accommodations for ESE and ELL students as needed.
assessments or testing conditions to accommodate learning styles and varying levels of knowledge.
reason(s) for modifications to be made to assessments and/or testing conditions to accommodate learning styles and varying levels of knowledge.
made assessments and/or testing conditions to accommodate learning styles and varying levels of knowledge. The candidate cites the research that supports these choices and describes the collaboration with the classroom teacher.
AC Shares assessment outcomes Share the assessment data with the students and the students’ parent/caregiver.
Little or no evidence is provided that the candidate collaborated with the classroom teacher and/or would be able to effectively communicate assessment results and planned intervention to the student and parent/caregiver.
The candidate provides a written plan to communicate the assessment results that was developed in collaboration with the classroom teacher. The planned discussion points would stress the importance of the results and describe the planned intervention to the student and parent/ caregiver.
The candidate provides a written plan to communicate the assessment results that was developed in collaboration with the classroom teacher. The discussion points would stress the importance of the results and explain the planned intervention to the student and parent/caregiver. The candidate’s submission includes a transcription of an actual meeting with the student, parent, and teacher or a dialogue that could occur, based on the information provided by the classroom teacher.
-/10
AC Applies technology Use and apply technology to list and organize the scores of the pre-test and post-test and include a copy of students’ pre-tests and post-tests in your assignment.
Little or no evidence is provided that the candidate can apply technology to the processes of organizing assessment information or integrating assessment information in the planning process.
The candidate explains how technology would be used to organize assessment information and to integrate assessment information into the planning process.
The candidate explains how technology would be used to organize assessment information, modify the assessment process and/or the testing conditions, and integrate assessment information into the planning process.
-/10
AC Use technology to improve student study and test-taking skills NSU a.4.g Identify review materials for students to improve test-taking skills
Little or no evidence is provided that the candidate used technology to identify review materials to improve student study and test-taking skills.
The candidate used technology to identify review materials to improve student study and test-taking skills.
The candidate provided multiple examples of using technology to identify review materials to improve student study and test-taking skills. The candidate provided a plan on how to use these materials with students.
-/10
Total possible points -/100
Assignment 4 (Week Eight (Final)) - Technology in Assessment: Current Practices and Recommendations for the Future (25%) (Objectives 1, 2, 3, 4, 5, 6, 7)
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For this assignment, you will be preparing a report for your supervisor. You will do research on learner response systems (some free, some with cost).
Background: Leaders in assessment agree – multiple assessments are key in effectively assessing learning. It is important to incorporate multiple types of assessments (written, performance, etc.) and multiple opportunities for assessment (formal and informal, formative and summative, etc.). Educators and trainers should also incorporate technology into assessment. Various forms of technology can be used in the actual assessment activity and they can be helpful in analyzing and reporting the results of the assessment.
You have been asked you to review the current use of technology in assessment and to make recommendations for improving current practices. Your report should incorporate the following information and may be organized by using these headings. There are some Web-based resources listed below that should be helpful to you. You may also use your textbook and the NSU Electronic Resources for articles. Make sure to include a reference page in your report. Technology in Assessment: Current Practices and Recommendation for Learner Response Systems Review Current Practices Current Status: Staff and Current Practices Briefly describe your organization’s staff. What topics are taught? How many teachers/trainers are on the staff? Is technology used generally (not just in assessment)? Do most seem interested in integrating technology? Are most of them skilled in the use of technology? Describe the most frequent types of technology currently used in assessment. Do most use technology in assessment or just a few? Why do you think this is? What procedures are in place to use data collected through assessments to improve teaching and learning? How are the data used? Enhancement of Current Practices Considering the technology resources currently available in your organization, what would you recommend to increase the effective use of these existing technology resources in assessment? In what ways there be an increase in the use of technology in assessment? Gather Recommendations for Learner Response Systems: Use these links to do a review of Student Response Systems These are links to free response systems http://www.freetech4teachers.com/2014/03/seven-good-student-response- systems.html#.Va42ePlVhBc These are links to studies on the efficacy of Student Response Systems Classroom Response Systems (Clickers) Vanderbilt Center for Teaching http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm
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Web site for Classroom Assessment: Concepts and Applications, 6th Edittion http://highered.mcgraw-hill.com/sites/0073403768/student_view0/chapter11/ Under News, Articles & Links, click on Web Connections and Assessment in Action for some great resources. Student Response System Boosts Scores (on Tech & Learning Web site) https://www.techlearning.com/ed-tech-ticker/2174 NEXT: Meet with your team to present information found related Learner Response Systems. Discuss the purpose of Learner Response Systems, ways they might be used, and data related to their effectiveness. Provide some data that indicate that the investment in this new technology will have some positive effects on student learning. Are there organizations you know of that are already using this technology? If so, what results are they experiencing? Plan for Assessment of Effectiveness: If a Learner Response System is purchased, how will you know that it has been effective? What are some ways that you can collect data to demonstrate its effectiveness? What kinds of data would be helpful? List a few companies that might be invited to demonstrate their systems. Include the URLs for these companies. Below are links to some. Turning Technologies http://www.turningtechnologies.com/studentresponsesystem/ Renaissance Learning http://www.renlearn.com/2Know/ SmartRoom Learning Solutions http://www.smartroom.com/k12.htm Refer to the follow rubric as you prepare your assignment:
Assignment 4 Rubric
Criteria Not Met 0-13.5
Met 14-17
Exceeded 17.5-20
Earned Points
Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
The candidate documented little knowledge of effective use of technology in assessment as well as
The candidate documented specific uses of technology in assessment.
The candidate documented specific uses of technology in assessment and its effectiveness.
-/20
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Apply technology in assessing student learning of subject matter using assessment data related to Student Response Systems
The candidate documented little or no use of assessment data related to Student Response Systems to improve teaching and learning.
The candidate included some strategies for improving teaching and learning by using assessment data related to Student Response Systems.
The candidate included some strategies for improving teaching and learning by using assessment data related to Student Response Systems and analyzed the benefits from this use.
-/20
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
The candidate used technology in assessment as part of professional practice.
The candidate discussed ways all teachers use technology resources to collect and analyze data and to interpret and communicate the results to improve teaching and learning.
The candidate examined the validity and reliability of technology resources to collect and analyze data and to interpret and communicate the results to improve teaching and learning.
-/20
Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.
The candidate guided students in applying self- and peer- assessment tools.
The candidate assisted teachers in using evaluation strategies for improving students’ use of technology resources.
The candidate recommended strategies for improving students’ use of technology resources for improving learning.
-/20
Writing Style/APA format, grammar and spelling
The candidate cited no research to support the effective use of technology in assessment.
The candidate cited research findings that supported the efficacy of using technology in assessment.
The candidate conducted research on the efficacy of technology use in assessment.
-/20
Total possible points -/100
Participation Assessment (Questions) (10%) Due Weeks 1, 3,5, & 7)
In this course, you will have to complete four (4) graded individual discussion. The discussion questions will be assisting you in completing your assignments by sharing and learning from each other. In addition, the discussion forums will promote building an online community among students. Discussion Board Questions Instructions:
Students will have up to one week to complete the assigned discussion question(s). Discussion postings grade will be based on student postings within the assigned week. Any posts after the assigned week won’t be graded.
Discussion question(s) will be posted on every Sunday of the assigned week by 8 am (EST) and students are expected to complete the discussion activity on Saturday of the assigned week by 11:59 pm (EST).
Minimum of three (3) postings are required per student:
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- An original post (new thread) that responds to discussion question from your instructor posted on canvas. The initial post (thread) must be completed no later than Thursday of the assigned week by 11:59 p.m. (EST). This way other participants will have the opportunity to comment.
- At least two replies to two students’ original posts. Replies must be posted no later than Saturday of the assigned week by 11:59 p.m. (EST).
The instructor will evaluate your participation based on the timelines of your postings, number and quality of threaded discussion activities, on your engagement with other students. Threaded discussion questions will be posted for the assigned weeks of the course. These questions will be posted in the online course’s area(canvas).
Students should respond to each question and to a meaningful number of comments made by their classmates. You are strongly encouraged to integrate content from your assigned readings into your postings.
X. CLASS POLICIES
A. Attendance Students are expected to actively participate in Week 1 and thereafter, completing all tasks as prescribed in this syllabus and/or by the instructor.
XI. GRADING CRITERIA
A. Grading Scale:
Master’s and Educational Specialist Programs
Letter Grade Percentage Quality Points
A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit
C. Course Assignments and their percentage of the final grade
Assignment Points % Due
Week # Assignment 1 100 20 2 Assignment 2 100 20 4 Assignment 3 100 25 6 Assignment 4 100 25 Final Participations (Discussions) 100 10 1,3,5, & 7
Total 100
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XII. LIST OF SUGGESTED RESOURCES
A. Books and Articles: Bloom, B. (1986). Taxonomy of educational objectives. New York, NY: Longman. Borich, G. D. (2013). Effective teaching methods: Research-based practice (8th ed.). Boston, MA:
Pearson. Fink, A. (2013). How to conduct surveys: A step-by-step guide (5th ed.). Newbury Park, CA: Sage. Freed, M. N., Hess, R. K., & Ryan, J. M. (2002). The educator's desk reference: A sourcebook of
educational information and research (2nd ed.). Westport, CT: Praeger. Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical guide to alternative
assessment. Alexandria, VA: Association of Supervision and Curriculum Development. Oakes, J., & Lipton, M., Anderson, L., & Stillman, J. (2013). Teaching to change the world (4th
ed.). New York, NY: Taylor & Francis. Popham, W. J. (2010). Everything school leaders need to know about assessment. Thousand Oaks,
CA: Corwin. Slavin, R. (2011). Educational psychology: Theory and practice (11th ed.), Boston, MA: Pearson. Stiggins, R. J., (2014). An introduction to student-involved assessment for learning (6th ed.). Upper
Saddle River, NJ: Prentice Hall. Tombari, M. L., & Borich, G. D. (1999). Authentic assessment in the classroom: Applications and
Practice. Upper Saddle River, NJ: Prentice Hall. Whittington, D. (1999). Making room for values and fairness: Teaching reliability and validity in the
classroom context. Educational Measurement: Issues and Practice, 18(1), 14-22.
Additional Assistance with APA Formatting and Writing:
American Psychological Association. APA style. http://www.apastyle.org/ American Psychological Association. Basics of APA style tutorial.
http://flash1r.apa.org/apastyle/basics/index.htm
The Landmark Project. Landmarks son of citation machine. http://citationmachine.net/
CIT 508 Page 1 of 14 June 2019
Nova Southeastern University Abraham S. Fischler College of Education
Department of Instructional Design and Technology
Syllabus 2019 v.9
I. COURSE PREFIX, NUMBER, AND TITLE: CIT 508: Instructional Design for Trainers and Teachers (3 credits)
II. COURSE DESCRIPTION
A. This course was designed using a case study approach demonstrating the process for the systematic design of instruction—called instructional design or instructional systems design. A real-world instructional design event will be used to illustrate how instructional design happens. Major topics include systems theory, models of instructional design, development of instruction for the private and public sectors, the assessment and analysis of needs, the systematic design of instructional materials and events, and the formative and summative evaluation of instructional materials. Prerequisite/s: None
B. Course Rationale: The focus of instruction has changed from subject matter to be covered to outcomes to be attained. Effective instructional design requires careful and systematic attention to the intertwined skills and knowledge that are necessary to achieve these outcomes. Instructional design is based on general systems theory, and the systems view of education. This course provides experiences in using a basic model of systematic instructional design that applies to a wide variety of settings in education and training. The CIT program is designed for trainers, consultants, educators, and leaders.
III. COURSE STUDENT LEARNING OUTCOMES:
Upon completion of CIT 508, the student will be able to:
1. Create an instructional design plan for a case study that includes an analysis process, objectives, design and development proposal, and evaluation plan that demonstrates an understanding of general systems theory and instructional systems theory.
2. Use the Morrison–Kemp model of instructional design while building an instructional design plan.
3. Develop an instructional design document/proposal that follows the Morrison- Kemp model for instructional design that includes all components of the steps of the plan.
IV. Course Objectives
Upon completion of CIT 508, students will be able to:
Explain how to conduct a needs, learner, and task analysis related to the case.
Determine appropriate instructional objectives.
Write objectives in the format provided.
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Select an appropriate instructional strategy that allows the instructional goals and objectives to be completed.
Identify appropriate media for instruction following the results of the analyses conducted.
Develop plan for a formative evaluation of the prototype lesson.
Create a summative evaluation for the prototype lesson.
Combine the various components of an instructional design plan into a design proposal that is presented and explained.
V. REQUIRED MATERIALS A. Required Textbooks:
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2018). Designing effective instruction (8th ed.). Hoboken, NJ: Wiley.
B. Required Supplemental Materials:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Combat Fleets, Demo Portion. Compact Disk
VI. CALENDAR OF ACTIVITIES
A detailed week-by-week calendar will be provided by the instructor, based on the length of the term when the course is taught. Chapter reading assignments and discussion assignments will be provided by the instructor and posted in Canvas.
Week Module Topic Assignment due
1 Introductory Module 1 Instructional Design Readings will be assigned by the instructor
2 Unit 1 – Module 2 A Case: SWOS and TM Philosophy Statement Project Prospectus
3 Unit 2 ‐ Module 3 Case Study: Analyses Design Prospectus due
4 Unit 2 – Module 4 Case Study: Objectives Analysis Report due
5 Unit 2 – Module 5 Case Study: The Design Objectives due
6 Unit 2 – Module 6 Case Study: Development Design Plan due
7 Unit 2 – Module 7 Case Study: Evaluation Evaluation Plan due
8 Unit 3 ‐ Module 8 Case Study presentation Final Design Report due
Structure of the Course – Units – Modules – Topics Case Study
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This course is designed around a real world case. The specific case may change from term to term, but the basic elements of the course will remain the same. The first case is titled THE THREAT MATRIX: The Surface Warfare Officers School (TM-SWOS) This is a case study involving a real-world problem at the Surface Warfare Officers School in Newport, RI. The problem is to assist Navy Ensigns with the learning of the Threat Matrix – a complex collection of information about the naval forces of the world. The course instructor will provide a detailed explanation of the case in Canvas, including background information, materials, and specific requirements of the case. In most instances, the case to be chosen is one that actually resulted in an instructional design plan. Some semesters a different case may be used to replace the SWOS-TM. The same course structure will be used to study the case, no matter the case. Other cases that may be used are:
The DaVinci Project – instructional design for art, chemistry and distance education
The Washington Center – instructional design strategies for retrofitting of classrooms
Course Structure This course is structured around three units, and eight modules, each with a series of important topics. Learning will be determined by an assessment of papers, reports, and plans. Each module will usually be introduced by a video posted in Canvas. Modules will include discussions, readings, viewings, and listening, and will often have a directly related assignment. The course is designed to be cumulative. In other words, assignments will build on one another until the components of the final report are developed. These components will then be combined into the final design report that is a typical instructional design strategy. CIT 508 is a graduate level course, so students should plan to allocate between 10 – 12 hours per week during a typical 8-week term in order to complete all course activities and assignments. Introductory Module #1 The introductory module introduces the course, content background materials. The approach used, and an explanation of the case to be studied. Unit 1 – The Design Philosophy and the Instructional Designer
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Module #2– Explanation of the Case – The Threat Matrix (TM) and the Surface Warfare Officers School (SWOS), or TM-SWOS. Explanation of the instructional design model to be used – the Morrison – Kemp model.
Unit 2 – The Design Plan
Module 3 – Needs, Learner, and Task Analyses Module 4 – Project Objectives Module 5 – Designing and Sequencing Instruction – The Design Module 6 – Development – Production of Prototypes Module 7 – Evaluation
Unit 3 – The Design Report
Module 8 – The Design Report and Presentation
VII. DESCRIPTION OF ASSIGNMENTS
1. ID Philosophy (5% of the final grade)
This is an initial writing assignment. For this assignment, you will state and support your personal philosophy of instructional design that is based on your understanding of learning, instruction and design models ad theories. This paper will be one page, single-spaced and will be the foundation of your future assignments for this course. A basic template will be posted in Canvas.
2. Design Prospectus (10% of the final grade)
This assignment is in response to the Request for Proposals posted in Canvas. This document will be two pages, single-spaced, and clearly written. The prospectus will have at least these sections – Introduction, Statement of Work to be Accomplished, Sequence of Steps to be Followed, Timeline, List of Deliverables, Summary Budget, and References.
Additionally, a short explanation of the design team will be included that gives:
Team Name (DBA Name)—this is your team that you lead as the instructional designer
List of Team Members and Roles—this hypothetical list of team members needed to complete instructional design projects, such as for the course case study
Listing of Experience—explain your qualifications to lead your design team.
3. Need Analysis (10% of the final grade)
An analysis of the need for instruction, the learner and contextual analysis, and tasks will be developed and reported in a three-page paper. This analysis report will be based on limited knowledge of the actual situation in the case (a typical situation in real-world instructional design), but must represent the designer’s and design team’s best estimate. Grading will be based on how the analysis related to the design prospectus. The analysis should be logical, clear, and supported by appropriate literature.
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4. Objective (s) (5% of the final grade)
At the appropriate time during the course, a set of clear objectives for the final product will be required. These objectives will be measurable and directly related to what the design plan is proposing to accomplish. It is anticipated that there will be a small number of objectives.
Objectives will include the conditions under which learning will occur, the specific behaviors that learners will demonstrate, and the level of expectations that indicate success.
5. Design Plan (20% of the final grade)
When a prospectus is found to be acceptable, it is normal for the funding agency – the agency that created the RFP – to ask for a complete design plan before a Memorandum of Understanding (MOU) or contract is finalized. This design plan will have these sections – Executive Summary, Table of Contents, Overview of the Plan, Results of the Needs Analysis, Detailed Work Plan with Benchmarks, Objective(s), List of Artifacts, Detailed Timeline, Budget Estimate, References, and Index, all in five pages or less.
6. Evaluation Plan (15% of the final grade)
A formative and summative evaluation plan will be proposed. An approach such as the AEIOU model, or the CIPP model will be followed. This plan will be two to four pages, single-spaced, and will be related to the design plan.
7. Final Case Study Report (25% of the final grade)
This paper should be a synthesis of the previous assignments for this course. This paper will have two sections – First will be a collection of the documents produced for other assignments, and second will be a one page reflection on the case study. In addition to a document, a recorded presentation will be made and posted that is 3-minutes in length. This presentation will be produced in such a way that it is self-running, such as a video.
EC Prototype (10 points of extra credit)
A prototype is not required. However, instructional designers and their plans lead to the development of instruction. If you feel inclined and have the production skills, you can produce a working model that represents a portion of the final product. For example, a prototype of a hypermedia lesson might be the introductory section, or a prototype of a series of self-instruction units might be the first unit of the series.
8. Discussions (10% of the final grade)
The discussion board is a Canvas communications tool. This tool allows for thoughtful reflection and interaction with your peers. Discussion boards are not private, since others in the class can read and will comment on your ideas. Instructors will determine how many and when discussion will be posted and required. Guidelines for successful discussions will be posted in Canvas.
GRADING CRITERIA
A. Grading Scale
Master’s and Educational Specialist Programs Letter Grade Percentage Quality Points
A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0
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F Below 70 No Credit
B. Course Assignments and their percentage of the final grade
Assignment % Philosophy Statement 5 Design Prospectus 10 Analysis Report 10 Objectives 5 Design Plan 20 Evaluation Plan 15 Final Report 25 Discussions 10 Total 100 Prototype – Extra Credit 10
VIII. CLASS POLICIES
A. Attendance:
CIT 508 is a fully online course. However, several synchronous sessions may be offered from within the online environment. These are at the discretion of the instructor. Synchronous sessions will be at a scheduled time, and will be optional. All times and dates for these synchronous sessions will be posted on the on-line course. Students are responsible to cover the content presented in the live sessions.
B. Plagiarism
Students should assume that all documents submitted as assignments will be analyzed for originality with Turnitin.com. Turnitin.com checks for plagiarism by comparing the student’s text to other sources. It is important to remember that plagiarism is NOT just copying another’s work, but it also occurs if you paraphrase and do not cite the original work.
It is best to take notes and then summarize your notes in your own words. This not only helps to prevent plagiarism, but also demonstrates to the instructor that you understand the information. For more information, refer to the Graduate catalog.
C. Grades of Incomplete
A request for an incomplete may be accepted. However, this will only be accepted in accordance with university policy. Incomplete grades will not be automatically awarded if coursework is not completed within the time frame established for the course. When an assignment cannot be completed due to serious circumstances, expect to provide documentation.
A grade of “I” may not be granted to a student whose work has been unsatisfactory or who has failed to submit a majority of the assignments (i.e., postings, responses, written assignments, references, etc.) by the end of the course. For more information seek the advice of a doctoral enrollment counselor [call (800) 986-3223 or email one of them].
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IX. LIST OF SUGGESTED RESOURCES
Banathy, B. (1973) Developing a systems view of Education: The systems model approach. Belmont, CA: Fearon.
Gagne, R.M., Wager, W.W., Golas, K., & Keller, J.M. (2004). Principles of Instructional Design. (5th ed.). Belmont, CA: Wadsworth Publishing.
Mager, R. F. (1997). The new Mager six-pack. Atlanta, GA: Center for Effective Performance, Inc.
Rossett, A. & Schafer, L. (2007). Job aids and performance support: Moving from knowledge in the classroom to knowledge everywhere. San Francisco, CA: Pfeiffer.
Course Syllabus Management Team: Content Area Faculty-Michael Simonson (simsmich@nova.edu)
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Appendices – Rubrics and Assignment Explanations
Philosophy of Instructional Design (5% of the final grade)
Not sufficient
Needs work
Accomplished
Excellent
Overview Section
Does not describe what is included
Provides a weak explanation
Explains your design philosophy
A comprehensive philosophy statement with references included
Philosophy statement
You philosophy is not apparent
Your philosophy is somewhat unclear, and gives a vague philosophy statement
Your philosophy is apparent and described in a sentence.
Clearly explains your personal philosophy of instructional design in a single sentence in a way that is a guide for your design efforts.
Tone and Language
The tone and language are unprofessional.
The tone or language is somewhat unprofessional or in appropriate for an academic paper.
The tone and language are professional with only a few minor issues.
The tone and language are impartial, consistently professional, and appropriate for a design professional.
Mechanics Difficult to comprehend due to numerous errors.
Numerous grammatical, syntactical, or other errors.
Minor grammatical, syntactical, or other errors.
No grammatical, syntactical, or other errors.
Level of detail
The document is inappropriate
The document is lacking sufficient detail
The document makes an explanation of the assigned article
The document makes a thorough explanation and provides relevant, explicit details.
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Design Prospectus Rubric
Poor
Average
Good
Excellent
Introduction Not clear Related to RFP Clear and precise response to the RFP
A convincing and thoughtful statement of how this prospectus will adequately satisfy the RFP. A clear description of the final product is provided.
Statement of Work
Information provided
Clear and easily understood
Convincing explanation of how the design team will accomplish tasks
Extraneous information eliminated; Described in clear and consistent manner; Concise yet complete
Sequence No clear sequence provided
Not complete Procedural content; Narrator describes elaborate information steps; Some extraneous information
Purpose is clearly stated; Goal described; closure provided
Timeline Poorly related to RFP and tasks
Acceptable but somewhat confusing
Clear and logical Meets all benchmarks and is convincing
Qualifications Poor Show an acceptable level of experience
Convincing
Projects a sense of confidence that the designer and design team will meet all RFP expectations
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Design Plan Rubric
Poor
Average
Good
Excellent
Executive Summary
Content is inappropriate
Brief and incomplete
Complete and Convincing
A clear and easily understood summary of the design plan
Overview Not clear Steps described Complete and easily followed with sufficient detail
A well‐written and comprehensive explanation of the design plan that demonstrates in writing and graphics how the plan will be completed
Needs Analysis
Poorly explained
Needs, audience and tasks analyzed
The needs, audience and tasks are graphically related and explained.
The statement of needs is directly related to the outcomes of the plan
Work Plan, Benchmarks, Timeline
Not complete Not clear and not related to RFP
Easily explains how the plan will be completed
A convincing and professional explanation of the plan that demonstrates a strong likelihood of success
Budget Confusing and incomplete
Categories of expenses are explained with adequate details
Very detailed and easily understood
Clearly demonstrates how funds will be allocated and how expenditures are related to benchmarks and the completion of the plan
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Evaluation Plan rubric
Criteria Needs work
Average
Accomplished
Exemplary
Abstract (100 word maximum) (write this last)
No abstract is apparent
The abstract either 1) exceeds; or 2) falls well short of the word limit; or 3) not explanatory
An abstract is apparent and introduces and summarizes the plan
The paper includes a concise well‐written 100‐word abstract, which introduces and summarizes the paper.
Explanation of the Model
Incomplete and/or unfocused.
Explains the model Clearly states the model and why it is appropriate for this plan
Clearly and concisely states the
Measures Unclear or incomplete
Shows generalizable measures for evaluation
Clearly shows how formative evaluation will be used during the development of the project, and how summative information will be used
Shows the potential to contribute to the improvement of the project and contribute to the design literature
Structure Narrative inappropriate or missing
The document does not include relevant subheadings
The document uses subheadings based upon the thesis statement
Uses relevant subheadings developed from the thesis; introduction provides a concise explanation of the paper; & conclusions do not introduce new material. The model to be followed, such as AEIOU should be the basis for the structure of the design plan.
Level of detail The document is missing key element of the assignment
The document is lacking sufficient detail
The document makes an explanation and elaborates with detail.
The document makes a thorough explanation and provides relevant, explicit details.
Mechanics Difficult to comprehend due to errors.
Numerous grammatical, syntactical, or other errors.
Minor grammatical, syntactical, or other errors.
No grammatical, syntactical, or other errors.
References References not cited or few to none reported
Cites references Cites references; may include web pages or other non‐peer reviewed articles
Cites and includes research results from articles, or other quality sources
APA Style Does not use APA style; numerous errors
More than one of the following incorrect: length, title page, citations, references
APA style, but one of the following incorrect: length, title page, citations, references
Appropriate APA style, length correct, title page, citations, references.
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Final Case Study Report Rubric
Poor
Average
Good
Excellent
Overview Poor synthesis of the design plan documents
All materials included with little synthesis
Sections of the case study process is obviously related
An excellent combination of the various documents into a comprehensive and closely inter‐related document
Reflection Incomplete and/or unfocused.
Is acceptable but with unclear explanations
Demonstrates a deep level of understanding of the case study and the design process.
A statement of reflection that demonstrates a maturity of understanding about instructional design and the case
Presentation Poor Complete and Acceptable Serves as a learning experience for others
Demonstrates an understanding of the case and the need to explain the instructional design process for those not familiar with the process.
Tone The tone is unprofessional.
The tone is somewhat unprofessional or in appropriate for an academic research paper.
The tone is professional with some minor issues.
The tone is consistently unbiased, professional and appropriate for an academic presentation.
Conclusion Includes a conclusion section
Includes a conclusion section
Restates the thesis statement and supports or refutes it
Does not introduce new material. Restates the thesis statement, supports or refutes it and explains the role of the research in making this decision
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Guidelines for Threaded Discussions
Simonson
2019
Minimum Expectations for Threaded Discussions -- The minimum is exactly that…and the minimum grade that is passing is B. It takes considerable effort to move beyond the minimum to the level of excellence represented by an A. Just so you know, I go through each posting and eliminate the superficial. Then I look to see if there is a substantive initial posting for each question – a posting that shows insight, thought, graduate level understanding and effort – then I look to see that there is a critical (not negative but scholarly) analysis of at least one initial posting by one other person’s posting -- then I look to see if there are additional scholarly analyses of others postings -- then I look to see if the person analyzed what others said about their own posting and responded in an analytical, scholarly way. Obviously, I also look to the facilitation of the discussion by each person – the building of a community of understanding – this is what raises the thread to a higher level. Thus, at a minimum (B) you should make at least three posts for every discussion topic – an initial post, a reaction to a classmate’s post, and a comment about what others have said about your posts.
The depth and breadth of the first posting – the first response to the question that starts the thread – is important. A key is how the discussion ebbs and flows – this is also important, and shows insight and thought (learning) on the part of the person doing the posting.
I also check to see if people have read my (the instructor’s) clarifications and explanations in the thread – since that is the instructor’s role. I try to ensure that misinformation is not accepted as fact, and that the thread does not get off-track, or that erroneous information is not shared. I have found that as a course builds during the term, the role of the instructor becomes less important. Students start to build on the body of knowledge and teach and learn from each other – one measure of the success of a threaded discussion sequence (many threads building on one another) in a course is the reduced role played by the instructor.
One rule of thumb – yes there are rules of thumb emerging for online teaching – is that an instructor should not responded to any more of the postings in a thread than about 1 in 4 or 5. If the instructor responds to every posting, then the thread becomes a dialog between the instructor and a student, rather than a community of learners talking to the group. In addition, as I said, if the instructor monitors the thread and sees no need to respond because the thread is building on its own, then that is good – the assumption is that the instructor is monitoring things. Think about truly interesting discussions in a face-to-face environment – the teacher does not, and should not, respond to each student comment, especially in a seminar session with graduate students. Rather, the students build on one another’s comments and self-regulate.
Here are some suggestions from a colleague of mine, Dr. Marti Snyder:
1. Lurk Before You Leap: Take some time to read what has already been posted in the discussion Forum. Before you respond to a particular thread, make sure you have read the messages in it to avoid duplicating what has already been posted.
2. Use Descriptive Titles: Use a title that accurately describes the content of your message.
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3. Consider First Impressions: Your writing communicates who you are. Grammar, spelling, and punctuation do matter.
4. Think Before You Post - Make sure your message is clear and concise. It is helpful to chunk information into short paragraphs to improve readability. Read the entire post before submitting.
5. Keep it Relevant: Keep you post relevant to the topic of the thread. 6. Be Ethical and Respectful: Always treat others with respect. Before responding to a post
ask yourself, “What would I say in person?” 7. Focus on Facts Not People: It is okay, even good to disagree with what has been written,
but respect the opinions of others. Be objective and focus on facts. 8. Give the Benefit of the Doubt: It is easy to misinterpret a message. If you are not sure
you understand a message, ask the sender to clarify. 9. Help Others Learn: Draw you classmates out – ask them to clarify their posts and attempt
to begin an in-depth discussion. 10. Be Vigilant: It is the responsibility of all of us to monitor the discussion to make sure
everyone is courteous, responsible, respectful, and ethical. Thanks Dr. Snyder.
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Nova Southeastern University Abraham S. Fischler College of Education
Higher Education Leadership and Instructional Technology Syllabus
October 2018 I. COURSE: CIT 502 Research in Education: Process and Application (3 credits)
II. INSTRUCTOR Name: Email: Telephone: Students should contact their instructor for any questions regarding this course.
III. COURSE DESCRIPTION A. Catalog Description:
Taken as one of the first courses in the Master’s specialization, CIT 0502 begins a process that continues throughout the student's program of study, emphasizing research skills and development of an applied research project. Prerequisite/s: None
B. Course Rationale
This course begins a process that emphasizes theoretical and practical research skills utilized by education practitioners. Two purposes of the course are to transform practitioners into savvy consumers of educational research and to improve a problematic situation in a workplace. The course also emphasizes research related to distance education. Either an actual or hypothetical learning organization is used in creating a study.
IV. COURSE STUDENT LEARNING OUTCOMES By the end of this course, the student will be able to:
1. Identify a real-world problem. 2. Conduct a literature review to identify causes and solutions for such a problem. 3. Conduct a needs assessment and collect data to document the nature and extent of the
problem. 4. Develop a plan of action as a basis for improving the problem.
V. COURSE OBJECTIVES
Upon completion of this course, the student will be able to: 1. Identify and describe a problem or situation, with an emphasis on distance education. 2. Describe those aspects of the present or anticipated work setting that are relevant to the
problem or situation being studied. 3. Conduct a needs assessment related to the organization, situation, groups, or individuals
being studied. 4. Collect data to document the problem or situation being studied. 5. Generate a literature review of causes and solutions (theory and practice) related to the
problem or situation being studied. 6. Propose a plan of action as a basis for improving the problem being studied.
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VI. REQUIRED MATERIALS
A. Textbook: Mertler, C. A. (2019). Introduction to educational research, 2nd. Thousand Oaks, CA: Sage.
B. Supplemental Materials:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Check the course textbook list for updates at http://www.nsubooks.bncollege.com
VII. CALENDAR OF WEEKLY REQUIREMENTS
Week Topics Class Activities & Assignments 1 Describing a community,
work setting, and writer’s role, actual or perceived
Read Chapters assigned by instructor in the course textbook Explore the Week 1 Reading Submit Assignment 1 Submit Discussion 1
2 Identifying a problem Read Chapters assigned by the instructor Explore the Week 2 Reading Submit Discussion 2
3 Collecting evidence of the problem and projecting outcomes
Read Chapters assigned by the instructor Explore the Week 3 Reading Submit Assignment 2 Submit Discussion 3
4 Collecting evidence of the problem and projecting outcomes Preparing a research report
Read Chapter as assigned by the instructor Explore the Week 4 Reading Submit Discussion 4
5 Reviewing the literature, choosing solutions, and developing a plan of action
Read Chapters as assigned by the instructor Explore the Week 5 Reading Submit Assignment 3 Submit Discussion 5
6 Reviewing the literature and choosing solutions
Explore the Week 6 Reading Submit Discussion 6
7 Reviewing the literature, choosing solutions, and developing a plan of action
E-mail the instructor the number of studies that you have chosen to date for your literature review
8 Reviewing the literature, choosing solutions, and developing a plan of action
Submit Assignment 4
It is critical that you save multiple copies of work submitted in this and all other courses throughout your program of study. In this research course, you must save your work in order to be able to add to
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it in the final research course. Your research project continues from the first session through the last session in your program of study. VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Assignment 1: Description of the Community, Work Setting, and Writer’s Role—actual or perceived – Week 1 Objective 2 15% of the course grade During Week 1, begin Chapter 1 of the research project, which should be entitled “Chapter 1: Purpose of the Research Project.” This chapter begins with three components, which should be entitled, “Description of the Community,” “Work Setting,” and “Role.” The description of the community should provide the location’s demographic information with references. Include factors that relate to the problem. It should not name a community but should indicate its location, for example, “an inner-city neighborhood in a New England state” or “a rural county in a Southeastern state.” In the “Work Setting” you will describe the site. Again, do not name the facility. Refer to it as “the school,” “the organization,” or some other generic term that you deem appropriate. Describe any factors that make this setting unique. Be sure to discuss factors relevant to the problem. Do not cite any sources that would reveal the identity of participants in this research project. In the “Role” clarify exactly what you do at this site.. In other words how is it that a researcher would be able to solve or positively impact the problem that you identify? Be sure to apply guidelines formulated by the American Psychological Association (APA) regarding citations in text, reference list entries, and writing style. Your instructor will provide feedback on your Assignment 1 submission. Revise your work according to the suggestions and corrections provided. When you submit Assignment 2, include the revised Assignment 1 material followed by the new Assignment 2 material in one document. When you submit Assignment 2, you must include the revised Assignment 1 material.
Assignment 1 Rubric
Element Not Met Met Exceeded
Description of the Community
Few details are offered so that the description fails to present a clear picture of the community.
Sufficient details of the community are present to provide a clear picture of it.
The description of the community is complete with such items as population, education levels, ethnic makeup, employment opportunities, income levels, family status, and general quality of life.
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Description of the Work Setting
Few details are offered so that the description fails to present a clear picture of the work setting.
Sufficient details of the work setting are present to provide a clear picture of it.
The description of the work setting is complete with such items as the type of facility involved, the number of students and others at the facility, the credentials of the staff, the age and condition of the facility, the quality and quantity of resources available, and the availability and application of technology.
Description of the Role Few details are offered so that the description fails to present a clear picture of the writer’s role.
Sufficient details of the writer’s role are present to provide a clear picture of it.
The description of the writer’s role is complete with such items as job title, primary responsibilities, secondary responsibilities if any, membership in professional organizations, and applicable involvement in the community.
Confidentiality of Project Participants
The text or citations offer evidence that might reveal the identity of the project participants.
Neither the text nor citations offer evidence that might reveal the identity of the project participants.
Neither the text nor citations offer evidence that might reveal the identity of the project participants.
Assignment 2: Identification of the Problem – Week 3 Objective 1 15% of the course grade During Week 2 and Week 3, continue Chapter 1. Your primary task now is to identify an acceptable problem and develop an appropriate problem statement. Type the heading “Problem Statement,” this section should include an explanation of the larger national problem and its impact and also a brief summary of a similar study that investigated a similar topic and aspect of this study you want to focus on for your inquiry. It could an aspect that you intend to build on, replicate, or an area the author suggested for future studies and then finally type your problem statement. The problem statement should include one simple, concise sentence that states the inadequate or objectionable behaviors displayed by the participants in this research project. Do not include solutions in the statement. Then type the heading “Problem Description,” and describe the problem in general terms. Be sure to apply guidelines formulated by the American Psychological Association (APA) regarding citations in text, reference list entries, and writing style. When you submit Assignment 2, add to it the Assignment 1 material as specified in the Assignment 1 description above. For all four assignments, add the previous material to build a cumulative document.
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Assignment 2 Rubric
Element Not Met Met Exceeded Problem Statement The problem
statement is vague, fails to identify properly the target population, and/or offers unnecessary information such as potential solutions.
The problem statement focuses on the problematic behavior and offers some identification of the target population.
The problem statement explains the larger national problem and its impact, discusses direction from a similar study and also includes one concise sentence that focuses on the inadequate or undesirable behavior of participants. The participants are properly identified, for example, “parents of third-grade students,” “students in the sixth- grade social studies class,” “visitors to the environmental education center,” or “emotional and behavior disorders students in the self-contained elementary classroom.”
Problem Description- Aspects
The problem description fails to provide sufficient details regarding aspects of the problem.
The problem description provides sufficient detail regarding aspects of the problem.
The problem description provides clear and thorough detail regarding all aspects of the problem.
Problem Description-Extent The problem description fails to provide sufficient details regarding extent of the problem.
The problem description provides sufficient detail regarding extent of the problem.
The problem description provides clear and thorough detail regarding the extent of the problem.
Confidentiality of Project Participants
The text or citations offer evidence that might reveal the identity of the project participants.
Neither the text nor citations offer evidence that might reveal the identity of the project participants.
Neither the text nor citations offer evidence that might reveal the identity of the project participants.
Assignment 3: Documentation of the Problem and Projecting Outcomes – Week 5 Objective 3 and Objective 4 25% of the course grade During Week 4 and Week 5, complete Chapter 1. Below the problem description, type the heading “Problem Documentation.” In this section, discuss the evidence that was collected that confirms the
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existence and nature of the problem. Note that any instrument that you developed to collect data should be approved by your instructor before use and should be included in an appendix when the research project is submitted in final form in CIT 610. No copyrighted material should be included without written permission from the copyright holder. This evidence is your pretest data. Now create a bulleted list presenting data that indicate the inadequate or objectionable behaviors of the target group for quantitative studies. If a qualitative study, indicate the participant you intend to interview, what you plan to learn from them and how you will collect this data. Ensure that only hard evidence is presented here and not opinion. The evidence should be sufficient to provide six to eight or more bullets. If you have 100 or more participants, use percentages. If you have fewer than 100, use actual numbers. Now generate a section entitled “Anticipated Outcomes/Findings and Evaluation Instruments.” In one sentence, state your goal. It should be closely aligned with your problem statement. In a paragraph below the goal, explain in general terms how you expect the work setting to look after you have solved or improved the problem. In the next paragraph, generate a bulleted list of expected outcomes or findings. The items in this list should align one-to-one with those of the bulleted list that presented evidence of the inadequate or objectionable behaviors of the target group. Conclude Chapter 1 with a paragraph on measurement of outcomes or findings to be analyzed. Here you will describe how you intend to measure your results after implementation or analyze your interview/observation findings. Be sure to apply guidelines formulated by the American Psychological Association regarding citations in text, reference list entries, and writing style. When you submit Assignment 3, add to it the revised Assignment 1 and 2 material as specified in the Assignment 1 and 2 descriptions above. For all four assignments, add the previous material to build a cumulative document.
Assignment 3 Rubric
Element Not Met Met Exceeded
Evidence Collected Insufficient evidence of the problem was collected. The existence and nature of the problem are not confirmed.
Sufficient evidence of the problem was collected. The evidence confirms the existence and nature of the problem.
Extensive evidence of the problem was collected. The evidence clearly and thoroughly confirms the existence and nature of the problem.
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Documentation Bulleted List The bulleted list in the Problem Documentation section is brief. Numbers or percentages may be used incorrectly. Each bulleted item presents one key component of the problem.
The bulleted list in the Problem Documentation section provides quantifiable evidence of the problem. Numbers or percentages were provided as appropriate. Each bulleted item presents one key component of the problem.
The bulleted list in the Problem Documentation section provides extensive quantifiable evidence of the problem. Numbers or percentages were provided as appropriate. Each bulleted item presents one key component of the problem.
Goal Statement The goal statement does not align with the problem statement.
The goal statement aligns with the problem statement.
The goal statement aligns very closely with the problem statement.
Anticipated Outcomes Bulleted List
Items in the bulleted list in the Anticipated Outcomes section do not align with those in the list in the Problem Documentation section.
Items in the bulleted list in the Anticipated Outcomes section align with those in the list in the Problem Documentation section.
Items in the bulleted list in the Anticipated Outcomes section align very closely with those in the list in the Problem Documentation section. Only the verb tense is changed.
Measurement of Outcomes The method for collecting posttest data is not the same as the method used to collect pretest data.
The method for collecting posttest data is the same as the method used to collect pretest data.
The method for collecting posttest data is the same as the method used to collect pretest data.
Assignment 4: The Literature Review and Solutions – Week 8 Objective 5 and Objective 6 30% of the course grade During the remaining weeks, write Chapter 2. Entitle it “Chapter 2: Research and Solutions.” Then type the heading, “Research.” In this section, present your review of the literature. Read carefully to distinguish between and understand causes and solutions. This research project will proceed more clearly and efficiently if you make this distinction at present. You should locate at least 15 research studies and/or articles that discuss problems identical to or similar to yours. You may include additional sources such as newspapers, Web sites, and others. Cite sources in text, and provide reference list entries in a section entitled “References” at the end of Chapter 2. Remember that APA guidelines demand a reference list entry for each citation in text and vice versa.
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Do not merely generate one paragraph per study after another. Synthesize information from studies that are related to each other and to specific causes or aspects of your particular problem. Compare and Contrast information from the various authors. Move from the general to the specific. As much as possible, arrange your information so that it becomes increasingly focused on problems identical or very similar to yours. Type the heading, “Causative Analysis,” and explain the causes of your specific problem. Examine evidence and careful review of the literature. In this section, include discussion of only your problem. You probably will not need to cite sources here.
Type the heading “Solutions.” Begin this section by repeating your problem statement exactly as you stated it previously. Then briefly evaluate the solutions you have found. Provide a critique in which you consider them from such perspectives as your power base, time, materials, staff, and other factors. Consider which of these solutions would be feasible in your work setting, with your target group, your resources, and your colleagues and administration.
Now state solutions. Present them in a bulleted list.
Conclude Chapter 2 with a thorough discussion of strategies that you will employ to implement your selected solutions/findings.
Be sure to apply guidelines formulated by the American Psychological Association regarding citations in text, reference list entries, and writing style. Finally, generate a weekly Plan of Action for a minimum of 6-8 weeks. Begin with the start date of your implementation, and specify the actions that you will take each week. Include the activities to be completed by the target group. Although this Plan is an essential tool at this point, it will not be included in the final product in CIT 0610.
Assignment 4 Rubric
Element Not Met Met Exceeded
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Literature Review Fewer than 15 research articles and/or studies were cited. Little evidence of synthesis is evident. The review does not move from the general to the specific.
Fifteen research articles and/or studies were cited. Sufficient synthesis of material is evident. The review moves from the general to the specific.
More than 15 articles and/or studies were cited. Material was synthesized thoroughly. The review moves from the general to the specific.
Causative Analysis General statements regarding the causes of the problem applicable to various populations are present.
Only causes of the problem among the research project participants in the writer’s work setting are discussed.
Only causes of the problem among the research project participants in the writer’s work setting are discussed.
Presentation of Solutions Potential solutions are evaluated effectively. No rationale for selected solutions is present. A bulleted list of selections may not be present. Solutions are inadequate to address the problem.
Potential solutions are evaluated effectively. A rationale for selected solutions is present. A bulleted list of selections is present. Solutions are adequate to address the problem.
Potential solutions are evaluated effectively. A persuasive rationale for selected solutions is present. A bulleted list of selections is present. Solutions are extensive
Plan of Action The Plan of Action does not span a period of 6-8 weeks. Some solutions not specified in the Solutions section are included. All solutions specified in the Solutions section are not included.
The Plan of Action spans a period of 6-8 weeks. Only solutions specified in the Solutions section are included. All solutions specified in the Solutions section are included.
The Plan of Action spans a period of 6-8 weeks. Only solutions specified in the Solutions section are included. All solutions specified in the Solutions section are included.
IX. CLASS POLICIES A. Students are expected to meet all requirements of this course as specified in the syllabus
and by the instructor including frequent participation in the online course area. X. GRADING CRITERIA
A. Presubmission Checklist: A. http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdf
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B. Master’s and Ed. S. Grading Scale:
Letter Grade Percentage Quality Points
A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit
C. Course Assignments and their percentage of the final grade
Assignment Points % Due Week #
Assignment 1: Description of the Community, Work Setting, and Writer’s Role
100 15 2
Assignment 2: Identification of the Problem
100 15 3
Assignment 3: Documentation of the Problem and Projecting Outcomes
100 25 5
Assignment 4: Literature Review, Causative Analysis, Solutions, and Plan of Action
100 30 8
Participation (Chats and Discussions) 100 15 1-8 Total 100
XI. LIST OF SUGGESTED RESOURCES A. Books and Articles:
Bresler, L. (1994). Zooming in on the qualitative paradigm in art education: Educational criticism, ethnography, and action research. Visual Arts Research, 20(1), 1-21. Fowler, F. J. (2014). Survey research methods (5th ed.). Thousand Oaks, CA: Sage. Mills, G. E., & Gay, L. R. (2015). Educational research: Competencies for analysis and applications (11th ed.). Boston, MA: Pearson Allyn and Bacon. Eisner, E. (1993). The emergence of new paradigms for educational research. Art Education, 46(6), 50-55.
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Hendricks, C. C. (2008). Improving schools through action research: A comprehensive guide for educators (2nd ed.). Boston, MA: Pearson Allyn and Bacon.
Johnson, A. P. (2003). What every teacher should know about action research. Boston: Allyn
and Bacon. Munger, D., & Campbell, S. (2007). What every student should know about researching online. New York, NY: Pearson Longman. Patton, M. Q. (2015). Qualitative evaluation and research methods (4th ed.). Thousand Oaks, CA: Sage.
Additional Assistance with APA Formatting and Writing:
Alvin Sherman Library, Research, and Information Technology Center. Help: Style Guides, Citations, and Citing Sources. http://www.nova.edu/library/help/styleguides/styleguides.html
Alvin Sherman Library, Research, and Information Technology Center. Education
Tutorial. http://www.nova.edu/library/dils/educationtutorial.html
Alvin Sherman Library, Research, and Information Technology Center. SharkWrites: The Abraham S. Fischler School of Education Writing Resource Center. http://nova.campusguides.com/FSESharkWrites
American Psychological Association. APA style. http://www.apastyle.org/ American Psychological Association Basics of APA style tutorial. Retrieved from
http://flash1r.apa.org/apastyle/basics/index.htm American Psychological Association. What’s new in the sixth edition of the
publication manual. http://www.apastyle.org/learn/tutorials/brief-guide.aspx The Iris Center.
http://iris.peabody.vanderbilt.edu/ [“Special Education Resources for Inclusion”]
The Purdue Online Writing Lab
http://owl.english.purdue.edu/ Warlick, D., & The Landmark Project. (2005–2010). Son of citation machine.
http://citationmachine.net/
CIT 502 Page 12 of 12 Revised October 2018
CIT 520 Page 1 of 10 February 2018
Nova Southeastern University
Abraham S. Fischler College of Education
Higher Education Leadership and Instructional Technology
Syllabus
February 2018
I. COURSE: CIT 520 [formerly CAE 500] Introduction to Media and Instruction (3 credits)
II. INSTRUCTOR
Name:
Email:
Telephone:
Office:
Office Hours: Students should contact their instructor for any questions regarding this course.
For technical support students should call (954) 262-4357 or (800) 541-6682 x24357
Note: To ensure program consistency, all sections of each course in the Abraham S. Fischler College of Education,
regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in
readings, topics, or assignments may occur only with approval from the Department of Instructional Design and
Technology.
III. COURSE DESCRIPTION
A. Catalog Description:
This course introduces students to the principles of instructional design and learning theory,
examines methods for planning, production and utilization of media in instruction and provides
experience in the development of a lesson plan that incorporates the use of instructional media.
Prerequisite(s): None
B. Course Rationale: The goal of this course is to ensure that educators are skilled at writing
lesson plans that include measurable objectives and that use media effectively. Assignments
can be relevant to schools, colleges, universities, or business training departments.
IV. COURSE STUDENT LEARNING OUTCOMES:
Upon completion of this course, participants will be skilled at writing specific, measurable
learning objectives, designing an effective unit that will include a variety of media and delivery
methods, and be skilled in the exploration of new technologies to enhance learning.
By the end of this course, the student will be able to:
1. Identify the principles of planning, designing, and evaluating media.
2. Identify and apply the steps to systematic planning for the use of media in instruction.
(ASSURE Model).
3. List the general characteristics of learners and specific competencies that could affect media
selection.
4. List examples of the five basic steps in utilizing instructional materials.
CIT 520 Page 2 of 10 February 2018
V. COURSE OBJECTIVES:
By the end of this course, the student will be able to:
1. Identify the elements of the instruction and learning process.
2. Identify and apply the elements of effective communication.
3. Distinguish among message, method, and medium.
4. Define medium and indentify five basic categories of media.
5. Identify the roles of media in the instructional process and the psychological bases of
learning.
6. Identify the principles of planning, designing, and evaluating media.
7. Identify and apply the steps to systematic planning for the use of media in instruction.
(ASSURE Model).
8. List the general characteristics of learners and specific competencies that could affect media
selection.
9. List examples of the five basic steps in utilizing instructional materials.
10. Define visual literacy.
11. Identify the characteristics of good visuals.
12. Identify copyright restrictions applicable to development of educational media.
VI. REQUIRED MATERIALS
A. Required Textbook(s):
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology
and media for learning (11th ed.). Upper Saddle River, NJ: Prentice Hall.
B. Required Supplemental Materials:
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
VII. CALENDAR OF WEEKLY REQUIREMENTS
The course is divided into four modules. Each module will be covered in two weeks
Module 1: Planning for instruction and media (Weeks 1-2, Objectives 1-9)
Module 2: Media for instruction (Weeks 3-4, Objectives 4, 5, 8, 10, 11, 12)
Module 3: Internet and social media (Weeks 5-6, Objectives 8, 12)
Module 4: Utilizing and evaluating media (Weeks 7-8, Objectives 2, 7, 9)
CIT 520 Page 3 of 10 February 2018
Weeks Module Readings Activities
1-2
Module 1
Planning for
instruction
and media
Smaldino et
al. Chapters
1, 2, 3, 4
Material in
Course area
Week 1:
Familiarize with Blackboard area, textbooks, syllabus, and
class expectations
Post an autobiographical introduction video
Participate GoToTraining Live class
Participate Online Discussion 1
Week 2:
Participate Online Discussion 1
Submit Assignment 1: ABCD Objectives
3-4
Module 2
Media for
instruction
Module 2
Smaldino et
al. Chapters
5, 8, 9
Material in
Course area
Week 3:
Participate in Online Discussion 2
Submit Assignment 2: Strategies, Media, and Technology
Week 4:
Participate in Online Discussion 2
5-6
Module 3
Internet and
social media
Smaldino et
al. Chapters
6, 7, 10
Material in
Course area
Week 5:
Participate in online Discussion 3
Submit Assignment 3: ASSURE lesson plan
Participate GoToTraining Live class
Week 6:
Participate in online Discussion 3
7-8
Module 4
Utilizing and
evaluating
media
Smaldino et
al. Chapter
3
Material in
Course area
Week 7:
Participate in online Discussion 4
Video record lesson delivery
Week 8:
Participate in online Discussion 4
Submit Assignment 4: Evaluation of Lesson
NOTES:
1. Dates and activities are subject to change per prior agreement. Students must keep up with changes
and updates posted via "Announcements" and/or "Course Messages".
2. Weeks run from Monday to Sunday.
3. Except as noted otherwise, all submissions of activities are due on Sundays at 11:59 pm ET of the
corresponding week via Blackboard assignment area.
4. Assignments submitted outside the drop box will not be considered for grading unless indicated
otherwise by the instructor.
5. Live classes will be delivered via GoToTraining and will be recorded. Students are responsible for
covering the content covered during the session.
6. Students must participate in activities of the first week to prevent being dropped from the class.
CIT 520 Page 4 of 10 February 2018
VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS
The course is divided into four Modules. Activities, readings from the textbooks for each module, and
due weeks for assignments are presented in the Weekly Calendar. Additional readings, materials, and
content are presented in the corresponding course content in Blackboard. Assignments may be in
groups or individual as determined by the instructor.
During this course you will plan, deliver, and evaluate a lesson of your choice that integrates media
and technology. You will plan the lesson using the ASSURE Model (Module 1), to then deliver and
submit a self-evaluation (Module 4). Hence, it is important that you start thinking sooner, rather than
later, the lesson that you will plan and deliver.
Tips for Online Learner Success: Review the course syllabus to understand the ground rules for the
course. Plan time for class assignments and projects. Participate in the live online classes, and online
discussions. Communicate with the instructor and peers throughout the course. Check grades regularly
for feedback and ensure assignments were received. Follow the weekly calendar and follow any
changes via Blackboard.
Introductory Video (Week 1)
Utilize your web cam to create a video “Autobiographical introduction” (e.g., create the video with
Windows Live Movie Maker or iMovie). Share information you feel is important for others to know
about you (e.g., professional experiences, passions, recognitions, honors, achievements). Also post
your work position and city/state where you live. You will post the video using Kaltura Sharkmedia in
the Introduction discussion area of Blackboard. Suggested Length of video: two minutes.
Online Discussions (Weeks 1, 3, 5, 7; 20 points)
Read the corresponding chapters of the textbook, and view/watch/read additional material in the course
area as indicated by the instructor. Participate in the online discussion for each Module throughout the
corresponding weeks. See the calendar in the course area for specific dates and the course area for the
question(s) or topic for discussion. You will be graded based on the following criteria:
Criteria for online discussions
1. One posting responds directly to the week’s question or topic.
2. Initial posting is done during the first week of the forum.
3. At least two postings that respond to postings of at least one other student.
4. Postings build on the postings of others.
5. Postings are substantive, present your own ideas and examples of application—such as in your
workplace, or build on the postings of others (e.g., postings don’t just give praise).
6. Postings are done throughout the duration of the forum (i.e., not all on the same day).
7. Postings are supported by readings, properly cited.
8. Postings are clearly written, with proper spelling and grammar.
Grading guidelines for online discussions
With the above criteria in mind, scores for each online discussion will be assigned as follows:
5 points—fully meets all criteria
3-4 points—fully meets criterion 1, and four to seven of criteria 2-8
1-2 points—fully meets criterion 1, and less than four of criteria 2-8
0 points—does not meet criterion 1
CIT 520 Page 5 of 10 February 2018
Assignment 1: Practice Writing ABCD Objectives (Week 2, 5 points)
For this assignment, you will re-write a set of five learning objectives in ABCD format and post them
in Blackboard as indicated by the instructor. Clearly indicate for each objective each ABCD
component. You will ask a peer to use the Checklist on Figure 3.1. “ABCD Objectives” of your
textbook to assess the degree to which the objectives are well written. You will also assess another
peer’s set of objectives using the same checklist. Submit your properly formulated objectives and the
assessment from your peer. It is your responsibility to ask a peer to assess your work, so please contact
your peers early.
Assignment 1 will be graded as follows:
1. All objectives properly written as ABCD and with each component clearly identified (4 points)
2. Checklist from peer (1 points)
Assignment 2: Strategies, Media, and Technology (Week 3, 25 points)
Think of the lesson that you will plan using the ASSURE model. In this assignment you will describe
how you might integrate the various instructional strategies, technology, and media to teach your
lesson, you will use the template provided in the course. For each of the ten types of instructional
strategies as presented in Chapter 4 of your textbook, briefly describe:
1. Use of Strategy. How you could use each strategy to teach the objective(s)
2. Media and Materials. The types of media and the materials that you could integrate.
3. Technology. How technology can be used to support each of the learning experiences.
Criterion Not satisfactory
0-70%
Satisfactory
71-85%
Exemplary
86-100%
Total
over
100
Content
50 points
Description for only
one component (use,
media, technology)
meets stated
specifications and
criteria. Knowledge
of subject matter is not
clear, or work is not
clearly focused on the
topic or the purpose of
the assignment.
Description for
two components
(use, media,
technology) meets
stated
specifications and
criteria.
Knowledge of
subject matter is
clear and work is
focused on the
topic and the
purpose of the
assignment.
Description for each
component (use,
media, technology) is
complete, thorough,
and meets or exceeds
stated specifications
and criteria.
Knowledge of subject
matter is clear and all
work is clearly focused
on the topic and the
purpose of the
assignment.
Completeness
25 points
Two components (use,
media, technology)
are missing, or 5 or
less of the 10
strategies are not
present
One component
(use, media,
technology) is
missing, or 1 to 4
of the 10 strategies
are not present
All components (use,
media, technology) are
present for all 10
strategies
CIT 520 Page 6 of 10 February 2018
Writing
20 points
Writing is unclear,
unconcise, not cogent,
or incorrect.
Assignment is
original. Writing
is for the most part
clear, concise,
cogent, and
correct.
Assignment clearly
demonstrates higher
levels of critical
thinking, independent
learning, originality
and fresh perspectives.
Writing is clear,
concise, cogent, and
correct.
Format
5 points
Does not use the
template for the
assignment.
N/A Uses the template for
the assignment.
Assignment 3: ASSURE Lesson Plan (Week 5, 25 points)
To prepare for Assignment 3, you should begin the process of selecting a topic early to begin work on
your ASSURE Model lesson. You are encouraged to select a lesson that you actually use with your
students or one that you will teach next school year. If you are not currently a classroom teacher,
select a topic of interest to you that you can deliver to a group of students. You are encouraged to
follow the examples of ASSURE lesson plans presented in the textbook.
For Assignment 3, use the template provided in the course to include and describe the components of
the lesson plan based on the steps of the ASSURE model:
1. Learners. Describe the various characteristics of the students their previous knowledge/skills, and
learning styles are taken into consideration.
2. Standards and objectives. Identify what the students should learn or be able to do after instruction
that they could not do before. Classroom objectives are usually based upon local, state, and/or
national standards. The more specifically you can state the objectives, the more likely the students
are to achieve them. Make sure it is clear which standards are being addressed by the objectives.
3. Strategies. Indicate the strategies, student centered or teacher centered, to engage the learner.
Indicate which characteristics of meaningful learning the strategies are addressing.
4. Technology, Media, and Materials. It is important to select, modify, or design materials appropriate
for the learners and the content. Indicate the resources that you will integrate, keeping in mind the
strategies that you will employ. Indicate how your selection of resources is appropriate according
to the Selection Rubric Criteria (Smaldino et al., 2015, p 48).
5. Learner Participation. Describe practice activities to get students involved in working with the
content and skills being taught. It is important that they have an opportunity to practice the
expected learning outcomes and to receive feedback.
6. Evaluation and revision. Describe how you will evaluate the lesson with regard to student
achievement, the appropriateness of the materials, and your utilization of the technology, media,
and materials. Then indicate the plan to revise the strategies, technology, media, and materials
before you use them again.
Assignment 3 will be graded using the following rubric:
Criterion Not satisfactory
0-70%
Satisfactory
71-85%
Exemplary
86-100%
Total
over
100
Content Description of only Description for at Description for each
CIT 520 Page 7 of 10 February 2018
50 points
one or two
components of the
ASSURE model meets
stated specifications
and criteria.
Knowledge of subject
matter is not clear, or
work is not clearly
focused on the topic or
the purpose of the
assignment.
least four
components of the
ASSURE model
meets stated
specifications and
criteria.
Knowledge of
subject matter is
clear and work is
focused on the
topic and the
purpose of the
assignment.
component of the
ASSURE model is
complete, thorough,
and meets or exceeds
stated specifications
and criteria.
Knowledge of subject
matter is clear and all
work is clearly focused
on the topic and the
purpose of the
assignment.
Completeness
20 points
One or more
components of the
ASSURE model as
defined are missing.
All components of
the ASSURE
model are
included as
defined.
All components the
ASSURE model are
included as defined.
Writing
20 points
Writing is unclear,
unconcise, not cogent,
or incorrect.
Assignment is
original. Writing
is for the most part
clear, concise,
cogent, and
correct.
Assignment clearly
demonstrates higher
levels of critical
thinking, independent
learning, originality
and fresh perspectives.
Writing is clear,
concise, cogent, and
correct.
Format
10 points
Does not use the
template for the
assignment.
N/A Uses the template for
the assignment.
Assignment 4: Evaluation of Lesson (Week 8, 25 points)
The purpose of this assignment is deliver and evaluate the lesson that you have planned. The
assignment consists of two parts: self-evaluation of your teaching, and a general evaluation of
discrepancies of intentions and what actually happened.
1. Self-evaluation (10 points). You will record a video of yourself delivering your lesson. You are not
required to submit the video to the instructor. Please consult with your instructor if you are unsure
which situation is appropriate for your video recording. You will use the “Sample Presentation
Evaluation Form for, Self, Peer, or Administrator” on Figure 3.4 of your textbook found in the
course area to evaluate your teaching. Make sure that you also indicate your strengths, weaknesses,
and overall comments. In addition to your evaluation form, you will also submit any changes you
plan to make in your teaching based on the evaluation. You will be graded as follows:
a. Evaluation form is used (1 point)
b. The 10 items are evaluated (5 points)
c. Strengths are described (1 point)
d. Weaknesses are described (1 point)
e. Overall comments are included (1 point)
f. Intended changes are explained (1 point)
CIT 520 Page 8 of 10 February 2018
2. Evaluation of discrepancies of intentions and what actually happened (15 points). Focus on the
ASSURE mode l s teps “Se lec t s t ra teg ies , t echno logy , med ia , and mate r ia ls”
and “U t i l i ze Technology , Med ia and Mater ia l ” tha t you p lanned fo r . Re f lec t
on the fo l low ing , a nd submi t a document answer ing in a paragraph o r two : a. Selecting. Are you satisfied with your selection of strategies, technology, media and
resources to accomplish the lesson objectives? Briefly explain why yes or why not. If you
are not satisfied, how would you change it?
b. Utilizing. Are you satisfied with your initial plan for utilizing resources (e.g., technology,
media, and materials) under each of the 5 Ps in the process? Briefly explain why yes or why
not. If you are not satisfied, how would you change?
Assignment 4, Part 2 will be graded using the following rubric: Criterion Not satisfactory
0-70%
Satisfactory
71-85%
Exemplary
86-100%
Total
over
100
Content
50 points
Answers for few
questions under each
topic (selecting,
utilizing) are
complete, and
thorough. Knowledge
of subject matter
appears unclear or not
focused on the topic
and the purpose of the
assignment.
Answers for most
questions under
each topic
(selecting,
utilizing) are
complete, and
thorough.
Knowledge of
subject matter is
clear and all work
is clearly focused
on the topic and
the purpose of the
assignment.
Answers for all
questions under each
topic (selecting,
utilizing) are complete,
thorough, and meets or
exceeds stated
specifications and
criteria. Knowledge of
subject matter is clear
and all work is clearly
focused on the topic
and the purpose of the
assignment.
Completeness
30 points
Few questions under
each topic (selecting,
utilizing) are
answered.
Most questions
under each topic
(selecting,
utilizing) are
answered.
Answers for all
questions under each
topic (selecting,
utilizing, revising) are
present.
Writing
20 points
Writing is unclear,
unconcise, not cogent,
or incorrect.
Assignment is
original. Writing
is for the most part
clear, concise,
cogent, and
correct.
Assignment clearly
demonstrates higher
levels of critical
thinking, independent
learning, originality
and fresh perspectives.
Writing is clear,
concise, cogent, and
correct.
IX. CLASS POLICIES
A. Attendance: The dates and times for live online sessions will be posted. Students are
responsible for all information that is provided/shared during the sessions. Students are
expected to contact the instructor using Blackboard mail for all questions/concerns during
this course.
CIT 520 Page 9 of 10 February 2018
B. Students are expected to closely follow the guidelines and grading criteria for all activities
and assignments.
C. Due dates are very important and late submissions will not be allowed without the prior
approval of the instructor. Late submission might be penalized.
D. Students are expected to follow the weekly calendar; however, dates and activities are
subject to change per prior agreement and you must keep up with changes and updates
posted via "Announcements" and/or "Course Messages".
E. Except as noted otherwise, all assignments are due on Sundays at 11:59 pm ET of the
corresponding week via Blackboard assignment area.
F. Assignments submitted outside the assignment will not be considered for grading unless
indicated otherwise by the instructor.
X. GRADING CRITERIA
A. Master’s and Ed.S. Grading Scale:
Letter Grade Percentage Quality Points
A 91-100 4.0
B+ 86-90 3.5
B 80-85 3.0
C 70-79 2.0
F Below 70 No Credit
B. Course Assignments and their percentage of the final grade
Assignment % Due Week #
Assignment 1: ABCD Objectives 5 2
Assignment 2: Strategies, media, and technology 25 3
Assignment 2: ASSURE lesson Plan 25 4
Assignment 4: Lesson Evaluation 25 8
Online Discussions 20 1, 3, 5, 7
Total 100 -
XI. LIST OF SUGGESTED RESOURCES
A. Assistance with APA Formatting and Writing:
Alvin Sherman Library, Research, and Information Technology Center:
Help: Style Guides, Citations, and Citing Sources.
http://www.nova.edu/library/help/styleguides/styleguides.html
American Psychological Association. APA style. http://www.apastyle.org/
American Psychological Association. Basics of APA style tutorial.
http://flash1r.apa.org/apastyle/basics/index.htm
CIT 520 Page 10 of 10 February 2018
The Iris Center. (n.d.). Retrieved from http://iris.peabody.vanderbilt.edu/ [“Special
Education Resources for Inclusion”]
The Purdue Online Writing Lab. http://owl.english.purdue.edu/
Additional sources will be shared during the course.
CIT 522 April 2017
Nova Southeastern University Abraham S. Fischler College of Education
Department of Higher Education Leadership and Instructional Technology Syllabus
I. COURSE: CIT 522 [formerly CAE 502] Internet for Educators (3 credits)
II. INSTRUCTOR/FACULTY MEMBER
Name: E-mail: Telephone: Office: Office Hours:
Students should contact their instructor for any questions regarding this course. For technical support students should call (954) 262-4357 or (800) 541-6682 x24357
Note: To ensure program consistency, all sections of each course in the Abraham S. Fischler College of Education, regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in readings, topics, or assignments may occur only with approval from the Department of Higher Education and Instructional Technology.
III. COURSE DESCRIPTION A. Description: This introductory course includes the fundamentals of navigating the Internet
and its role in the teaching. Participants will explore Internet terminology, Internet services, forms of Internet communication and retrieval of information. Educational and training Web sites will be examined and evaluated. Current issues and controversies concerning Internet access and use in a variety of environment swill be discussed. Target audience: trainers, educators, consultants and professors. Prerequisite/s: none.
B. Course Rationale: The goal of this course is to ensure that educators are good netizens
who can maximize the use of the Internet and its resources to improve teaching and learning.
IV. COURSE STUDENT LEARNING OUTCOMES:
By the end of the course, the student will be able to: 1. Access Internet and use tools and resources relevant to educational settings 2. Define and model legal and ethical use of the Internet 3. Identify trends in appropriate technology to support instruction
V. COURSE OBJECTIVES:
CIT 522 April 2017
By the end of this course, the student will be able to: 1. Understand various ways to access and use the Internet. 2. Understand the role of listserv mailing lists and subscribe to an educational listserv. 3. Define and model legal and ethical use of the Internet. 4. Identify major copyright law requirements that pertain to the educational use of the Internet. 5. Differentiate between various Internet search tools and use them to locate information. 6. Locate, analyze, and evaluate information found on the Internet. 7. Select and integrate Internet resources that are appropriate for all learners into their
instruction. 8. Identify trends in technology and determine their appropriateness for use in the classroom.
VI. REQUIRED MATERIALS
A. Required Textbook(s): None.
B. Required Supplemental Materials: American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
VII. CALENDAR OF WEEKLY REQUIREMENTS
Week Topics Class Activities & Assignments
1 Connecting to the Internet: Internet terms, Internet access, using the Internet
Weekly readings, discussion topics and Assignment: Internet Access and Use
2 Appropriate Use of the Internet: AUP, netiquette, security, management
Weekly readings, discussion topic and Assignment: AUP Presentation for Students and Parents
3 Appropriate Use of the Internet: Copyright and Fair Use, Ethical Codes of Conduct
Weekly readings, discussion topic and
4
Appropriate Use of the Internet: Social, Ethical, Legal, and Human Issues for Educators
Weekly reading, discussion topic and Assignment: Case Study – Code of Ethics and Case Studies
5 Searching the Internet: Search tools, Web site evaluation
Weekly reading, discussion topic
6 Integration of Internet into Instruction: Internet-based activities
Weekly reading, discussion topic and Assignment: Appropriate Use of Technology Resources for Teachers
7 Emerging Technologies Weekly reading, discussion topic and
Assignments: Virtual Field Trip
8 Review of Weeks 1 – 7 Complete Online Course Evaluation and Technology Trends
CIT 522 April 2017
VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS Assignment 1 - Internet Access and Use (10%) It is important for you to understand how you connect to and access the Internet and its resources at home and at work. In narrative form, address the following points: Introduction: Briefly describe your personal/professional experience as an Internet user. How long have you been using the Internet? How proficient are you? Access and Internet Service Provider (ISP) at home: What kind of access (dial up, cable modem, DSL) do you have and what service connects you to the Internet? Have your experiences been largely positive or negative (is the service reliable, do they have good technical support when needed)? Type of Internet Connection at Work: You may have to contact a technical staff person in your organization to get specific information - try to learn as much as you can about your access from work. Are your computers connected to a Local Area Network (LAN) that is part of a Wide Area Network (WAN)? Do you have high speed access - perhaps a T1? You do not have to provide too many technical details here. Technical Support at Work: Who is your first point of contact for technical information and support at your organization? You do not have to include the person’s name – just a title will do. If you don’t know, ask your supervisor. Perhaps they can help you. Preferred Browser: What is your default browser at home and at work? Do you use one exclusively? Are you familiar with others? If so, which ones? Bookmarks or Favorites: Do you save Web site URLs by bookmarking them so that you can easily revisit them? Do you organize your bookmarks in folders? It is recommended that you begin this practice so that you can archive the many Internet resources you will find throughout your degree program. ListServ Mailing Lists: Were you already familiar with the concept of listserv mailing lists? What value do you think they hold for you as an educator? Did you subscribe to TourBus as recommended in the weekly lecture? Do you subscribe to any other listservs? Conclusion: Is your access experience at home different from that at work? How so? How have you found Internet access to be valuable to you? You may address personal uses such as staying in touch with family and friends via email, but please include its professional value to you, also. Assignment 2 – AUP Presentation (20%) (Objectives 3, 6) For this assignment you will develop a presentation for an event. Your audience would consist of clients, fellow employees, or parent groups. The purpose of the presentation is to familiarize your client groups with your organization’s Acceptable Use Policy (AUP). Note: This policy may have a different title in your organization but the intent will be the same – to outline the expectations for appropriate use of technology resources and the consequences for noncompliance. This assignment consists of two parts so you will submit two files (one Power Point and one Word): Using PowerPoint (or a similar presentation tool), include the following: An introductory slide with the title, organization’s name and your name State the purpose of your presentation
CIT 522 April 2017
The purpose and main points of the AUP (the do’s and don’ts as well as the consequences for noncompliance)
Some examples of the types of electronic resources (this could include hardware and software)
Some examples of strategies you will use to implement and monitor electronic resources. Be sure to close on a positive note!
Using Word (or a similar tool), create: A letter inviting your target audience to the meeting A brief plan outlining how you will accommodate linguistically diverse attendees
(include a sample of materials if possible) A Take-Away handout for attendees that will help them reinforce effective use of
technology to support your instruction
Assignment 3 – Code of Ethics and Case Studies (20%) Description: Educators are bound by a professional code of ethics. This professional code of ethics often incorporates legal obligations to which educators are also bound. The Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida is a collection of standards to which all educators in the state of Florida are bound. Similarly, trainers and consultants also have codes of ethics that they must follow. Professional organizations usually have codes of ethics. In this assignment, you will research and become familiar with codes of ethics that guide your work. Access your state’s code of ethics for the education profession and the national Code of Ethics (NEA) http://www.nea.org/aboutnea/code.html. If you are not a teacher, find the most appropriate code of ethics for your professional area, such as the American Telemedicine Association, or the Association for Educational Communications and Technology. To complete the assignment, you will determine the appropriate and legal courses of action in response to three case studies. Directions: 1. To begin this assignment, read the codes of ethics for the following:
a. National – National Education Association
NEA: Code of Ethics of the Education Profession (http://www.nea.org/aboutnea/code.html)
b. State (Locate your state’s code of ethics. Examples are provided below.) Florida – The Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida http://www.fldoe.org/edstandards/pdfs/ethics.pdf Florida – Office of Professional Practices FAQ for Educators – Florida DOE Process for Responding to Disciplinary Action
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http://www.fldoe.org/edstandards/FAQ.asp Nevada – Code of Ethical Standards http://www.leg.state.nv.us/nrs/NRS-281.html#NRS281Sec481 NRS 281.481 (General requirements; exceptions, http://www.leg.state.nv.us/nrs/NRS- 281.html#NRS281Sec481) – NRS 281.551 (Commission authorized to impose civil penalties…) http://www.leg.state.nv.us/nrs/NRS-281.html#NRS281Sec551)
c. Professional Code of Ethics (Locate the code of ethics for your professional content area. Examples are provided below.)
ACM Code of Ethics and Professional Conduct (Computer Science Education) http://www.acm.org/constitution/code.html Code of Ethics of the American Library Association (Educational Media) http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm
Summarize the main legal and ethical components from the national, state, and professional codes of ethics in a brief, but informative narrative that includes a discussion of the following focal questions: Who or what is the educator’s primary concern? How can the educator strive to achieve and sustain the highest degree of ethical conduct? What are the types of behaviors (e.g., bullying, child abuse, etc.) that the educator should
report to administration? What are the reasons for suspension of a professional?
2. Review and respond to the following case studies within the context of the codes of ethics:
a. Case Study 1: You are a high school social studies teacher and one of your students has come to you upset that one of the other students in class has been sending him threatening emails and pornographic photos during a class group project. According to the ethics codes and district faculty policies, what should be your plan of action for addressing this issue? Use the Web sites below, or review your state and district policies as a basis for developing your plan of action, noting references to state and/or district policies as appropriate.
Kidpower
https://www.kidpower.org/library/article/cyber-bullying/
Stop Bullying
http://www.stopbullying.gov/cyberbullying/
b. Case Study 2: All teachers in your school have a laptop to use in their classrooms and for
instructional planning at home. When the computer was delivered, you briefly reviewed the district policies during a departmental meeting; however, during the past six months, several teachers have been questioned about their Internet and e-mail use with these laptops. You
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realize that you must use school property appropriately. Based on the ethics codes and district faculty policies, what should be your plan of action for using the laptop?
Use the Web sites below or review your state and district policies as a basis for developing your plan of action. Broward County, Florida Policy 5306 – School and Technology Usage http://www.broward.k12.fl.us/sbbcpolicies/docs/P5306,000.pdf
Miami Dade County, Florida Policy 7540.01 – Technology Privacy http://www.neola.com/miamidade-fl/search/policies/po7540.01.htm
Palm Beach County, Florida Policy 3.29 – Acceptable Use of Technology by Employees http://www.schoolboardpolicies.com/p/3.29
c. Case Study 3: As a new high school teacher, you are assigned to teach an intensive reading
class in which three students are consistently not showing progress. After reviewing the students’ records (e.g., academic achievement progress in other courses, attendance and disciplinary records, intervention plans and other test scores, and state standardized test scores) you develop highly effective instructional strategies using technology for meeting these students’ learning needs. Since your instructional approach has proven to be so successful, several teachers approached you with sharing the students’ background information, as well as your instructional strategies. You are concerned about infringing on the students’ privacy rights; consequently, you develop a plan of action to address the teachers’ requests, but also address student records concerns.
Use the Web sites below or review your state and district policies as a basis for developing your plan of action. Family Educational Rights and Privacy Act (Florida Department of Health and Human Resources) http://www.doh.state.fl.us/family/school/privacy/Ferpa.pdf
Broward County, Florida http://www.browardschools.com/schoolboard/pdf/FERPA_eng.pdf Student Records: Confidentiality and Family Educational Rights http://www.broward.k12.fl.us/sbbcpolicies/docs/P5100.1.000.pdf
Miami Dade 2416 - Student Privacy and Parental Access to Information http://www.neola.com/miamidade-fl/search/policies/po2416.htm
Palm Beach County, Florida Policy 5.50 - Student Records http://www.schoolboardpolicies.com/p/5.50.htm
5. Reflect on the application of one case study to your school responsibilities. What must you do to
avoid this type of professional and ethical conflict in the future?
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6. Identify and describe three additional resources for use by those in your profession who wish to
avoid professional and ethical conflicts Ethics.
Examples of additional resources on ethics for Florida educators include the following:
Discipline against Educator Licenses http://www.myfloridateacher.com/discipline/summary.aspx
Education Practices Commission Notices http://www.fldoe.org/edstandards/Education_Practices.asp
Investigative Resources http://www.fldoe.org/edstandards/investigate.asp
Office of Professional Practices http://www.fldoe.org/edstandards/resources_for_teachers.asp
Office of Professional Standards http://www.fldoe.org/edstandards/
7. Based on your analysis of the information found on your state’s DOE website for Policy on Ethical Conduct (Example: Florida’s Policy on Ethical Conduct of Instructional Personnel and School Administrators/http://www.fldoe.org/edstandards/pdfs/SamplePolicy.pdf), describe the consequences of the teachers’ unethical practices in the selected case study.
Assignment 4 - Appropriate Use of Technology Resources (10%)
Create an Acceptable Use of Technology Policy for an organization The points listed above should be presented in PowerPoint. You may use the Notes feature of PowerPoint if you want to include some additional talking points. Since your audience will be teachers, be sure to incorporate principles of adult learning as appropriate (TF-VII.C.1). There are some Web sites related to adult learning theory in the weekly lecture of this course. Use these as well as other course readings and research.
Reference Marklein, M. J. (2011, May 4). Study: Teachers lack online training. USA Today, p. A3. Assignment 5 - Virtual Field Trip (20%) Your assignment is to develop a Virtual Field Trip (VFT) on a topic of your choice. The topic should be something that is a part of your curriculum and that you feel lends itself to this type of activity. You will need to gather appropriate resources (Web sites) and weave them into a sequential narrative that will be the basis of the tour. You may utilize sites from previous course postings and resources or sites you find on your own as you use your expertise with search tools. For this assignment, you may include the actual URLs or you may choose to create hypertext (or hyperlinks) by using words that are
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linked to the URLs instead (it looks nicer). Do remember to use the copy/paste functions if you place the URLs in your VFT. Either way will be acceptable. NOTE: If you are not a teacher or trainer, you may select an audience that is appropriate for your current work setting (i.e. teacher or staff training).
As you prepare your VFT, keep the following points in mind: Have your audience in mind (their age and previous knowledge) Have a good title (if not snappy, then at least interesting) Use a hook at the beginning - something interesting to "snag" the audience Use a conversational tone (age appropriate, of course) as a tour guide would Include an appropriate number of links for your audience Provide appropriate guidance as to what the reader should look for on the Web site Use appropriate font script and color for emphasis (you may deviate from the required 12pt
font) Consider equitable access for all students Make it interesting for the reader - after all, this is a field trip!
This assignment will be evaluated in terms of the extent to which you demonstrate your understanding of this concept, the degree to which you weave together meaningful Web sites related to the subject of your
choice, the quality and appropriate quantity of links included (make sure they work!) the quality of your writing - make it sequential (beginning, middle and end) and interesting
with the logical and natural flow of a narrative
Your VFT should be thorough, complete, and logical in its progression - it could even be fun!!
TECHNO-NOTE: When putting a URL at the end of a sentence, you may either 1) leave off the period that would end the sentence OR 2) make sure you leave a space between the URL and the ending punctuation. Your links must be functional. If you put a period at the end of the URL, it becomes "part" of the URL, and your link will not work.
Assignment 6 – Technology Trends (10%)
Proposal for New Technology Assuming that your organization has already made a significant commitment to integrating technology into teaching and learning, take this opportunity to propose the adoption and implementation of a new technology. By “new” we mean a technology that will be new to you and/or your school/classroom.
Using Proposal for New Technology as your title, write a position paper. The paper should not be more than 6 pages (double spaced, 12 pt. font) in length including your Title page and References list. The purpose of this paper is to state what you believe to be the instructional benefits of the proposed technology for students and to support your beliefs with resources you locate in NSU's Electronic Library and other research. Be sure to follow the APA guidelines for citations in your paper and for full citations of resources in the References list.
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IX. STANDARDS
Florida: Florida Department of Education (2011). Competencies and skills required for teacher
certification in Florida (16th ed.). Retrieved from http://www.fldoe.org/asp/ftce/ftcecomp.asp
Florida Department of Education (2011). Florida Early Learning and Developmental
Standards for Four-Year-Olds. Retrieved from http://www.fldoe.org/earlylearning/perform.asp
Florida Department of Education (dates vary: 2007-2011). Next Generation Sunshine State
Standards. Retrieved from http://www.fldoe.org/bii/Curriculum/SSS/ [Select appropriate subject area.]
Florida Department of Education (2010). Next Generation Sunshine State Standards
(Common Core) – English Language Arts. Retrieved from http://www.fldoe.org/bii/Curriculum/SSS/
Florida Department of Education (2010). Next Generation Sunshine State Standards (Common
Core) – Mathematics. Retrieved from http://www.fldoe.org/bii/Curriculum/SSS/ Florida Educator Accomplished Practices. (2011). Retrieved from
https://www.flrules.org/gateway/notice_Files.asp?ID=9648413 Nevada: Nevada Department of Education (2007-11). Standards. Retrieved from
http://www.doe.nv.gov/standards.html
National Standards: Common Core Standards (2012). Retrieved from http://www.corestandards.org/ Interstate New Teacher Assessment and Support Consortium (2011). InTASC model core teaching
standards: A resource for state dialogue. Retrieved from http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf
National Board for Professional Teaching Standards (NBPTS) (2008). The standards.
Retrieved from http://www.nbpts.org/the_standards National Council for Accreditation of Teacher Education (NCATE) (1997-2009). Retrieved
from http://www.ncate.org
Teaching English to Speakers of Other Languages / National Council for Accreditation of Teacher Education Standards (2010). Retrieved from
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http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition- of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf?sfvrsn=0
Professional Organization Competencies/Standards: Council for Exceptional Children (2006-2007). Professional standards. Retrieved from
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Professio nalStandards/default.htm
CLASS POLICIES
A. Attendance: Students are expected to attend all class sessions.
X. GRADING CRITERIA
A. Master’s and Ed.S. Grading Scale:
Letter Grade Percentage Quality Points
A 91-100 4.0 B+ 86-90 3.5 B 80-85 3.0 C 70-79 2.0 F Below 70 No Credit
B. Course Assignments and their percentage of the final grade
Assignment Points % Due Week # Internet Access and Use 100 10 1 AUP Presentation for Students and Parents
100 20 2
Code of Ethics and Case Studies 100 20 3/4 Appropriate Use of Technology Resources for Teachers
100 10 5/6
Virtual Field Trip 100 20 6/7 Technology Trends 100 10 7/8 Participation 100 10 1-8
XI. LIST OF SUGGESTED RESOURCES
A. Book Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals
(7th ed.). Boston, MA: Pearson.
B. Websites:
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About Education. Secondary school educators. http://7-12educators.about.com/ Common Core State Standards Initiative. Core standards.
http://www.corestandards.org/the-standards Family Network on Disabilities. http://fndfl.org/projects/pirc/index.asp Florida Department of Education. http://www.fldoe.org/ Nevada Department of Education. http://www.doe.nv.gov/index.html Nevada State Parent Information & Resource Center. http://www.nevadapirc.org Yahoo! education directory (2012). http://dir.yahoo.com/Education/
Additional Assistance with APA Formatting and Writing: Alvin Sherman Library, Research, and Information Technology Center (2010):
Help: Style Guides, Citations, and Citing Sources. http://www.nova.edu/library/help/styleguides/styleguides.html and Education Tutorial. http://www.nova.edu/library/dils/educationtutorial.html
American Psychological Association. APA style. http://www.apastyle.org/ American Psychological Association. Basics of APA style tutorial.
http://flash1r.apa.org/apastyle/basics/index.htm
The Iris Center. http://iris.peabody.vanderbilt.edu/ [“Special Education Resources for Inclusion”]
The Purdue Online Writing Lab. http://owl.english.purdue.edu/
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Appendix A Assignment 3 Grading Rubric
Assignment 3 in CIT 522 supports the pre-professional development of: Accomplished Practice b.6 – Continuous Improvement, Responsibility and Ethics: Ethics Professional Education Competencies and Skills 6.1, 6.2, 6.3, 6.4, 6.5 InTASC Model Core Teaching Standard 9: Professional Learning and Ethical Practice NCATE Unit standard 1g. Professional Dispositions for All Candidates; Florida Subject Matter Competency XX.
Element Not Met Met Exceeded
Summarizes Codes of Ethics The candidate did not read and summarize the national, state, and professional codes of ethics.
The candidate read and summarized the national, state, and professional codes of ethics.
The candidate read, summarized, and demonstrated use of the national, state, and professional codes of ethics.
Understands Policies on Ethical Conduct
The candidate did not respond correctly to the focal questions demonstrating an understanding of state’s policy on ethical conduct.
The candidate responded correctly to the focal questions demonstrating an understanding of state’s policy on ethical conduct.
The candidate responded correctly to the focal questions, giving appropriate references and/or examples demonstrating a clear understanding of state’s policy on ethical conduct.
Case Study 1 Action Plan- Abuse, Neglect, and Other Signs of
The candidate did not describe an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study and provided additional plans of action.
Case Study 2 Action Plan- Ethical Use of Technologies
The candidate did not describe an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study and provided additional plans of action.
Case Study 3 Action Plan- Student Information and Records (
The candidate did not describe an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study.
The candidate described an appropriate plan of action to correct the behavior described in the case study and provided additional plans of action.
Reflects on Ethical Behavior) The candidate did not propose activities that will prevent this type of behavior.
The candidate proposed activities that will prevent this type of behavior.
The candidate proposed and demonstrated activities that will prevent this type of behavior.
Identifies Resources on Ethics
The candidate did not identify and reference three professional resources on ethics.
The candidate identified and referenced three professional resources on ethics.
The candidate identified and referenced more than three professional resources on ethics.
Describes Consequences of Unethical Practices
The candidate did not describe the consequences (e.g., potential loss of job, fine, etc.) of the educators’ unethical practices based on the state’s policy on ethical conduct.
The candidate described the consequences (e.g., potential loss of job, fine, etc.) of the educators’ unethical practices based on the state’s policy on ethical conduct.
The candidate described the consequences (e.g., potential loss of job, fine, etc.) of the educators’ unethical practices based on the state’s policy on ethical conduct, providing appropriate references and examples.
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Appendix B Assignment 4 Rubric
Assignment 4
Element Not Met = 0 Met = 1 Exceeded = 2 Model and teach legal and ethical practice related to technology use.
The candidate did not develop strategies and provide professional development at the school/classroom level for teaching social, ethical, legal issues and responsible use of technology.
The candidate developed strategies and provided professional development at the school/classroom level for teaching social, ethical, legal issues and responsible use of technology.
The candidate analyzed rules, policies, and procedures to support the legal and ethical use of technology.
Model and teach legal and ethical practice related to technology use.
The candidate did not assist others in summarizing copyright laws, related to use of images, music, video, and other digital resources in varying formats.
The candidate assisted others in summarizing copyright laws, related to use of images, music, video, and other digital resources in varying formats.
The candidate planned activities that focus on copyright laws related to use of images, music, video, and other digital resources in varying formats.
Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
The candidate did not assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
The candidate assisted teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
The candidate analyzed and recommended appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
The candidate did not identify, classify and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.
The candidate identified, classified and recommended adaptive/assistive hardware and software for students and teachers with special needs and assisted in procurement and implementation.
The candidate analyzed and recommended appropriate adaptive/assistive hardware and software for students and teachers with special needs and assisted in procurement and implementation.
Identify and use technology resources that affirm diversity.
The candidate did not assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences.
The candidate assisted teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences.
The candidate recommended appropriate technology resources to affirm diversity and address cultural differences.
Promote safe and healthy use of technology resources.
The candidate did not assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
The candidate assisted teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
The candidate recommended appropriate technology resources to promote safe and healthy use of technology.
CIT 522 April 2017
Assignment 4 Element Not Met = 0 Met = 1 Exceeded = 2
Facilitate equitable access to technology resources for all students.
The candidate did not develop a summary of effective school policies and classroom management strategies for achieving equitable access to technology resources for all students and teachers.
The candidate developed a summary of effective school policies and classroom management strategies for achieving equitable access to technology resources for all students and teachers.
The candidate conducted research to determine effective strategies for achieving equitable access to technology resources for all students and teachers.
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. (
The candidate did not continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
The candidate continually evaluated and reflected on professional practice to make informed decisions regarding the use of technology in support of student learning.
The candidate continually evaluated professional practice to make informed decisions regarding the use of technology in support of student learning and disseminated findings to district administrators.
Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.
The candidate did not support technology professional development at the building/school level utilizing adult learning theory.
The candidate supported technology professional development at the building/school level utilizing adult learning theory.
The candidate designed and planned technology professional development at the building/school level utilizing adult learning theory.
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Course Information Course: CIT 0524 - Introduction to Web Authoring Semester Credit Hours: 3.0 Course CRN and Section: 21439 - OL1 Semester and Year: Fall 2018 Course Start and End Dates: 08/20/2018 - 10/14/2018
Instructor Information Professor: Deborah Jameer Seepersaud Email:seepersa@nova.edu Cell: 954.260.9699
Class Schedule and Location Day Date Time Location Building/Room
08/20/2018 - 10/14/2018
On-line Course
-
Course Description Catalog Description This introductory project-based course examines and demonstrates the elements of Web page development including page and site design, copyright issues, HTML coding, and World Wide Web (web) related resources. Each participant will use problem-based learning experiences to create basic web pages culminating in a final web site. Prerequisite/s: None Course Rationale: The goal of this class is to give web design skills to trainers and educators that use webpages to improve teaching and learning.
CIT 0524 - Introduction to Web Authoring
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Learning Outcomes 1. Demonstrate ability to search the web to obtain pertinent resources for use with a web site. 2. Use appropriate browser (e.g. Chrome, Mozilla, and Firefox) to view a web page and its
source code. 3. Use HTML code to create HTML documents containing the following tags: HTML, head,
title, body, h1, h2, h3, p, b, i, center, ul, li, and hr 4. Use HTML code to create a personal web page containing varied text, headers, ordered and
unordered lists, internal and external links, varied page backgrounds, horizontal rules, tables, preview a document, save and publish a web page, download graphics and animated gifs from the web, add multimedia, discuss copyright issues unique to the web and their implication for web page development.
5. Define and apply both artistic and cognitive design theories to the design of web pages and sites.
6. Generate and construct a web site containing several pages and links. 7. Critique a complete website and provide a critical appraisal of the site.
Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: MacDonald, M. (2015) Creating a website (4th ed.). Sebastopol, CA: O’Reilly Media. Course Supplemental Materials: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Course Schedule and Topic Outline
Module Topics Class Activities & Assignment
1 Introductions Online Chat session – Introductions. Prepare outline of proposed training/lesson for your website
2 Building basic web pages Readings (Ch. 1-3). Sign up for domain access/website. Review, and explore professional templates. Work through tutorials in text. Submit Assignment #1
3 Internet resources Readings (Ch. 4- 6), locate copyright and other resources. Submit Assignment #2
4 From web page to website Readings (Ch. 9 & 10), design, plan and outline site. Tutorials to be assigned by instructor.
5 Connecting with your students/audience
Readings, (Ch. 10 -13), create and publish pages and links. Submit Assignment # 3
6 Site critique and lesson plan Peer Review of website with written evaluation. Submit Assignment #4
7 Presentation of site Presentation of website in online session (using Zoom)
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Module Topics Class Activities & Assignment
8 Final Web Site Publish website and share. Submit Assignment # 5
Assignments Assignment 1 (objectives 1, 2, 5) Using Word, prepare a document with a cover page, and format according to APA. This assignment consists of two sections: Section I Answer the questions below as they are guidelines to help you in the design of your site:
TITLE - Title of your web site MISSION - What is your mission? (brief statement of general purpose of site) AUDIENCE - Who is your audience? (educators, trainers) NEEDS ANALYSIS - Why do users need this site? LEARNING OBJECTIVES - What do you want them to learn as they use your site?
Write objectives in the same format as any other educational objective - in performance terms.
ASSESSMENT - How will you know your participants have accomplished the learning objectives? (participant assessment of learning activities)
RESOURCES - What web resources will you use to support the learning process? (5 to 10 Web sites that your participants will use to support their learning process)
COPYRIGHT - How will you incorporate information for participants on copyright? (Assuming that your audience understands the basic rules of using information, sound, graphics found on the Internet)
SPECIAL NEEDS - How will you accommodate participants with special needs? (visually impaired, etc.)
NAVIGATIONAL AIDS - What navigational aids will you use to make navigating your site pleasant and not confusing to the user?
Accessibility - Is it accessible on mobile devices? EVALUATION - How will you evaluate your site's success? (final evaluation from
target audience on value of experience and ease of use) This is not an evaluation of the users but how well the site was designed.
Section II Prepare an outline of a training session/workshop that you will conduct using your site as the means of delivery. Prepare your outline and include activities and strategies that will be used to meet the individual needs of the participants.
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Assignment 2 (objectives 1, 2, 5, 6) This assignment requires you to use Word, include a cover page and format APA style. 1. Then, research for resources that will be needed for your website. As you conduct your
research, identify copyright rules applicable to your audience and content, media and subject materials and any other relevant information that will be needed for your site.
2. Prepare and submit your resume that is suitable for the web. 3. Prepare a proposed sitemap (block diagram) of your website. Assignment 3 (objectives 1, 2, 3, 4, 6) This assignment requires you to submit the URL of your website with links and placeholders for content. Your site does not need to be completed at this time, Prepare web pages for publishing.
Assignment 4 (objectives 1, 2, 7) You will review your partner’s site and submit an analysis that includes all the elements listed on the rubrics. Upon completion of the analysis, a copy should be emailed to your partner and another submitted in the assignment drop box. Assignment 5 (objectives 3-6) There are 2 sections of this assignment. Students will present their final website during a Zoom session (date to be determined by instructor). This presentation should be no more than 5 minutes. After the presentation, you will then submit the URL of your completed website.
Grading Criteria Course Assignments and their percentage of the final grade
Assignment % Due Week #
Web site preparation and Design Document with lesson plan
20 2
Site resources, block diagram 10 3
Prepare and submit website for review and feedback 10 5
Website Evaluation 10 6
Presentation 10 7
Participation and assigned readings 10 ongoing
Final Website 30 8
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Master's & EdS Grading Scale
Letter Grade
Percentage Quality Points
A 91-100 4.0
B+ 86-90 3.5
B 80-85 3.0
C 70-79 2.0
F Below 70 No Credit
Course Policies Students are expected to attend all required class chat sessions and participate in the weekly class discussions.
University Policies A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html. The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials,
information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own.
2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise.
3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code.
4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment. (See Academic Honesty Standards.)
5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct
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6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements.
7. Bribery: offering of goods, services, property or money in an attempt to gain an academic advantage.
8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements.
9. Knowingly furnishing false information to the institution. Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education without the possibility of reenrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred.
Note: If a charge of academic misconduct is determined in a course, any student initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course. B. Plagiarism Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school- recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education without the possibility of re- enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results
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in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures. C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations. The necessary forms and procedure for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html , via e-mail at disabilityservices@nova.edu, or by calling 954-262-7185 (toll free at 800-986-3223, ext. 27185). To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester. D. Course/Instructor Evaluation
It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course.
Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.
E. The current edition of the FCE Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations and procedures.
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Appendix/Appendices
LIST OF SUGGESTED RESOURCES Animated GIF Finder http://www.gifs.net/gif/ HTML Goodieshttp://www.htmlgoodies.com/primers/html/ HTML Goodies - HTML Tutorial http://www.htmlgoodies.com/tutorials/ Basic HTML Formatting Tags http://www.it.bton.ac.uk/~mas/mas/courses/html/html1.html Web builder site http://www.wix.com/ Tutorial on using Wix.com https://www.youtube.com/watch?v=LO_xGTfCfSs HTML Writer’s Guild http://www.hwg.org Tutorials on website design http://tv.adobe.com/videos/website-design/ Additional Assistance with APA formatting: APA Citation Management http://sherman.library.nova.edu/sites/learn/category/citation- management/
Course Syllabus Management Team Lead Faculty: Michael Simonson (August 2018 Version)
CIT 622 Page 1 September 2018
Nova Southeastern University Abraham S. Fischler College of Education
Higher Education Leadership and Instructional Technology Department Syllabus
September 2018 v5 I. COURSE PREFIX, NUMBER, AND TITLE: CIT 622: Technology and the Curriculum
(3 credits) II. INSTRUCTOR/FACULTY MEMBER
Name: Email: Telephone: Office hours:
III. COURSE DESCRIPTION AND RATIONALE A. Course Description:
This course examines the role of technology in the curriculum and its impact on school change. Research on design of computer-aided instruction and computer utilization in classrooms will be explored. Methods of educational software evaluation, selection, and acquisition are introduced. Students will apply modern technologies and principles of instructional design curriculum development in producing programs of instruction. Prerequisite/s: None
B. Course Rationale: The purpose of CIT 622 is to provide learners a hands-on, technological approach to selection of appropriate technology and lesson/unit construction to match learning goals and student population in producing programs of instruction, with an emphasis on distance education.
IV. COURSE STUDENT LEARNING OUTCOMES By the end of this course, the student will be able to: 1. Describe current trends in technology integration within the school setting. 2. Analyze the role that instructional technology has in changing how learning takes
place in the classroom. 3. Appraise the issues and directions of instructional technology today and into the
future. V. COURSE OBJECTIVES:
By the end of this course, the student will be able to: 1. Describe some current trends in technology integration within the school or
organizational setting. 2. Define ways that the structure and use of technology can promote higher-level
thinking skills and problem solving skills. 3. Analyze the role that instructional technology has in changing how learning takes
place in the training or educational classroom.
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4. Develop basic recognition of the practical applications of technology and their effects on individual students' learning and the role of the instructor.
5. Solve specific learning/teaching problems by applying the concepts and principles of media selection and instructional design.
6. Develop the ability to choose appropriate instructional technology and software titles to use in educational settings.
7. Conduct applied research that focuses on the integration of educational technology into the curriculum.
8. Design an instructional plan that implements new technology and includes assessment of subject matter and technology use.
9. Appraise the issues and directions of instructional technology today and into the future, with an emphasis on distance education.
VI. REQUIRED MATERIALS
Roblyer, M. D., & Doering, A.H. (2019). Integrating educational technology into teaching (8th ed.) Boston, MA: Allyn & Bacon.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author. Check the course textbook list for updates. http://nsubooks.bncollege.com/
VII. CALENDAR OF WEEKLY REQUIREMENTS Module/Week Topic Activities and Assignments 1 Introduction to the Course Read assigned textbook chapters
Submit Discussion as required
2 Educational Technology in Context Foundations of Effective Technology Integration Learning Theory and Implementation Models Essential Questions: Why should we use educational technology? How can educational technology actualize theory?
Complete Assigned Quizzes Begin work on future assignments Continue Discussions as required
3 Integrating Instructional Software Tools into Teaching and Learning Essential Question: How do we effectively integrate instructional software into teaching and learning for the highest potential relative advantage?
Read assigned textbook chapters
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4 Integrating Software Support Tools, Multimedia, and Hypermedia into Teaching and Learning Essential Question: How do we effectively integrate software support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage?
Read assigned textbook chapters Submit Discussions as required
5 Teaching and Learning with Distance Learning Tools and the Internet Essential Question: How can we link to learn?
Read assigned textbook chapters Submit Discussions as required
6 Content Area Specific Curricular Technology Integration Essential Question: How do we effectively integrate technology into content area curriculum?
Read assigned textbook chapters Discussions as reqiored
7 Assessment of Content Area Specific Curricular Technology Integration Essential Question: How do we effectively assess technology integration into content area curriculum?
Read remaining unread chapters, as assigned Submit Discussions as required
8 Wrapping Up VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS
Written Assignment 1 (700 Words Minimum) The Plan, 25 percent
For this assignment you will collaborate with a minimum of two classmates. If you are currently working in a training organization, school or university, this activity should be geared for your current teaching assignment and the network equipment installed in your current work place. If you are not currently working in a training organization, school or university, assume you are a trainer or teacher at a level and type of networked school of your choice.
After identifying the target student audience; grade level, individual, small or large group, etc., use information about technology solutions with high relative advantage for teaching/learning Technology Solutions with Potential for High Relative Advantage (Table 2.7, p. 56 of the text). Is the technology resource for problem solving, drill and practice, simulation, etc.? Discuss how this new technology resource will give students opportunities to: gain new content, reinforce and enhance skills through drill and practice, use higher order thinking skills through creation of multimedia, problem solve through simulation etc. Explain the need and rationale for using this resource for diverse learners including accommodations for adaptive and assistive technologies. Then, in paragraph form, use Phases 1 through 3 of the technology integration planning model), to describe how you would go about deciding how to integrate the technology into a grade level or subject area
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classroom activity. Make sure to include technical and budget sections in which you discuss costs and
outline plans and guidelines to configure software/computer/technology systems in the classroom cluster and labs to use and share this resource. Discuss scheduling and cost issues.
Meet with your organization’s technology specialist to get information to answer the following questions. How are local mass storage devices and media to store and share information and resources installed? Address relevant issues regarding support personnel and policies for selecting, installing, and maintaining wide area networks for the school district and/or facilitated integration of a WAN in the plan. Mention needed provisions for software packages used to operate a computer network system and/or local area network (LAN).
For the technology use you described above, in paragraph form, use Phase 3 of the technology integration planning model, to outline a detailed action research plan that will help you determine whether or not your technology use is having the impact you hoped. How will you manage learning and progress using this resource? Be sure to include a description of the data to be collected and collection methods and instruments you would need, as well as the procedures for using them to assess the impact of the technology-based strategy. How will this information be shared, and which stakeholders need to be informed?
Grading Rubric, Written Assignment 1 Element Not Met=0 Met=1 Exceeded=2
Design developmentally appropriate learning opportunities that apply technology‐enhanced instructional strategies to support the diverse needs of learners.
Student arranged limited or no equitable access to appropriate technology resources that enable students to engage successfully in learning activities across subject/ content area and
Student provided resources and feedback to teachers as they created developmentally appropriate curriculum units that use technology.
Student modeled creation of developmentally appropriate curriculum units that use technology.
Design developmentally appropriate learning opportunities that apply technology‐enhanced instructional strategies to support the diverse needs of learners.
Student did not consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
Student consulted with teachers as they design methods and strategies for teaching computer/ technology concepts and skills within the context of classroom learning.
Student modeled methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
Design developmentally appropriate learning opportunities that apply technology‐enhanced instructional strategies to support the diverse needs of learners.
Student demonstrated limited or no awareness of technology resources and strategies to support the diverse needs of learners including adaptive or assistive technologies.
Student assisted teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies.
Student modeled strategies to support the diverse needs of learners including adaptive and assistive technologies and disseminates information to teachers.
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Apply current research on teaching and learning with technology when planning learning environments and experiences.
Student engaged in limited or no planning of lesson sequences that somewhat effectively integrate technology resources and are fairly consistent with current best practices for integrating the learning of subject matter and student technology.
Student assisted teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences.
Student modeled strategies reflecting current research on teaching and learning with technology when planning learning environments and experiences.
Element Not Met=0 Met=1 Exceeded=2
Identify and locate technology resources and evaluate them for accuracy and suitability.
Student demonstrated limited or no awareness of technology systems, resources, and services that are aligned with district and state standards.
Student assisted teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards.
Student modeled the use of technology resources reflecting district and state standards.
Identify and locate technology resources and evaluate them for accuracy and suitability.
Student made few or no appropriate choices about technology systems, resources, and services that are aligned with district and state standards.
Studentmodeled technology integration using resources that reflect content standards.
Student created professional development lessons integrating technology resources that reflect content standards.
Plan for the management of technology resources within the context of learning activities.
Student engaged in limited or no planning of lesson sequences that ensure management of technology resources within the context of learning activities.
Student provided teachers with options for management of technology resources within the context of learning activities
Student modeled the use of technology resources within the context of learning activities.
Plan strategies to manage student learning in a technology‐enhanced environment.
Student engaged in limited or no planning of lesson sequences that manage student learning in a technology‐enhanced environment.
Student provided teachers with a variety of strategies to use to manage student learning in a technology‐ enhanced environment and support them as they implement the strategies.
Student modeled a variety of strategies to manage student learning in a technology‐enhanced environment and support the teachers as they implement the strategies.
Identify and apply instructional design principles associated with the development of technology resources.
Student planned and implemented few or no technology‐based learning activities that demonstrate some understanding of instructional design principles.
Student assisted teachers as they identify and apply instructional design principals associated with the development of technology resources.
Student modeled the use of appropriate instructional design principles associated with the development of technology resources.
Use technology to support learner‐ centered strategies that address the diverse needs of students.
Student used few or no methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive or assistive technology.
Student used methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology.
Student analyzed methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology.
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Apply technology to demonstrate students' higher‐order skills and creativity.
Student demonstrated limited or no awareness of methods and strategies for teaching problem‐ solving principles and skills using technology resources.
Student used methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
Student analyzed methods and facilities strategies for teaching problem‐solving principles and skills using technology resources.
Element Not Met=0 Met=1 Exceeded=2
Manage student learning activities in a technology‐ enhanced environment.
Student developed limited or no awareness of methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
Student used methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
Student analyzed methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Student implemented few or no instructional technology strategies or grouping strategies that included appropriate embedded assessment for meeting the diverse needs of learners.
Student guided teachers as they used technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Student examined the validity and reliability of technology resources to collect and analyze date, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Use the school technology facilities and resources to implement classroom instruction.
Student identified few or no plans to configure software/computer/ technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Student used plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Student developed plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Use the school technology facilities and resources to implement classroom instruction.
Student identified few or no local mass storage devices and media to store and retrieve information and resources.
Student used local mass storage devices and media to store and retrieve information and resources.
Student stayed current with local mass storage devices and media to store and retrieve information and resources.
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Use the technology facilities and resources to implement classroom instruction.
Student identified some issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
Student discussed issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
Student differentiated among issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitates integration of technology infrastructure with the WAN.
Use the technology facilities and resources to implement classroom instruction.
Student used software used in classroom and administrative settings including productivity tools, information access/ telecommunications tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Studentmodeled integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication s tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Student analyzed software used in classroom and administrative settings including productivity tools, information access/ telecommunications tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Use the technology facilities and resources to implement classroom
Student identified limited or no methods of installation, maintenance, inventory, and management of software libraries.
Student utilized methods of installation, maintenance, inventory, and management of software libraries.
Student analyzed and critiqued methods installation, maintenance, inventory, and management of software libraries.
Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Student used and applied strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Student stayed abreast of current strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of network software packages to operate a computer network system.
Student used network software packages to operate a computer network system.
Student evaluated network software packages to operate a computer network system and/or local area network (LAN).
Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of important roles of technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
Student worked with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
Student identified areas where support personnel are needed to manage and enhance the use of technology resources in the school by administrators, teachers, and students.
CIT 622 Page 8 September 2018
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.
Student identified instructional software to support and enhance the school curriculum and developed recommendations for purchase.
Student evaluated instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Student discussed and applies guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Student analyzed guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of procedures related to troubleshooting and preventative maintenance of technology infrastructure.
Student discussed and applied procedures related to troubleshooting and preventative maintenance of technology infrastructure.
Student stayed current with procedures related to troubleshooting and preventative maintenance of technology infrastructure.
Follow procedures and guidelines used in planning and purchasing technology resources
Student developed limited or no awareness of current information involving facilities planning issues and computer‐related technologies
Student applied current information involving facilities planning issues and computer‐related technologies.
Student analyzed and applied current information involving facilities planning issues and computer‐related technologies.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of policies and procedures concerning staging, scheduling, and security for managing computers/ technology in a variety of school/
Student suggested policies and procedures concerning staging, scheduling, and security for managing computers/ technology in a variety of school/laboratory/
Student applied policies and procedures concerning staging, scheduling, and security for managing computers/ technology in a variety of school/ laboratory/classroom settings.
Follow procedures and guidelines used in planning and purchasing t h l
Student developed limited or no awareness of distance learning facilities
Student used distance and online learning facilities.
Student used distance and online learning facilities routinely.
Follow procedures and guidelines used in planning and purchasing technology
Student developed limited or no awareness of recommended specifications for purchasing technology systems in school settings.
Student described and identified recommended specifications for purchasing technology systems in school settings.
Student researched specifications for purchasing technology systems in school settings.
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ASSIGNMENT 2, due when assigned Multimedia/Hypermedia, and Distance Learning Presentation, 25 percent Objectives 1, 2, 3, 4, 6, 8, 9
Select the presentation technology of your choice to demonstrate what role multimedia/hypermedia and/or distance learning can play on student learning outcomes in your own content area to faculty, parents, or professional colleagues. Choose the presentation technology most appropriate for you and your audience. In your presentation, develop at least one chart, diagram, or other graphic organizer that explores multimedia/hypermedia, and distance learning’s potential in the content area you teach. List, describe, or illustrate the defining characteristics multimedia/hypermedia, and distance learning share, those that make them different from each other, and possible application(s) for improving student learning in your classroom.
You are presenting this to an audience of colleagues. Your presentation should demonstrate multimedia/ hypermedia, and distance learning’s high relative advantage for attaining student learning goals. In it, describe the purpose of the presentation and the rationale for the presentation technology selected. Make sure to include an introduction, motivating questions and opportunities for audience participation. In PowerPoint presentations, please use the “speaker notes” when appropriate. Your presentation is designed to convince your audience to support the purchase and use of multimedia/hypermedia or distance learning tools. When preparing this assignment, please revisit appropriate sections in our text.
Assignment 2 Grading Rubric
Element Not Met=0 Met=1 Exceeded=2
Description of Presentation
Description of the purpose of the presentation or the rationale for the technology selected to produce the presentation was missing.
Student described the purpose of the presentation and the rationale for the technology selected to produce the presentation.
Student described the purpose of the presentation and the rationale for the technology selected to produce the presentation. Descriptions were expanded to include examples or narrative to describe how these elements are linked to the need for the instruction.
Introduction of Presentation
An introduction describing the purpose of the presentation was not provided or was not clear.
Student developed an introduction that describes the purpose of the presentation.
Student developed an introduction that describes the purpose of the presentation. Introduction is well developed and provides a context that links to the purpose of the instruction and the instructional standards.
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Content of Presentation
Content vague or not concisely written. Content lacks accuracy or currency. Content not provided in an organized format that is easy to understand. Supporting information or references not provided. More than three capitalization, grammatical, punctuation, or spelling errors.
Content clearly and concisely written. The content accurate, current, and logically organized. Supporting information or references provided. Only one or two capitalization, grammatical, punctuation, or spelling errors.
Content clearly and concisely written. Content accurate, current, and logically organized, which is apparent in the format that was provided (e.g., bullets or matrices are used to structure the information). Supporting information provided in the form of references, which were also included in an organized list that followed the form and style that were understood by the students. No capitalization, grammatical, punctuation, or spelling errors.
Effectiveness of Presentation
Did not include motivating questions and opportunity for audience participation.
Includedmotivating questions and opportunity for audience participation.
Included motivating questions and opportunity for audience participation. More than two questions addressed higher‐order thinking skills of Bloom’s taxonomy. More than two opportunities were provided for audience participation.
Appearance Did not provide text elements (typeface, font, background) and layout that were easily viewed and appropriate for presentation. Text elements and layout not consistent throughout the presentation and did not support the presentation.
Provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for presentation.
Provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for presentation. Text elements and layout were consistent throughout the presentation and supported the presentation.
Animation, Graphics, and Sound
Animation, graphics, and sound did not support the content and by contributing to the overall theme of the presentation. More than two of these elements were missing.
Animation, graphics, and sound supported the content and contributed to the overall theme of the presentation. One of these elements was missing.
The animation, graphics, and sound supported the content and contributed to the overall theme of the presentation. All of these elements were evident in the presentation. Each element supported the theme and content of the presentation.
ASSIGNMENT 3, due when assigned, (minimum 1250 words plus budget) The Grant Proposal, 25 percent
Congratulations! You’ve just been promoted to the position of grant writer for your workplace. Your first task is to write a $20,000.00 grant for technology integration for your content area. Please note that you can only spend up to $12,000.00 on computer hardware; the rest must be
CIT 622 Page 11 September 2018
spent on software, other items and tools, staff development, and technical support Your proposal should include: a concise executive overview, a statement of educational
and curricular needs the proposal addresses, statement of specific proposal goals and objectives (remember goals are general and objectives are measurable), actual or proposed school partnerships that will/could support the grant initiative, an explanation of the implementation plan, a budget spreadsheet that identifies costs in categories, e.g., hardware, software, technical support, staff development, etc., and a budget narrative that explains the costs in detail. Also include distance education information.
In the implementation plan, provide cited examples of best practices based on principles of adult learning theory to support the choices made in the grant. Pedagogical and fiscal rationales for proposed curricular purchases and examples of appropriate types of staff development, i.e. online, in person during the school day or after school must be included, cited, and referenced.
In the budget narrative as in Assignment 2, make sure to discuss costs related to staff development, scheduling, and maintenance. Outline plans and guidelines to configure software/computer/technology systems in the classroom cluster and labs to use and share grant resources. Discuss scheduling and cost issues.
Answer the following questions. How are local mass storage devices and media to store and share information and resources installed? What are relevant issues regarding support personnel and policies for selecting, installing, and maintaining wide area networks for the school district and/or facilitated integration of a WAN that need to be included in the proposal? What provisions for software packages used to operate a computer network system and/or local area network (LAN) are needed in the proposal? You may include an augmented version of the technical and budget sections that you prepared for Assignment 2, the plan, or you may create new technical and budget sections for this assignment.
Prioritize your choices so that if you are awarded less money, you will know what to eliminate first. Please revisit appropriate sections of your text.
Reference Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (7th or 8th
ed.). Boston, MA: Allyn & Bacon.
CIT 622 Page 12 September 2018
Grading Rubric, Assignment 3
Element Not Met =0 Met=1 Exceeded=2
Use the technology facilities and resources to implement classroom instruction.
Student identified few or no plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Student used plans to configure software/ computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Student assisted in developing plans to configure software/computer/ technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
Use the technology facilities and resources to implement classroom instruction.
Student identified few or no local mass storage devices and media to store and retrieve information and resources.
Student used local mass storage devices and media to store and retrieve information and resources.
Student stayed current with local mass storage devices and media to store and retrieve information and resources.
Use the technology facilities and resources to implement classroom instruction.
Student identified some issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
Student discussed issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
Student differentiated among issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitates integration of technology infrastructure with the WAN.
Use the technology facilities and resources to implement classroom instruction.
Student used software used in classroom and administrative settings including productivity tools, information access/telecommunica‐ tions tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Studentmodeled integration of software used in classroom and administrative settings including productivity tools, information access/telecommunica‐ tions tools, multimedia/ hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Student analyzed software used in classroom and administrative settings including productivity tools, information access/telecommunica‐ tions tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer‐based instruction.
Use the technology facilities and resources to implement classroom instruction.
Student identified limited or no methods of installation, maintenance, inventory, and management of software libraries.
Student utilized methods of installation, maintenance, inventory, and management of software libraries.
Student analyzed and critiqued methods of installation, maintenance, inventory, and management of software libraries.
CIT 622 Page 13 September 2018
Element Not Met =0 Met=1 Exceeded=2 Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Student used and applied strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Student stayed abreast of current strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of network software packages to operate a computer network system.
Student used network software packages to operate a computer network system.
Student evaluated network software packages to operate a computer network system and/or local area network (LAN).
Use the technology facilities and resources to implement classroom instruction.
Student demonstrated limited or no awareness of important roles of technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
Student worked with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
Student identified areas where support personnel are needed to manage and enhance the use of technology resources in the school by administrators, teachers, and students.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.
Student identified instructional software to support and enhance the school curriculum and developed recommendations for purchase.
Student evaluated instructional software to support and enhance the school curriculum and demonstrated recommendations for purchase.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Student discussed and applied guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Student analyzed guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of procedures related to troubleshooting and preventative maintenance of technology infrastructure.
Student discussed and applied procedures related to troubleshooting and preventative maintenance of technology infrastructure.
Student stayed current with procedures related to troubleshooting and preventative maintenance of technology infrastructure.
CIT 622 Page 14 September 2018
Element Not Met =0 Met=1 Exceeded=2
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of current information involving facilities planning issues and computer‐related technologies.
Student applied current information involving facilities planning issues and computer‐related technologies.
Student analyzed and applied current information involving facilities planning issues and computer‐related technologies.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/ laboratory/classroom settings.
Student suggested policies and procedures concerning staging, scheduling, and security for managing computers/ technology in a variety of school/laboratory/ classroom settings.
Student applied policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/ laboratory/classroom settings.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of distance learning facilities
Student used distance and online learning facilities.
Student used distance and online learning facilities routinely.
Follow procedures and guidelines used in planning and purchasing technology resources.
Student developed limited or no awareness of recommended specifications for purchasing technology systems in school settings.
Student described and identified recommended specifications for purchasing technology systems in school settings.
Student researched specifications for purchasing technology systems in school settings.
Participate in professional development opportunities related to the management of school facilities, technology resources, and purchases.
Student identified few or no opportunities for technology professional development at the building/school level utilizing adult learning theory.
Student supported technology professional development at the building/school level utilizing adult learning theory.
Student designed and planned technology professional development at the building/school level utilizing adult learning theory.
Apply effective group process skills
Student developed an awareness of the importance of forming school partnerships to support technology integration and examine an existing partnership within a school setting.
Student discussed the rationale for forming school partnerships to support technology integration and examine an existing partnership within a school setting.
Student provided information on the benefits of forming school partnerships to support technology integration and examine an existing partnership within a school setting.
CIT 622 Page 15 September 2018
Form Style Organization Content Capitalization
Punctuation Spelling Word usage APA guidelines
Diction Awareness of audience Focus Sentence formation
Overall structure (introduction, development, closure) Thesis/Topic sentences Transitions
Ideas/Argument (persuasiveness, originality, accuracy, completeness) Support (sufficient and specific examples, details, evidence)
A
Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas) No significant errors in APA guidelines.
Highly effective use of vocabulary. Accurate word choice. Compelling awareness of audience and task. Highly varied sentence structure. Strong evidence of narrative voice.
Exemplary overall structure, carefully organized from beginning to end. Consistently lucid and identifiable thesis/topic sentences. Consistently clear, effective transitions. Readily identifiable components addressed in the assignment.
Content is sophisticated and highly persuasive. Ideas are original and/or powerfully presented. Support is consistently rich, convincing, interesting, and well chosen.
B
Commendable use of capitalization and punctuation. Almost all words spelled correctly. Commendable usage.
Generally effective use of vocabulary. Generally accurate word choice. General awareness of audience and task. Generally varied sentence structure. Some evidence of narrative voice.
Commendable overall structure, organized from beginning to end, though lapses in order or structure may be present. Generally clear thesis/topic sentences. Frequent use of transitions. Identifiable components addressed in the assignment.
Content is generally persuasive. Ideas are generally strong. Support is strong and generally reinforces the focus.
C
Capitalization and /or punctuation errors. Comprehension impeded by usage errors. Errors in APA guidelines.
Limited vocabulary and poor word choice. Some awareness of audience and task. Some sentence variation. Undeveloped narrative voice.
Inadequate overall structure. Somewhat difficult to follow. Unclear thesis/topic sentences. Infrequent transitions. Components of the assignment difficult to
Content too brief. Argument is not persuasive. Ideas are somewhat faulty. Support is insufficient.
F
Numerous capitalization and /or punctuation errors. Comprehension seriously impeded by usage errors. Significant and numerous errors in APA guidelines.
Inadequate vocabulary and incorrect word choice. Little awareness of audience and task. Little sentence variation. Undeveloped narrative voice.
Lack of structure. Basic comprehension impeded. No thesis/ topic sentences. No transitions. Components of the assignment difficult to find.
Content too brief. Few relevant ideas. Little evidence of appropriate support.
CIT 622 Page 16 September 2018
IX. CLASS POLICIES A. Attendance: Students are expected to actively participate in all course activities.
X. GRADING CRITERIA
A. Grading Scale:
Assignments Points % Discussions and Quizzes 15 15 Written Assignment: The Plan 25 25 Multimedia/Hypermedia, and Distance Learning Presentation
25 25
The Grant Proposal 25 25 Participation 10 10 Total: 100 100
XI. LIST OF SUGGESTED RESOURCES A. Books and Articles: Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2011). Teaching and learning with
technology (4th ed.). Boston, MA: Pearson.
Master’s and Ed. S. Programs
A 91-100
B+ 86-90
B 80-85
C 70-79
F Below 70
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I. Course Information Course: CIT 0630 - Web 2.0 Tools: Applications for Teaching and Learning Semester Credit Hours: 3.0 Course CRN and Section: 30243 - OL1 Semester and Year: Winter 2018 Course Start and End Dates: 03/12/2018 - 05/06/2018
II. Instructor Information Professor: Deborah Jameer Seepersaud Email: seepersa@nova.edu
III. Class Schedule and Location
Day Date Time Location Building/Room
03/12/2018 - 05/06/2018 On-line Course -
IV. Course Description Catalog Description This course provides students with the knowledge, skills, and tools to integrate Web 2.0 tools into classroom instruction. Students will research and learn to use popular free educational Web 2.0 tools and resources, create learning activities, and develop teaching and learning resources that can be used immediately in classrooms with students. Prerequisite/s: None Course Rationale: The goal of this course is to equip students with skills to plan and create learning activities for classrooms that integrate Web 2.0 tools and resources.
V. Learning Outcomes 1. Demonstrate through discussion the value of using Web 2.0 tools to engage learners and prepare them for the interactive capabilities of the Internet as social and communication forum. 2. Demonstrate through discussion collaboration, and class projects the value of Blogs, Wikis, podcasts, and social bookmarking for teaching and learning. 3. Demonstrate through discussion, collaboration, and class projects the value of photo sharing, photo editing, and video showcasing to enhance students’ engagement in learning activities. 4. Create educational Blogs and Wikis that enable students to become active in their own learning process. 5. Create learning activities and stake holder collaboration opportunities embedded in Blogs and/or Wikis that utilize Web 2.0 tools to actively engage students in learning and active community participation. 6. Create a comprehensive plan to guide behaviors for active, cooperative, positive learning environments both physical and virtual using Web 2.0 tools.
VI. Materials and Resources
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Book Url: NSU Book Store Course Required Texts and Materials: Textbook: Solomon, G., & Schrum, L. (2014). Web 2.0: how-to for educators (2nd ed.). Eugene, OR: International Society for Technology in Education. Course Supplemental Materials: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA Check the course textbook list for updates. http://www.nsubooks.bkstore.com/
VII. Course Schedule and Topic Outline Course Schedule:
Week Topics Class Activities & Assignments
1 Introduction to Web 2.0 Tools & Rationale for using
Textbook Assignment: Read Introduction (pages 1-15, Chapters 1, 3, 8. Familiarize yourself with written assignments 1 through 5 and plan ahead for working on and completing the assignments.
2 Social Networking, Social Bookmarking, Microblogs, photo sharing & editing, video showcasing, free productivity tools
Textbook Assignment: Read Pages 174 -179, Chapters 2, 4, 5, 6. Select to create either a Diigo or Delicious site or any other that is best suited to your needs. Assignment#1: Social Bookmarking Project is due.
3 Blogs Review Chapter 1 in textbook. Select a blogging tool and create your blog and begin to work on your assignments, particularly your Classroom Blog. Participate in Week 3 discussion. Schedule private chat with classmates to plan class Wiki project: assign roles (chairperson, format person, and assign tasks to each person to complete in the class project Wiki site). Assignment #2: information for access to your Classroom Blog is due.
4 Wikis Review Chapter 8 in textbook.
5 Podcasting and Vodcasting Review Chapter 3 in textbook. Participate in Week 5 discussion topic. Assignment #3: Wiki chairperson will notify instructor when the final class Wiki project is ready to assess. Peer review forms and self-assessment forms are due in assignment drop box.
6 Classroom Applications of Web 2.0 tools and the future of web X.0 in education
Textbook Assignment: Read Chapter 9. Research your textbook and the Internet for information on how educators are using Web2.0 tools with students. As you find “best practices” for educators using Web 2.0, incorporate them (where appropriate) into your individual Comprehensive Plan assignment. Assignment#4: Comprehensive Classroom Management and Organization Plan is due.
7 Class Reflection Complete evaluations and prepare presentation for final chat.
8 Final Chat and Final Assignments Due
Assignment #5: Collaborative Lesson Plan Using Technology to impact student achievement is due
VIII. Assignments
DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS
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Assignment 1: Social Bookmarking Project: (30 points) Go to delicious.com or other Social Bookmarking site and learn how it works. Visit and study the websites in your Web 2.0 Webliography titled “Social Bookmarking.” Create your delicious (or other bookmarking) site and populate it with bookmarks on Social Bookmarking, Blogs, Wikis, and Podcasting. If time permits, you can also tag and post bookmarks with other educational resources that are important and useful to you. Your site should include at least 20 bookmarks. Follow the rubric below to insure that you include all of the required elements.
Creation Guidelines/Grading Rubric Assignment 1: Social Bookmarking Site 1. Site bookmarks cover a variety of Web 2.0 tools = 10 pts. 2.Site bookmarks use appropriate and relevant tags=5 pts. 3.Site contains at least 20 bookmarks=5 pts.
Site provides evidence that author has high level of understanding of social bookmarking=10 pts.
Assignment 2: Blog (40 points) Go to Web blogger.com (or other blog service) and learn how it works. Visit and study the websites in your Web 2.0 Webliography titled “Blogs.” Create your blog and populate it as a resource for your students. Your blog should include other Web 2.0 tools such as photos, graphics, videos, and multimedia to enhance interest and engagement of your audience. Keep in mind that your blog should be a resource for stakeholders to learn about and understand your classroom, and online learning activities. Follow the rubric below to insure that you include all of the required elements.
Creation Guidelines/Grading Rubric for Assignment 2: Classroom Blog Total Point Value=40 1. Blog is organized and easy to navigate =10 pts. 2. Blog includes multimedia to engage the audience=10 pts.
Blog gives visitors a detailed view of what is happening to support teaching and learning=10 pts. Blog includes information about the instructor and the organization.=10 pts.
Assignment 3: Team Wiki Project (25 points) (Course Objectives 4, 5) You have been assigned the task of creating a Wiki site that serves as a technology professional development tool to help teachers or staff learn how Web 2.0 tools can support teaching and learning. Be creative. Incorporate as many tools that are appropriate to your project and use examples. In completing the Team Wiki Project assignment you will:
collaborativelyplan and design a developmentally appropriate Wiki site that demonstrates knowledge, skills, and understanding of concepts related to technology. demonstrates the ability to design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. model and teach the moral and ethical use of technology by including links to Acceptable Use Policies. include a reflection of the learner’s assessment of how their professional practice will change based on research findings and methods and strategies learned during the preparation of the Wiki. include a plan for dissemination of best practices and strategies aligned to content and technology standards. include links to professional organizations (technology and content) and encourage teachers to explore and join where appropriate. include links to policies related to professional development opportunities.
When the wiki has been completed, have several colleagues visit the wiki and provide you with feedback on their professional growth as a result of going through the resources in the wiki.At the end of the course (date to be provided by the instructor), submit a reflection on the implementation of the wiki. This will include a summary of the feedback from your colleagues and your plans to maintain and continuously update the site to reflect current trends. Creation guidelines:
Wiki includes and introduces at least five Web 2.0 tools Wiki is organized and easy to navigate
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Wiki includes examples and/or lesson plans using Web 2.0 tools that teachers can use in their classrooms with students Wiki includes links to other professional development opportunities
Wiki includes links to Acceptable Use Policies Wiki includes links to content and technology professional organizations that may be of interest and benefit to teachers or trainers Wiki provides evidence of group collaboration to create the wiki site
Assignment 3 Grading Rubric
Assignment Element Not Met=0 Met=1 Exceeded=2
Design developmentally The student provided The student provided The student modeled the appropriate learning little or no opportunities resources and feedback to creation of opportunities that apply for student use of teachers as they create developmentally technology- enhanced technology enhanced developmentally appropriate curriculum instructional strategies to learning activities. appropriate curriculum units that use support the diverse needs units that use technology. technology. of learners.
Design developmentally The student provided The student consulted The student modeled appropriate learning little or no strategies for with teachers as they methods and strategies for opportunities that apply teaching design methods and teaching technology- enhanced computer/technology strategies for teaching computer/technology instructional strategies to concepts and skills. computer/technology concepts and skills within support the diverse needs concepts and skills within the context of classroom of learners. the context of classroom learning that address
learning. diverse needs of learners.
Design developmentally The student demonstrated The student provided The student modeled appropriate learning little or no awareness of assistance to teachers as strategies to support the opportunities that apply technology resources and they use technology diverse needs of learners technology- enhanced strategies to support the resources and strategies to and disseminate instructional strategies to diverse needs of learners. support the diverse needs information to teachers. support the diverse needs of learners. of learners.
Apply current research on The student engaged in The student assisted The student modeled teaching and learning with ongoing planning of teachers as they engaged strategies to support the technology when planning lesson sequences that in ongoing planning of diverse needs of learners learning environments effectively integrate lesson sequences that
and experiences. technology resources. effectively integrate technology resources.
Identify and locate The student did not The student assisted The student modeled the technology resources and demonstrate an awareness teachers as they identify use of technology evaluate themfor of technology systems, and local technology resources reflecting accuracy and suitability. resources, and services resources and evaluate standards.
that are aligned with themfor accuracy and standards. suitability based on standards.
Identify and locate The student did not make The student modeled The student created technology resources and appropriate choices about technology integration professional development evaluate themfor technology systems, using resources that reflect lessons integrating accuracy and suitability. resources, and services your organiation’s technology resources
that are aligned with standards. that reflect organization standards. standards.
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Assignment 3 Grading Rubric
Use technology resources to engage in ongoing professional development and lifelong learning.
The student did not participate in professional development activities and professional technology organizations to support growth related to technology.
The student identified resources and participated in professional development to support ongoing professional growth related to technology.
The student used resources and professional development activities available to support ongoing professional growth related to technology.
Use technology resources to engage in ongoing professional development and lifelong learning.
The student developed an awareness of district- wide policies for the professional growth opportunities for staff.
The student disseminated information on district- wide policies for the professional growth opportunities for staff.
The student implemented district- wide policies for the professional growth opportunities for staff.
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
The student reflected on professional practice to make informed decisions regarding the use of technology in support of student learning.
The student continually evaluated and reflected on professional practice to make informed decisions regarding the use of technology in support of student learning.
The student continually evaluated and reflected on professional practice to make informed decisions regarding the use of technology in support of student learning and disseminated findings to administrators.
Apply technology to increase productivity.
The student did not model features of word processing, desktop publishing, graphics programs, and utilities to demonstrate professional products.
The student modeled advanced features of word processing, desktop publishing, graphics programs, and utilities to demonstrate professional products.
The student modeled the integration of advanced features of word processing, desktop publishing, graphics programs, and utilities to demonstrate professional products.
Apply technology to increase productivity.
The student showed little or no evidence of the ability to locate, select, capture, and integrate video and digital images, in varying formats for use in presentations, publications and/or other products.
The student showed evidence of the ability to locate, select, capture, and integrate video and digital images, in varying formats for use in presentations, publications and/or other products.
The student assisted others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications and/or other products.
Apply technology to increase productivity.
The student did not use specific-purpose electronic devices) in content areas.
The student used specific-purpose electronic tools in content areas.
The student demonstrated the use of specific-purpose electronic in content areas.
Apply technology to increase productivity.
The student did not develop an awareness of several distance- learning systems to support personal/ professional development.
The student developed an awareness of several distance-learning systems to support personal/professional development.
The student used a variety of distance- learning systems and used at least one to support personal/ professional development.
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Assignment 3 Grading Rubric
Apply technology to The student did not The student developed an The student used increase productivity. develop an awareness of awareness of instructional instructional design
instructional design design principles and its principles and its principales and its importance in the importance in the importance in the development of development of development of hypermedia and multimedia hypermedia and hypermedia and multimedia products. multimedia products. products.
Apply technology to The student did not The student described The student selected increase productivity. describe appropriate tools appropriate tools for appropriate tools for
for communicating communicating concepts, communicating concepts, concepts, conducting conducting research, and conducting research, and research, and solving solving problems for an solving problems for an problems for an intended intended audience. intended audience. audience.
Apply technology to The student did not The student developed an The student used increase productivity. develop an awareness of awareness of examples of examples of emerging
examples of emerging emerging programming, programming, authoring or programming, authoring authoring or problem- problem-solving or problem- solving solving environments that environments that support environments that support support personal/ personal/ professional personal/ professional professional development. development. development.
Apply technology to The student did not The student identified The student set and increase productivity. identify preferences and preferences and defaults of manipulated preferences
defaults of operating operating systems and and defaults and other systems and productivity productivity tool programs selectable features of tool programs that can be that can be set to support operating systems and set to support personal personal and professional productivity tool and profess-sional development. programs. development.
Use technology to The student did not use The student used The student modeled the communicate and telecommunications tools telecommunications tools use telecom-munications collaborate with peers, and resources for and resources for tools and resources for parents, and the larger information sharing, information sharing, information sharing, community in order to remote information access, remote information access, remote information access, nurture student learning. and multimedia/ and multimedia/ and multimedia/
hypermedia publishing in hypermedia publishing in hypermedia publishing in order to nurture student order to nurture student order to nurture learning learning. learning.
Use technology to The student did not The student The student communicate and communicate with communicated with communicated with collaborate with peers, colleagues about current colleagues about current colleagues and discussed parents, and the larger research to support research to support current research to community in order to instruction, using instruction, using support instruction, using nurture student learning. electronic mail and Web electronic mail and Web applications including
browsers. browsers. using electronic mail, online conferencing and Web browsers.
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Assignment 3 Grading Rubric
Use technology to communicate in order to nurture student learning.
The student did not participate in online collaborative projects and team activities.
The student participated in online collaborative projects and team activities.
The student participated in online collaborative projects and team activities to build bodies of knowledge around specific topics.
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
The student did not design, demonstrate and maintain Web pages and sites that support personal productivity.
The student designed and maintained Web pages and sites that support personal productivity.
The student designed and maintained Web pages and sites that support communication.
Model and teach legal and ethical practice related to technology use.
The student demonstrated legal and ethical behaviors among students, colleagues, and community members regarding the use of technology and information.
The student developed strategies and provided professional development at the class level for teaching social, ethical, and legal issues and responsible use of technology.
The student analyzed rules, policies, and procedures to support the legal and ethical use of technology.
Model and teach legal and ethical practice related to technology use.
The student summarized copyright laws related to use of images, music, video, and other digital resources in varying formats.
The student assisted others in summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats.
The student planned activities that focus on copyright laws related to use of images, music, vides, and other digital resources in varying formats.
Utilize school technology facilities and resources to implement classroom instruction.
The student did not develop an awareness of current research in educational technology.
The student developed an awareness of current research in educational technology.
The student discussed and evaluated current research in educational technology.
Assignment 4: Comprehensive Management and Organization Plan: A Description of Your Learning Environment (course objectives 5, 6) 60 points Using any Web 2.0 tool you choose, create a Comprehensive Management and Organization Plan to guide behaviors for active, cooperative, and positive learning environments. In order to provide quality instruction, the teacher must provide and maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative. The purpose of the Comprehensive Organization Plan is to reflect on one’s leadership and management style in order to develop a plan for effective classroom management and discipline.This assignment requires the skills of application, analysis, synthesis, and evaluation.This assignment must be written in the first person. You must begin with an introduction that provides a rationale and philosophy. How is the quality of instruction impacted by the learning environment? Then describe the level and other characteristics of the class or classes you teach. The following components must be addressed using detailed examples:
1. The Learning Environment - Describe the social features that teachers must take into account when managing interpersonal relationships.
Provide specific examples. 1. How will you promote respect for diverse learner backgrounds? 2. How will you establish positive relationships? 3. How will you maintain a climate of openness, inquiry, fairness, and support?
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4. How will you organize, allocate, and manage the resources of time, space, and attention? 5. How will you collaborate to develop shared values and expectations for respective interactions with
students in discussions and group work? 6. How will you create safe learning environment processes and procedures that support safety rules
and guidelines? 7. The Learning Environment in terms of Conduct Management – Describe a set of procedural skills
when addressing and resolving discipline problems. Provide specific examples.
1. Locate a code of conduct and review this document. 2. Based the student code of conduct, how will you establish and teach procedures? 3. Based the student code of conduct, how will you develop and teach classroom and online rules,
rewards, and consequences? 4. How will you demonstrate use of all safety measures, features, and training? 5. How will you maintain emergency access? 6. Based the code of conduct, how will you manage individual and class behaviors through a well-
planned management system? 7. The Learning Environment in terms of Content Management - Describe how you plan to manage
space, materials, equipment, the movement of people, and the standards-based lessons. Provide specific examples.
a. How will you address the needs of all learners? b. How will you address the needs of students who do not speak English as their first language? c. How will you address the needs of students of varying ability levels? d. How will you address student interests, learning styles, and multiple intelligences? e. How will you convey high expectations to all students? f. How will you model clear, acceptable oral and written communication skills? g. How will you integrate current information and communication technologies? h. How will you vary learning experiences that help students to work as self-directed learners and
as collaborative learners in pairs or groups, both face-to-face and virtual, who are respectful of diverse social and cultural perspectives?
i. How can you promote thoughtful and responsive interactions with students and colleagues that promote shared values and expectations for interactions through collaborative and self-directed learning?
8. Technology - Describe how you will utilize current and emerging technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. Pay particular attention to online learners and learning.
Provide a conclusion wherein you summarize and synthesize the various criteria and elements of your Classroom Management and Organization Plan. Assignment 4 Grading Rubric
Element Criterion Not met Met Exceeded
Organization a. Organizes, Little or no evidence is The student organizes, The student organizes, of Learning allocates, and provided that the allocates, and allocates, and manages Environment manages the student can organize, manages the resources the resources of time,
resources of time, allocate, and manage of time, space, and space, and attention.There space, and the resources of time, attention.There is a is a description of how attention; space, and description of how these activities are attention.There is no these activities are addressed in multiple description of how addressed in the learning environments. these activities are learning environment. addressed in the learning environment.
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Assignment 4 Grading Rubric
Element Criterion Not met Met Exceeded
Behavior b. Manages Little or no evidence is The student manages The student manages Management individual and provided that the individual and class individual and class
class behaviors student manages behaviors through a behaviors through a well- through a well- individual and class well-planned planned management planned behaviors through a management system systemthat supports the management well-planned that supports the organization’s code of system; management system organization’s code conduct. At least three that supports the of conduct.At least examples of this skill are organization’s code of three examples of this provided conduct. No examples skill are provided. of this skill are provided.
Conveys High c. Conveys high Little or no evidence is The student conveys The student conveys high Expectations expectations to provided that the high expectations to expectations to all
all students; student can convey all students.At least students.At least three high expectations to all three examples of this examples.In addition, students.No examples skill are provided for examples are provided of this skill are individual and class that relate to each lesson provided. examples. or unit objective and standard.
Respect d. Respects Little or no evidence is The student respects The student respects students’ provided that the students’ cultural, students’ cultural, cultural, student can respect linguistic and family linguistic and family linguistic students’ cultural, background.At least background.At least three background; linguistic and family three examples of this examples of this skill are background.No skill are described. described.More than three examples of this skill artifacts are provided. are provided.
Communica- e. Models clear, Little or no evidence is The student models The student models clear, tions acceptable oral provided that the clear, acceptable oral acceptable oral and
and written student can model and written written communication communication clear, acceptable oral communication skills. More than three skills; and written skills.At least three examples of this skill are communication examples of this skill provided with skills.No examples of are provided. accompanying artifacts this skill are provided. (e.g., audio, video, or written evidence).
Classroom f. Maintains a Little or no evidence is The student maintains The student maintains a Climate climate of provided that the a climate of climate of openness,
openness, student can maintain a openness, inquiry, inquiry, fairness and inquiry, fairness climate of openness, fairness and support support for all students. At and support; inquiry, fairness and for all students.At least three examples of support for all least three examples of this skill are provided.In students. No examples this skill are addition, an artifact (e.g., of this skill are provided. written statement of a provided. colleague, audio recording, etc.) is provided that supports this behavior.
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Assignment 4 Grading Rubric
Element Criterion Not met Met Exceeded
Integration of Technology
g. Integrates current information and communication technologies;
Little or no evidence is provided that the student can integrate current information and communication technologies. No examples of this skill are provided.
The student integrates current information and communication technologies. At least three examples of this skill are provided.
The student integrates current information and communication technologies. In addition to three written three examples of this skill, an artifact (e.g., videotaped lesson, series of pictures, etc.) is provided that demonstrates the use of current information and communication technologies.
Differentiation h. Adapts the learning environment to accommodate the differing needs and diversity of students; and
Little or no evidence is provided that the student adapts the learning environment to accommodate the differing needs and diversity of students.No examples of this skill are provided.
The student adapts the learning environment to accommodate the differing needs and diversity of students.At least three examples of this skill are provided.
The student manages individual and class behaviors through a well- planned management system.At least three individual and three class examples of this skill are provided.In addition, examples are provided to address how this is managed for multiple types of students.
Use of Current and Emerging Assistive Technologies
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
Little or no evidence is provided that the student uses emerging assistive technologies that enable students to participate in high- quality communication interactions and achieve their educational goals.No examples of this skill are provided.
The student uses current and emerging assistive technologies that enable students to participate in high- quality communication interactions and achieve their educational goals.At least three examples of this skill are provided.
The student uses current technologies that enable students to participate in high-quality communi- cation interactions and achieve their educational goals.At least three examples of this skill are provided.A description of the use of a particular technology is provided that states how the student was helped to achieve an educational goal.
Self-directed and Collaborative Learners
j. Varies learning experiences for self-directed and collaborative learners.
Little or no evidence is provided that the student can vary learning experiences to promote self-directed and collaborative learning.
The student describes how to vary learning experiences for self-directed and collaborative learners, who are respectful of diverse social and cultural perspectives.
The student provides multiple examples of how to vary learning experiences that help students to work as self- directed learners and as collaborative learners in pairs or groups, both face- to-face and virtual, who respect diverse social and cultural perspectives.
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Assignment 4 Grading Rubric
Element Criterion Not met Met Exceeded
Collaborative Learning- Values and Expectations for Interactions
k. Develop collaborative and respectful interactions.
Little or no evidence is provided that the student understands the need to collaborate with students and colleagues to develop shared values and expectations for respectful interactions.
The student describes how to collaborate with students and colleagues to develop shared values and expectations for respectful interactions in self-directed and collaborative learning.
The student details how to collaborate with students and colleagues to develop shared values and expectations for respectful interactions with students in discussions and group work that promote self-directed and collaborative learning.
Safe learning l. Create safe Little or no evidence is The student The student demonstrates environment learning provided that the demonstrates the the ability to create safe for all students environment student demonstrates ability to create safe learning environment
processes and the ability to create safe learning environment processes and procedures procedures that learning environment processes and to follow that support support school processes and procedures to follow school safety rules and safety rules and procedures to follow that support school guidelines.Guidelines for guidelines. that support school safety rules and classroom evacuation and safety rules and guidelines. standards for behavior to guidelines. Guidelines for support safety are classroomevacuation discussed, and the and standards for student provides examples behavior to support of demonstrating and safety are discussed. modeling appropriate safety measures, reminding students of the need to practice safety.
Assignment 5: Collaborative Lesson Plan Using Technology to Impact Student Achievement (25points) You are the Instructional Technology Lead Teacher/Trainer. Your administrator has assigned you the task of working with teams (or content teams or co- teaching teams) to infuse Web 2.0 tools into instruction for the purpose of impacting performance on key assessments. If your organization does not have a template, create your own. Review your Individual Comprehensive Plan (Assignment #4) to harvest key elements you have already created: classroom management plan, using technology to address diversity, modeling learner-centered experiences using technology, and facilitating technology-enhanced experiences that address both content standards and technology standards. The Collaborative Lesson Plan requires you to:
Plan, design, and manage an appropriate classroom and online learning environment that demonstrates knowledge, skills, and understanding of concepts related to technology. Use technology to support learner-centered strategies that address the diverse needs of students and apply technology to demonstrate students’ higher order skills and creativity. Facilitate technology-enhanced experiences that address content standards and student technology standards. Assist instructors in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services and with identifying specific technology systems, resources, and services to meet specific learning needs.
Assignment 5 Grading Rubric
Element Not Met=0 Met=1 Exceeded=2
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Assignment 5 Grading Rubric
Demonstrate The student did not make The student made The student reflected knowledge, skills, and appropriate choices about appropriate choices about the ability to assist other understanding of technology systems, technology systems, teachers in the ongoing concepts. resources, and services resources, and services that development of
that are aligned with district are aligned with district and knowledge, skills, and state standards in the state standards in the understanding of collaborative learning plan. collaborative learning plan. concepts related to technology in the collaborative learning plan.
Demonstrate The student did not The student demonstrated The student knowledge, skills, and demonstrate understanding understanding of concepts demonstrated knowledge, understanding of of concepts related to related to technology in the skills, and understanding concepts related to technology in the collaborative learning plan. of concepts related to technology. collaborative learning plan. technology in the
collaborative learning plan.
Plan for the The student did not The student engaged in The student modeled management of engage in ongoing planning ongoing planning of lesson the use of technology technology resources of lesson sequences that sequences that ensure the resources within the within the context of ensure the management of management of technology context of learning learning activities. technology resources within resources within the context of activities.
the context of learning learning activities. activities.
Plan strategies to The student did not The student provided lesson The student modeled a manage students provide lesson sequences sequences that manage variety of strategies to learning in a that manage student student learning in a manage student learning technology-enhanced learning in a technology- technology-enhanced in a technology- environment. enhanced environment. environment. enhanced environment.
Facilitate technology- The student did not The student demonstrated an The student used enhanced experiences demonstrate an awareness awareness of methods and methods and strategies that address content of methods and strategies strategies for teaching for teaching concepts standards and for teaching concepts and concepts and skills that and skills that support technology standards. skills that support support integration of integration of technology
integration of technology technology productivity productivity tools. productivity tools. tools.
Facilitate technology- The student did not The student demonstrated an The student used major enhanced experiences demonstrate an awareness awareness of methods and research findings and that address content of methods and strategies strategies for teaching trends related to the use standards and for teaching concepts and concepts and skills that of technology in technology standards. skills that support support integration of education to support
integration of communication tools. integration throughout communication tools. the curriculum.
Facilitate technology- The student did not The student demonstrated an The student used major enhanced experiences demonstrate an awareness awareness of methods and research findings and that address content of methods and strategies strategies for teaching trends related to the use standards and for teaching concepts and concepts and skills that of technology in technology standards. skills that support support integration of research education to support
integration of researchtools. tools. integration.
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Assignment 5 Grading Rubric
Facilitate technology- The student did not The student demonstrated an The student methods enhanced experiences demonstrate an awareness awareness of methods and and strategies for that address content of methods and strategies strategies for teaching teaching concepts and standards and for teaching concepts and concepts and skills that skills that support technology standards. skills that support support integration of integration of problem-
integration of problem- problem-solving tools. solving tools. solving tools.
Facilitate technology- The student did not The student demonstrated an The student used enhanced experiences demonstrate an awareness awareness of methods and methods and strategies that address content of methods and strategies strategies for teaching for teaching concepts standards and for teaching concepts and concepts and skills that and skills that support technology standards. skills that support use of support use of media-based use of media-based skills.
media-based skills. skills.
Facilitate technology- The student did not The student demonstrated an The student used enhanced experiences demonstrate an awareness awareness of methods and methods and strategies that address content of methods and strategies strategies for teaching for teaching concepts standards and for teaching concepts and concepts and skills that and skills that support technology standards. skills that support use of support use of distance use of distance learning
distance learning systems learning systems appropriate systems appropriate in appropriate in thel in the environment. the environment. environment.
Facilitate technology- The student did not The student demonstrated an The student used enhanced experiences demonstrate an awareness awareness of methods and methods and strategies that address content of methods and strategies strategies for teaching for teaching concepts standards and t for teaching concepts and concepts and skills that and skills that support technology standards. skills that support use of support use of Web-based and use of Web-based and
Web-based and non Web- non Web-based authoring non Web-based based authoringtoolsinan tools in an environment. authoring tools in an environment. environment.
Use technology to The student did not The student demonstrated an The student used support learner- demonstrate an awareness awareness of methods and methods and strategies centered strategies that of methods and strategies strategies for integrating for integrating address the diverse for integrating technology technology resources that technology resources needs. resources that support the support the needs of learners. that support the needs
needs of learners. of learners.
Apply technology to The student did not The student demonstrated an The student used demonstratehigher demonstrate an awareness awareness of methods and methods and strategies order skills and of methods and strategies strategies for teaching for teaching problem- creativity. for teaching problem- problem- solving principles solving principles and
solving principles and skills and skills using technology skills using technology using technology resources. resources. resources.
Manage learning The student did not The student demonstrated an The student used activities in a demonstrate an awareness awareness of methods and methods and classroom technology-enhanced of methods and classroom classroom management management strategies environment. management strategies for strategies for teaching for teaching technology
teaching technology technology concepts and concepts and skills in concepts and skills in skills in individual, small individual, small group, individual, small group, group, classroom, and/or lab classroom, and/or lab classroom, and/or lab settings. settings. settings.
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Assignment 5 Grading Rubric
Use current research The student did not The student demonstrated an The student described and content and demonstrate an awareness awareness of curricular and identified curricular technology standards of curricular methods and methods and strategies that methods and strategies to build lessons and strategies that are aligned. are alligned. that are aligned. units of instruction.
IX. Grading Criteria Final Course Grade: Course Assignments and their percentage of the final grade
Assignment Points % Due Week #
Social Bookmarking Site 30 15 2
Classroom Blog 40 20 3
Class Wiki Project 25 12.5 5
Discussion Participation 20 10 Ongoing
Individual Comprehensive Plan incorporating Web 2.0 tools 60 30 6
Collaborative Lesson Plan 25 12.5 8
Total: 200 100
Master's & EdS Grading Scale
Letter Grade
Percentage Quality Points
A 91-100 4.0
B+ 86-90 3.5
B 80-85 3.0
C 70-79 2.0
F Below 70 No Credit
X. College Policies A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html. The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to
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violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment. (See Academic Honesty Standards.) 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution. Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education without the possibility of re- enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred. Note: If a charge of academic misconduct is determined in a course, any student initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course. B. Plagiarism Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures. C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The
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process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations. The necessary forms and procedure for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at disabilityservices@nova.edu, or by calling 954-262-7185 (toll free at 800-986-3223, ext. 27185). To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester. D. Course/Instructor Evaluation
It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.
E. The current edition of the FCE Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations and procedures.
XI. Appendix/Appendices LIST OF SUGGESTED RESOURCES Web Resources for Web 2.0: Blogger.com https://www.blogger.com/start EdBlog http://ed-blogs.blogspot.com/ Blackboard Blogs http://blog.blackboard.com/blackboard/k12/ K-12 Blogs http://www.blogher.com/blogroll/research-academia-and-education-blogs/k- 12-blogs PBwiki http://pbwiki.com Wikispaces http://www.wikispaces.com/ Common Craft video on social bookmarking http://www.commoncraft.com/bookmarking-plain-english Delicious http://delicious.com/ Additional Assistance with APA formatting: APA Style.org website. http://www.apastyle.org/ StyleWizard.com. The APA Wizard http://www.stylewizard.com/apa/apawiz.html
Course Syllabus Management Team Lead Faculty: Michael Simonson, PhD (March 2018 version)
- Cover
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