Week 2 Syllabus[1]
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Week 2 Syllabus[1] as PDF for free.
More details
- Words: 1,086
- Pages: 6
IM 646 Week 2 Teaching Lesson Plan November 30-Dec.5, 2009 Learner/Student in Distance Education This is the lesson plan from the second teaching group. Please pay attention to this lesson plan. If you have questions after reading it, please feel free to contact the facilitator assigned to that date. Instructor Contacts: Ryan Cox
Mary Kunesh-Podein
May (Jiangmei Yuan)
[email protected]
[email protected]
[email protected]
Skype ID: rlcox7774
Skype ID: mplspodein
Skype ID: yuanjiangmei
Focus: It is our goal to allow learners a full understanding of collaborative learning and the role that student characteristics play in the success or failure of online learning. Objectives: By the end of this week, students will be able to... •
describe benefits to use online tools for student collaboration.
•
identify obstacles to collaboration that facilitators may face when directing an online course.
•
prepare a plan of action for various teaching situations using collaboration techniques.
•
understand theories regarding collaboration in online learning.
Course Topics: • • •
Theories on collaboration in online learning. Learning styles, culture and collaboration. Online tools and collaboration.
Readings Please see D2L Content Week 12 (Group 2 Teaching) for links to readings. Students can also go to “readings” on weebly for the links. Students are required to read the articles on collaboration in online learning. After reading the articles, students are required to participate in discussions on weebly. Buchanan, J., Wilson, S. T. & Gopal, N. (2008). A cross cultural virtual learning environment for students to explore the issue of racism: a case study involving the UK, USA and SA. Social Work Education, 27(8), 671-682.
Ke, F. & Carr-Chellman, A. (2006). Solitary learner in online collaborative learning: A disappointing experience? The Quarterly Review of Distance Education, 7 (3), 249-265
Tryon, P. J. S. & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30 (3), 291-315.
Wise A. F., Padmanabhan P. & Duffy, T. M. (2009). Connecting online learners with diverse local practices: the design of effective common reference points for conversation. Distance Education, 30 (3), 317-338
Prior to the Lesson 1. Students should create an avatar following the directions at the following link:
http://im646.weebly.com/avatar-directions.html 2. Please go to http://scsuim646.pbworks.com/Collaboration-and-Online-Learning to
complete for yourself the K (Know) and W (Want to Know) BEFORE reading the articles. Please provide initials after each comments in case we need to go back to refer the comments on Wednesday night. Due Wednesday, November 25th at 11:59 p.m.
3. Readings are located at http://im646.weebly.com/readings.html Please read them before
class.
Tools and Their Usage: Weebly: http://im646.weebly.com • • • • •
•
Weebly is the main tool that will be used. Directions as to how to create an avatar on voki is under “voki avatars”. Links to readings are in D2L as well as under “readings” on weebly. Do threaded discussions under “threaded discussions” on weebly. Please respond to each topic and post a minimum of 2 responses to classmates by Tuesday, Dec.1. Post your questions about technology under “threaded discussions” on weebly. After you click on “threaded discussions”, you see a page with “class discussions” and “technology concerns”. Please respond to each Discussion Topic (3) and post a minimum of 2 responses to classmates. This should be completed by 11:59 p.m. on Tuesday, Dec. 1st.
Do end of course survey under “survey” on weebly.
Voki: http://www.voki.com/ • •
Voki will be used for online discussions on Wednesday night. Students can type or speak. Students need to create an avatar and introduce themselves by following the instructions under “avatar directions” on weebly. This should be completed by Monday, November 30th by 11:59 p.m.
Wiki: http://scsuim646.pbworks.com
KWL (What we Know, What we Want to know, What we have Learned) chart will be posted on wiki. Please fill out the K and W BEFORE you read the articles. Due Wednesday, November 25th at 11:59 p.m.
L of KWL chart is Due Friday, Dec.4 at 11:59 p.m.
Etherpad:
Etherpad will be used on Wednesday night discussion.
Elluminate: http://www.elluminate.com/
Elluminate will be used for our Wednesday night discussion.
Twitter: http://twitter.com/
Post what you have learned in the week on twitter.
Wednesday Night Activities Mary (8:10-9:00 p.m.) •
Introduction of topic
•
Overview of Wednesday session
•
Initiate KWL chart
•
Move students to the Weebly site for next activity.
•
Students see a Video - Wiki in Plain English
•
Students create a list of how wikis can be used by ○ Educators ○ Business Professionals ○ Students
Ryan (9:10-10:00 p.m.) Online discussion of topics using Voki Avatars Respond to each of the three (3) questions using their avatars (text response) 15 minutes Respond to other classmates thoughts or ideas (voice
response) - 15
minutes Class Discussion on Elluminate - 20 minutes •
Thoughts or opinions about using avatars for class discussion
•
How could using avatars help learners who are... ○ more individual learners ○ diverse learners ○ learners with multiple learning styles
•
What are obstacles that a facilitator may face using avatars for... ○ education
○ business Notes will be taken on the class wiki with various students adding their input. May (10:10-11:00) Students address scenarios - What would could/would you do if you are a facilitator of an online class? ○
Your class has students from all over the world.
○ Your class is mostly undergraduate first or second year students struggling to become acclimated to collage life. This is their first online course and not used to self-scheduling events and learning. ○ Your students are predominately low income learners with little or no stable technology. ○ You have 2-3 students who are wondering if they can just work by themselves - and not collaborate with other students. Break up into groups and meet on Skype to collaborate on a plan to address the above situations. ○
Groups will be collaborating to create a plan on etherpad (we will create etherpad in
advance) (20 minutes) ○ Groups will also need to review other plans - edit their ideas and leave a comment about what and why they made the changes they did (15 minutes). ○
Group Conversation on Elluminate What are some different ways to address the above scenarios?
What role do you see collaboration taking for online learning with both students and facilitators? Lesson Feedback •
End of Course Survey created by Teaching Group 2. It will be posted on weebly.
•
Survey created by Plamen on D2L. Twitter: Post what you have learned in the week on twitter.
•
Mary Kunesh-Podein
May (Jiangmei Yuan)
[email protected]
[email protected]
[email protected]
Skype ID: rlcox7774
Skype ID: mplspodein
Skype ID: yuanjiangmei
Focus: It is our goal to allow learners a full understanding of collaborative learning and the role that student characteristics play in the success or failure of online learning. Objectives: By the end of this week, students will be able to... •
describe benefits to use online tools for student collaboration.
•
identify obstacles to collaboration that facilitators may face when directing an online course.
•
prepare a plan of action for various teaching situations using collaboration techniques.
•
understand theories regarding collaboration in online learning.
Course Topics: • • •
Theories on collaboration in online learning. Learning styles, culture and collaboration. Online tools and collaboration.
Readings Please see D2L Content Week 12 (Group 2 Teaching) for links to readings. Students can also go to “readings” on weebly for the links. Students are required to read the articles on collaboration in online learning. After reading the articles, students are required to participate in discussions on weebly. Buchanan, J., Wilson, S. T. & Gopal, N. (2008). A cross cultural virtual learning environment for students to explore the issue of racism: a case study involving the UK, USA and SA. Social Work Education, 27(8), 671-682.
Ke, F. & Carr-Chellman, A. (2006). Solitary learner in online collaborative learning: A disappointing experience? The Quarterly Review of Distance Education, 7 (3), 249-265
Tryon, P. J. S. & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30 (3), 291-315.
Wise A. F., Padmanabhan P. & Duffy, T. M. (2009). Connecting online learners with diverse local practices: the design of effective common reference points for conversation. Distance Education, 30 (3), 317-338
Prior to the Lesson 1. Students should create an avatar following the directions at the following link:
http://im646.weebly.com/avatar-directions.html 2. Please go to http://scsuim646.pbworks.com/Collaboration-and-Online-Learning to
complete for yourself the K (Know) and W (Want to Know) BEFORE reading the articles. Please provide initials after each comments in case we need to go back to refer the comments on Wednesday night. Due Wednesday, November 25th at 11:59 p.m.
3. Readings are located at http://im646.weebly.com/readings.html Please read them before
class.
Tools and Their Usage: Weebly: http://im646.weebly.com • • • • •
•
Weebly is the main tool that will be used. Directions as to how to create an avatar on voki is under “voki avatars”. Links to readings are in D2L as well as under “readings” on weebly. Do threaded discussions under “threaded discussions” on weebly. Please respond to each topic and post a minimum of 2 responses to classmates by Tuesday, Dec.1. Post your questions about technology under “threaded discussions” on weebly. After you click on “threaded discussions”, you see a page with “class discussions” and “technology concerns”. Please respond to each Discussion Topic (3) and post a minimum of 2 responses to classmates. This should be completed by 11:59 p.m. on Tuesday, Dec. 1st.
Do end of course survey under “survey” on weebly.
Voki: http://www.voki.com/ • •
Voki will be used for online discussions on Wednesday night. Students can type or speak. Students need to create an avatar and introduce themselves by following the instructions under “avatar directions” on weebly. This should be completed by Monday, November 30th by 11:59 p.m.
Wiki: http://scsuim646.pbworks.com
KWL (What we Know, What we Want to know, What we have Learned) chart will be posted on wiki. Please fill out the K and W BEFORE you read the articles. Due Wednesday, November 25th at 11:59 p.m.
L of KWL chart is Due Friday, Dec.4 at 11:59 p.m.
Etherpad:
Etherpad will be used on Wednesday night discussion.
Elluminate: http://www.elluminate.com/
Elluminate will be used for our Wednesday night discussion.
Twitter: http://twitter.com/
Post what you have learned in the week on twitter.
Wednesday Night Activities Mary (8:10-9:00 p.m.) •
Introduction of topic
•
Overview of Wednesday session
•
Initiate KWL chart
•
Move students to the Weebly site for next activity.
•
Students see a Video - Wiki in Plain English
•
Students create a list of how wikis can be used by ○ Educators ○ Business Professionals ○ Students
Ryan (9:10-10:00 p.m.) Online discussion of topics using Voki Avatars Respond to each of the three (3) questions using their avatars (text response) 15 minutes Respond to other classmates thoughts or ideas (voice
response) - 15
minutes Class Discussion on Elluminate - 20 minutes •
Thoughts or opinions about using avatars for class discussion
•
How could using avatars help learners who are... ○ more individual learners ○ diverse learners ○ learners with multiple learning styles
•
What are obstacles that a facilitator may face using avatars for... ○ education
○ business Notes will be taken on the class wiki with various students adding their input. May (10:10-11:00) Students address scenarios - What would could/would you do if you are a facilitator of an online class? ○
Your class has students from all over the world.
○ Your class is mostly undergraduate first or second year students struggling to become acclimated to collage life. This is their first online course and not used to self-scheduling events and learning. ○ Your students are predominately low income learners with little or no stable technology. ○ You have 2-3 students who are wondering if they can just work by themselves - and not collaborate with other students. Break up into groups and meet on Skype to collaborate on a plan to address the above situations. ○
Groups will be collaborating to create a plan on etherpad (we will create etherpad in
advance) (20 minutes) ○ Groups will also need to review other plans - edit their ideas and leave a comment about what and why they made the changes they did (15 minutes). ○
Group Conversation on Elluminate What are some different ways to address the above scenarios?
What role do you see collaboration taking for online learning with both students and facilitators? Lesson Feedback •
End of Course Survey created by Teaching Group 2. It will be posted on weebly.
•
Survey created by Plamen on D2L. Twitter: Post what you have learned in the week on twitter.
•
