W4

PART1

Reminder: Please review the Course Project Overview in Week 1 before beginning this assignment.

Ambiguity surrounding the course syllabus can result in many negative outcomes, especially in an online course. Without the benefit of a verbal, in-person explanation, the online course syllabus must convey all the necessary information and stand on its own.

For this part of the course project, you will customize an existing syllabus for an online course. Retrieve the syllabus you created in EDUC 6757, Planning for Learning. Imagine that you will be converting this course into an online course. What information in your syllabus from EDUC 6757 would need to be adjusted to suit the online environment?

Sections on which to focus:

•    The Learning Contract

•    Course Welcome

•    Course Information/Description

•    Faculty Information and Introduction

•    Course Goals/Objectives

•    Required Text(s) and other Learning Resources

•    Assignments

•    Discussion Format, Sequence, and Etiquette

•    Participation-Definition of any terms that are not open to interpretation

•    Course Schedule and Due Dates

•    Assessment Process, Rubrics

•    Faculty and Student Roles

•    Faculty and Student Expectations-What students can expect from you, what you will expect from them

•    Time Commitment and Time Management

•    Resources and Processes specific to online learning such as Library Access

•    Technical Contacts and Requirements

Prepare a 2-page paper in which you analyze the differences between your face-to-face syllabus and your online syllabus. In your paper, provide a rationale for the strategies you used in your conversion to the online syllabus. Highlight how learner-centered pedagogical frameworks have been applied when designing your syllabus. Be sure to support your analysis with references to this week's Learning Resources.

PART2

For this part of the course project, you will customize an existing syllabus for an online course. Retrieve the syllabus you created in EDUC 6757, Planning for Learning. Imagine that you will be converting this course into an online course. What information in your syllabus from EDUC 6757 would need to be adjusted to suit the online environment?

Sections on which to focus:

•    The Learning Contract

•    Course Welcome

•    Course Information/Description

•    Faculty Information and Introduction

•    Course Goals/Objectives

•    Required Text(s) and other Learning Resources

•    Assignments

•    Discussion Format, Sequence, and Etiquette

•    Participation-Definition of any terms that are not open to interpretation

•    Course Schedule and Due Dates

•    Assessment Process, Rubrics

•    Faculty and Student Roles

•    Faculty and Student Expectations-What students can expect from you, what you will expect from them

•    Time Commitment and Time Management

•    Resources and Processes specific to online learning such as Library Access

•    Technical Contacts and Requirements

Prepare a 2-page paper in which you analyze the differences between your face-to-face syllabus and your online syllabus. In your paper, provide a rationale for the strategies you used in your conversion to the online syllabus. Highlight how learner-centered pedagogical frameworks have been applied when designing your syllabus. Be sure to support your analysis with references to this week's Learning Resources.

Combine the original syllabus, your converted syllabus, and your analysis paper into one document.

By Day 7

Submit your assignment.