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Cardinal Stritch University 2 Graduate Credits

CED 591 Digital Media Conference: Summer 2009 Instructors: Email: Phone: Meeting Times: Course Location:

Tammy Stephens, Tammy Lind, Gail Potratz, Susan Bailey Gattoni, Chad Lehman, Connie Jaeger, Chad Kafka [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] (262) 327.1012 9:00am-4:00pm Milwaukee Public Zoo

Course Description This course will explore how 21st Century Tools are needed to prepare 21st Century Learners. Participants will use technology in a real world context to share knowledge, network with others and communicate. In this course participants will: • learn about emerging research in using digital media to impact teaching and learning • explore using real world tools such as podcasting, digital movies, digital photos, blogging and distance learning in a real world context • work collaboratively to construct knowledge, social network and use emerging technology to communicate information Special note: This course is repeatable. If a student repeats this course, the course participant submits their previous conference project lesson/unit along with their current conference final lesson/unit to demonstrate growth.

Knowledge Base of the College of Education The Knowledge Base of the College of Education is built around three strands: Research, Reflection and Practice. These interactive strands are present in Program Outcomes, Student Objectives, Assessments, Class Activities, Individual Assignments and Study Team Assignments.

Program Standards

The Wisconsin Teacher Standards Program Outcomes are tied to the Wisconsin Standards for Teacher Development and Licensure: #1 Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. #4 Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. #9 Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. #10 Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. Measurable Course Objectives (Tied to Wisconsin Teacher Standards): Upon successful completion of this course, each student should be able to: • identify uses of digital media which can improve teaching and learning (Wisconsin Teaching Standards #1, #4, #9, #10) • use emerging technology tools to create real world products (Wisconsin Teaching Standard #4) • use technology tools for social networking, constructing knowledge and communicate information (Wisconsin Teaching Standards #9, #10) Methods of Assessment (Tied to Course Objectives): Assignments: 1.) Intel Seeing Reason Tool- 25% Group has created a causal map. Causal map should move from theory to providing evidence to support your claims. 2.) Final Project- (25% of final grade) Each group has created an informational video which explains what has caused their assigned animal to be endangered. The final project is uploaded to VoiceThread. Participants follow fair-use and copyright guidelines and sources are cited. The VoiceThread presentation is linked to the conference Google Map with the title and group members who made the presentation. Your video should be approximately 2-3 minutes. Note: A minute of video typically takes an

hour of editing. Final Project Rubric 3.) 21st Century Skills (25% of final grade) All participants will complete a self and group reflection on how well they demonstrated 21st Century Skills throughout the week. Participants will receive a grade for their demonstration of 21st Century skills. 4.) Daily Ning Reflection (25% of final grade) Each day each participants will post a reflection of lessons learned from the day on their personal Ning Page.

Grading Guideline: Grading Policies and Guidelines 100-93=A 92-91=A- 90-88=B+ 87-85=B 84-82=B81-78=C+ 77-75=C 74-70=C- 69-67=D+ 66-64=D 63-60= D- Lower that 60=F Note: If a student’s work cannot be handed in by July 30th, this must be brought to the attention of the instructor and approved prior to the due date to prevent a lower grade. Circumstances beyond the control of the student will be considered on an individual basis.

Text & Other Materials Due to the dynamic nature of this course, a text will not be used. Instead participants will use the the course web wiki http://mdmc2009.wikispaces.com to access resources applicable to the course.

General Course Expectations • Because of the collaborative nature of this program, it is crucial that students attend all of the days of the conference. If an absence is deemed an emergency, it will be handled on an individual basis. See attendance policy below. • Active participation in the conference is expected. • It is expected that all work will be turned in by July 30, 2009. Any deviation from the assigned dates must be cleared with an instructor.

Policy on Attendance Due to the collaborative nature of this course, attendance at every day of the conference is required. Participants will have a difficult time completing assignments without being present at the conference. Participants are responsible for making up any missed work as defined by the

instructor.

Policy on Late or Missing Assignments All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes.

University Policies: Statement of Academic Integrity: Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student’s actions reflect their moral character and, by extension, the University’s reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook. Statement of compliance with the Rehabilitation Act of 1973: Cardinal Stritch University and this instructor wish to positively affirm the intent of Federal Law, Section 504 of the Rehabilitation Act of 1974. Any person enrolling in the course who may require alternative instruction and/or evaluation procedures due to a handicapping condition should feel free to discuss these needs with the instructor so that appropriate arrangements can be made.

Class Activities and Content The daily schedule is available on the conference wiki at http://mdmc2009.wikispaces.com/Schedule

Rubrics Peer Review Form VoiceThread Rubric