Idaho's Leader in Lifelong Learning and Healthy Lifestyles

EDCI 516. College Teaching at a Distance

Summer Session (June 11 – August 3) – Mondays & Thursdays – 8:30 a.m. to 10:20 a.m. 2 Credits Meet in Blackboard Collaborate EDCI 516 Virtual Classroom - Blackboard Learn (Open 24/7)

Instructor: Office Location: Phone: Email: Office Hours:

Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

 885-6307  email at  website at

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice. Conceptual Framework University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships.

Course Description

Techniques for effective teaching at college level.

Course Goal and Expectations

By the end of this course, students will be conversant in the basics of distance learning with particular emphasis on hands-on experiences and product development.

Course Objectives

Students will be able to:

 Identify current issues related to distance learning in a variety of educational settings.

 C&I Goals - Curriculum & Research

Signature Assignment – Four-Page Synthesis Paper

 Choose instructional methods and course management strategies that are appropriate for distance learning.

 C&I Goals – Curriculum, Instruction, Diversity, and Assessment and Evaluation

Signature Assignment - Course of Study or Unit of Work for Distance Learning

 Develop curriculum for distance learning.

 C&I Goals – Curriculum, Instruction, Diversity, and Assessment and Evaluation

 Use a variety of hardware and software tools for distance learning activities.

 C&I Goals – Instruction and Assessment and Evaluation

Goals of Curriculum and Instruction  Philosophy and Educational Organizations – CI Masters degree graduates have a comprehensive understanding of the philosophical, historical, social, political and cultural understanding of schools and society.

 Curriculum – CI Masters degree graduates understand that curriculum should be relevant, engaging, challenging, and integrative for the learner. They know how to select, adapt and reflect on theories and engage in reflective practices in light of curriculum standards, theories, models and learners.

o Signature Assignments – Four-Page Synthesis Paper and Course of Study or Unit of Work for Distance Learning

 Instruction – CI Masters degree graduates understand the principles of instruction know a wide variety of teaching strategies and learning theories and incorporate relevant technologies while teaching core concepts, skills of inquiry, problem posing/solving, collaboration, and communication to facilitate student learning.

o Signature Assignment –Course of Study or Unit of Work for Distance Learning

 Assessment and Evaluation – CI Masters degree graduates analyze and understand the various roles of multiple types of assessments for monitoring, evaluating and responding to student learning; they understand, develop, use and critique formal, informal, and performance assessment techniques, including local, state, and national assessment systems to improve student learning.

 Research – CI Masters degree graduates, as critical consumers of educational research, appreciate the role of educational research for informing practice. M.Ed. graduates develop the skills to conduct classroom research. M.S. graduates, as producers of educational research, collect and analyze data, and formally share their research findings.

o Signature Assignment – Four-Page Synthesis Paper

 Diversity – CI Masters degree graduates understand human diversity as a valued component of educational systems; understand how to appropriately engage with diverse population; effectively structure learning experiences with diverse population; and effectively engage with diverse populations of students, parents, and colleagues.

 Subject Knowledge – CI Masters degree students demonstrate their knowledge of the content that they teach through the admissions requirements and/or through content coursework that is included in the degree.

Required Readings and Learning Resources

Ko, S. & Rossen, S. (2010). Teaching online: A practical guide, 3rd Ed. Houghton Mifflin Company. Gathercoal, P., & Gathercoal, F. (2007). The judicious professor. San Francisco: Caddo Gap Press.

Optional Readings and Learning Resources

Books:

Lehman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching. Jossey-Bass.

Boettcher, J. & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. Jossey-Bass

Online http://libguides.uidaho.edu/Distance_Education http://www.blogger.com http://wordpress.com http://www.feevy.com http://voicethread.com http://www.slideshare.net http://prezi.com http://timerime.com http://www.dipity.com http://preceden.com http://www.spicynodes.org http://maps.google.com http://www.gapminder.org http://www.youtube.com http://www.teachertube.com http://www.weebly.com http://www.wix.com https://sites.google.com http://www.webs.com http://www.webnode.com https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html http://www.CollaborizeClassroom.com

Learning Activities and Assignments

Attendance. Students are expected to attend every class. Students are requested to notify the instructor prior to an unavoidable absence – email [email protected]. Students are expected to complete required readings and assignments before the class session during which they are addressed and actively contribute to class discussions and activities. To ensure equal opportunity in education, a "makeup" assignment may be assigned to students who cannot attend class.

Assignments. The assignments, presentations and analyses are all designed to help the student certify her or his understanding of the knowledge and concepts covered in-class, online, and the required reading. Completed assignments will be assessed and graded by the instructors. Details of the assignments are documented in this syllabus and will be further explained by the instructor during class or on an individual basis by appointment. The assignments are due on the specified dates published in the syllabus. All assignments will receive written comments and an academic achievement grade from the instructor and will be returned to the student as soon as possible, if the student turns the course work in on time. If it is late, no grade penalty will apply, but the instructor will provide written comments and an academic achievement grade when time is available for the instructor to deal with late course assignments.

Four-Page Synthesis Paper: Students will write a four-page paper addressing required reading. Due the last week of the semester.

Rubric for Four-Page Paper:

1 - 10 points - Be complete – The paper addresses pertinent points in the texts and relates them to the topic and distance learning.

1 - 10 points - Be thorough - Give enough detail in the paper so that another person who is unfamiliar with the required reading would be able to understand what the author is trying to communicate. Include examples that clarify and that are well articulated.

1 - 5 points - Be well-formatted (use APA style) - The paper should be word processed; and free of misspellings and errors in grammar or punctuation. The paper should look professional.

Presentation of a Distance Learning Tool or Portal – Due the second part of the semester – see sign-up sheet.

Explore, evaluate and present an online teaching and learning tool or portal. Present your findings during class. Example distance learning tools/portals are Google tools (docs, wave, groups), 4teachers.org, Prezi, Webspiration, wikispaces, Blogs, Tapped In, moodle.

Rubric for Assessing Presentation: To be Self-Assessed and communicated to the Instructor within a week of the presentation.

9 – 10 points - The presentation was well prepared. It was very clear and effectively communicated with the audience. The student showed excellent communication skills and effectively utilized technology. The audience was actively engaged in the presentation. Appropriate information was presented.

7 – 8 points - The presentation was well prepared. The information was clearly presented. The student communicated well and attempted to engage the audience in the presentation. Technology was used appropriately.

5 – 6 points - Generally, the presentation was clear, but improvement is needed in communication skills. The student attempted to use technology. The audience needed to be engaged more in the presentation.

3 – 4 points - The presentation was unclear. The audience was not engaged well in the presentation. Technology use and communication skills were weak.

1 - 2 points - The student was poorly prepared for the presentation and did not communicate effectively. It was difficult to understand the gist of the presentation. Technology was used inappropriately and/or was not effective in the presentation. Course of Study or Unit of Work for Distance Learning - Due the last week of the semester.

Identify a course of study or unit of work that you have taught or would like to teach and that you can adapt to distance learning platforms. Plan to use a variety of delivery systems and tools. So, choose something that will include web-based learning, teleconferencing, audio-conferencing, etc…

The course of study or unit of work will be word-processed. Be specific. Give enough detail in the plan so that another person could carry out the instruction ostensibly as the author has planned. The course of study/unit of work must include:

 A variety of distance learning delivery systems, e.g., teleconferencing/interactive video, web- based learning.

Detailed Instructional Design, including: Learning Performance Objectives, Learning Activities, Alternative Teaching Methods, Assessment Strategies, Provisions for Feedback and questioning strategies that lead to higher order thinking.

Rubric for Course of Study or Unit of Work

1 - 10 points - Be complete - includes:

 A variety of distance learning delivery systems, e.g., teleconferencing/interactive video, web-based learning.

 Detailed Instructional Design, including: Learning Performance Objectives, Learning Activities, Alternative Teaching Methods, Assessment Strategies, Provisions for Feedback and questioning strategies that lead to higher order thinking.

1 - 10 points - Be thorough - Give enough detail in the plan so that another person who is unfamiliar with the course of study or unit of work would be able to understand what the author is trying to communicate. Include examples that clarify and are well articulated.

1 - 10 points - Be well-formatted - The plan should be word processed; and be free of misspellings and errors in grammar or punctuation. The plan should look professional.

Presentation of Course of Study - Due the last part of the semester – see sign-up sheet.

Prepare a presentation that summarizes the development and implementation of your Course of Study or Unit of Work and teach a part of your course of study.

Rubric for Assessing Presentation: To be Self-Assessed and communicated to the Instructor within a week of the presentation.

9 – 10 points - The presentation was well prepared. It was very clear and effectively communicated with the audience. The student showed excellent communication skills and effectively utilized technology. The audience was actively engaged in the presentation. Appropriate information was presented.

7 – 8 points - The presentation was well prepared. The information was clearly presented. The student communicated well and attempted to engage the audience in the presentation. Technology was used appropriately. 5 – 6 points - Generally, the presentation was clear, but improvement is needed in communication skills. The student attempted to use technology. The audience needed to be engaged more in the presentation.

3 – 4 points - The presentation was unclear. The audience was not engaged well in the presentation. Technology use and communication skills were weak.

1 - 2 points - The student was poorly prepared for the presentation and did not communicate effectively. It was difficult to understand the gist of the presentation. Technology was used inappropriately and/or was not effective in the presentation.

Complete all IN-CLASS assignments - Students will be required to do a variety of activities during each class period. At the end of each class, students will be asked to self-assess the points they deserve for their in-class work that week.

Rubric for IN CLASS Work:

Students are to self-assess their in-class work and communicate that score to the instructor every week in TaskStream. The following rubric will help students determine their scores.

10 - 9 points - Is fully involved in the in-class activity. Offers ideas and expands on others' ideas. Is an active learner, providing support and encouragement for others' ideas and insights. Is a productive group participant, knowing when to lead and when to follow.

8 - 6 points - Responds to other ideas briefly and succinctly. Listens to others and makes a contribution to the group learning activity.

5 - 2 points - Listens to others, but makes only a few comments. Contributes a little to the effectiveness of the group discussion and learning activities.

1 - 0 points - Is uninvolved in the discussion and/or is disruptive to the group and learning activities.

Write a self-assessment for the course, indicating the academic achievement letter grade you believe you have earned - Due the last week of the semester.

Guidelines for Self-assessment:

Your written self-assessment should be expository in nature. It should indicate an anticipated letter grade for this course and reasons why this letter grade is appropriate to communicate to a wider audience as the summation of your academic achievement.

Your self-assessment should be written about you. It can address affective, cognitive, and physical effects and affects. It can address the course requirements. It can include comments you have received from others. It can include goals you set for yourself and the extent to which these goals were achieved and how those goals correlated with the expected outcomes of the course.

There is no right way to write your self-assessment, but remember the self-assessment is about your academic achievement. Writing a self-assessment is sometimes confused with course evaluation. While self-assessment is an important part of the course evaluation, other vehicles are provided for you to evaluate the effectiveness of the course. So, please ensure that the self-assessment is about you. Ultimately it is the responsibility of the instructor to award the grade that you have earned. Observable behavior is only one small indicator of what has been academically achieved. That is why you are asked to share this responsibility with the instructor and indicate behavior, cognition, and feelings that could not have observed or may have misinterpreted.

Rubric for Self-Assessment

• If the student completes a course self-assessment, as assigned in the syllabus, the self-assigned academic letter grade will be entered into the instructor’s grade book and it will be valued as ten percent of the final grade.

• If the student does not complete a course self-assessment, as assigned in the syllabus, and/or the student communicates to the instructor that he or she does not plan to complete the self- assessment, then the instructor will enter 0 points for this requirement.

Field Work

No Field Work Required.

Grading Policy

For each course requirement, i.e., Course of Study or Unit of Work, Presentation of Course of Study or Unit of Work and the Distance Learning Tool or Portal, the Four-Page Synthesis Paper, In-Class Work, and the Final Course Self-Assessment, a letter grade representing academic achievement will be assessed. All academic achievement grades will be based on the criteria published in this syllabus. Points will be awarded for each course requirement and the points will be converted to an academic achievement letter grade. The following formula will be used to convert points to letter grades:

• High points in class divided by two equals a "D.”

• The number of points for a "D" is divided by the number of grade breaks between A and F, which is four and that, equals the number of points in a "grade break."

• The actual letter grade is calculated by subtracting the number of points in a "grade break" from the High points in the class.

For example, if 30 equals the total possible points on an assignment, and the best anyone in the class can earn is 28, then the High points in class would be 28. To determine the “D” score, we divide 28 by two; that equals 14. Anything below 14 earns an "F." To work out the number of points in a grade break we divide 14 by 4; that equals 3.5. The grading scale then looks like this:

 A = > 25.5

 B = 25.49 to 22

 C = 21.99 to 18.5

 D= 18.49 to 14

 F= < 14 All course work should be complete by the last day of semester and handed to the instructor. Make sure when you hand in your course work that you have done your best work.

Incomplete or “IN” grades are strongly discouraged and must be agreed to by the instructor.

The grades of A, B, C, D, F will be awarded for the final grade. Your grade will be quantified, averaged on a scale of 10 to 0 (10=A, 0=F) and calculated using these percentages:

Course of Study or Unit of Work 30%

Presentation of Course of Study or Unit of Work 10%

Four-Page Synthesis Paper 30%

Presentation on a Distance Learning Tool 10%

In-Class Work 10%

Final Course Self-Assessed Academic Achievement Grade 10%

Academic Integrity

The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

Suggested Course Schedule of Activities Format

University of Idaho Classroom Learning Civility Clause

In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).

University of Idaho (UI) Nondiscrimination Policy

It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access & Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848- 6969). Complaints about discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (885-4285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.

Library Resources (On Campus Classes)

As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the ability to set up a personalized reference appointment with one of the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources, feel free to contact the College of Education liaison librarian with questions: Rami Attebury, 885-2503, [email protected]. As always, you may also stop by the reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

Library Resources (Distance Education/Centers Classes)

As a UI student from outside of Moscow, you have access to valuable electronic and print resources from the university's library. To learn more about using library resources from a distance, visit the library’s Off-Campus Access webpage at http://www.lib.uidaho.edu/offcampus/index.html. Live reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 to 9 p.m. Just call 208-885-6584, email [email protected], text 208-856-0814, or IM from http://www.lib.uidaho.edu. In addition, please feel free to contact the College of Education liaison librarian, Rami Attebury, directly at 208-885-2503 or [email protected].