eportfolios for learning - edci 295 ol1 - course syllabus

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  • 8/2/2019 ePortfolios for Learning - EDCI 295 OL1 - Course Syllabus

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    CourseSyllabus

    EDCI295:ePortfoliosforLearningandAssessmentCredits:3

    Instructor:SandraA.Lathem,Ed.D.

    MeetingDatesandTimes:July2August10,2012

    Location:Online

    CourseDescription:

    ThiscoursesupportsstudentsintheCurriculum&Instructionmastersprogramwhohaveaconcentrationineducationaltechnology.Inthiscourse,studentswork

    independentlytolearnhowtocreateanelectronicportfoliotodemonstrateand

    assesstheirknowledgeandproficiencyinthefieldofeducationaltechnology.The

    studentwillresearchvarioustypesofeportfoliodesignsandwiththeinstructors

    helpchooseaformatthatismostappropriateforthestudent.ThestudentwillthencreateaneportfoliothatdocumentsthestudentscourseofstudyintheC&Imasters

    program.Asafinalproduct,participantswillbuildanePortfolioinatooloftheirchoice.Thefinaleportfolioproductcanbeusedduringthestudentsmasters

    defensepresentationtopresentevidenceofcontentareamastery.

    Goals:

    ThegoalofthiscourseistoprepareVermonteducatorstomeetstateandnational

    educationaltechnologystandardsasfollows:

    VermontStateCriteriaforEducationalTechnologistSpecialistEndorsement:

    KnowledgeStandards:Demonstratesknowledgeoftopics,concepts,andskillsessentialtotheeffectiveintegrationoftechnologyintheteachingandlearning

    process,asdelineatedincurrentnationalprofessionalstandards*including:

    2.Waystechnologycanbeusedtosupporthigh-quality,standards-based

    curriculum,instruction,andassessmentinallcontentareas,includinginstructionaldesignprinciplesthatrelyuponresearch-basedlearningtheories

    toguidetheuseofcomputersandothertechnologiesineducation.

    3.Proficienciesincurrenttechnologies.

    PerformanceStandards:

    Supportstheeffectiveintegrationoftechnologythroughoutallareasoftheschools

    curriculumasdelineatedinVermontsFrameworkofStandardsandLearning

    Opportunities.Specifically,theeducator:

    Identifies,helpsdesign,implements,andevaluatesauthoring,programming,andproblemsolvingenvironmentsforuseintheclassroom.

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    Assistsclassroomteachersandotherstafftodevelopeffectivemeansofassessingstudentslearningoftechnologyconceptsandskillsacrossthe

    curriculum,andtoassesstechnology'simpactontheenhancementofstudent

    learning.

    *NationalEducationalTechnologyStandardsforTeachers(2008,InternationalSocietyforTechnologyinEducation)

    2.DesignandDevelopDigital-AgeLearningExperiencesandAssessments

    Teachersdesign,develop,andevaluateauthenticlearningexperiencesandassessmentsincorporatingcontemporarytoolsandresourcestomaximizecontent

    learningincontextandtodeveloptheknowledge,skills,andattitudesidentifiedin

    theNETSS.

    Teachers:

    a.designoradaptrelevantlearningexperiencesthatincorporatedigitaltoolsandresourcestopromotestudentlearningandcreativity

    b.developtechnology-enrichedlearningenvironmentsthatenableallstudentsto

    pursuetheirindividualcuriositiesandbecomeactiveparticipantsinsettingtheir

    owneducationalgoals,managingtheirownlearning,andassessingtheirown

    progress

    c.customizeandpersonalizelearningactivitiestoaddressstudentsdiverse

    learningstyles,workingstrategies,andabilitiesusingdigitaltoolsandresources

    d.providestudentswithmultipleandvariedformativeandsummativeassessmentsalignedwithcontentandtechnologystandardsanduseresultingdatatoinform

    learningandteaching

    EssentialQuestions:

    Howwillyoudescribeyourunderstandingofeducationaltechnologyasitapplies

    toinstructionaldesign,studentlearningandachievement?

    Whatevidenceandreflectionscanyouprovidethatdemonstrateyourknowledge

    ofthefieldofeducationaltechnologyasaresultofthecoursesyouhavetakeninthe

    CurriculumandInstructionmastersdegreeprogram?

    Understanding:

    Studentswillunderstand

    Instructionalpedagogythatsupportstheintegrationoftechnologyinthe

    curriculum

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    Individualbeliefsaboutlearningandtheuseoftechnologytosupportlearning

    Thateducationalresearchimprovesonesabilitytoteachstudentswelland

    improveteacherpractice

    Thateducationaltechnologysupportsthecomplexanddiversewaysthatpeople

    learn

    Thatinstructionaldesignisessentialincraftinglearningenvironmentsthatsupportdeeperunderstandingofcontent

    LearningOutcomes:

    Studentswillknow

    CriteriaandstandardsestablishedfortheVermonteducationaltechnologyspecialistendorsement

    Principlesandbestpracticesinelectronicportfolioconstructionto

    demonstrateindividualknowledgeandskills

    Softwareoptionsforcreatingelectronicportfolios

    Web2.0toolsthatsupportsocialconstructionofknowledge.

    Effectiveassessmentstrategiestoevaluatestudentlearningandacademic

    programs

    Studentswillbeableto

    Demonstratemasteryofthecontentknowledgeprovidedthroughthecourses

    inwhichtheyhaveenrolled

    Createanelectronicportfolio(inaformatoftheirchoice)todocumenttheir

    learning

    Usegraphicorganizers,multimediasoftware,andcollaborationtoolsto

    communicateandsociallyconstructknowledge.

    UseWeb2.0toolstocommunicateandshareinformationwithcolleagues.

    GeneralCourseInformation

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    CoursePolicies/Expectations:

    Studentsshouldexpecttodevoteapproximatelytenhoursperweekinconducting

    research,reviewingresourcesandreadings,creatingandcompletingassignments,andcommunicatingwithcourseinstructor.

    AttendanceExpectations:

    Studentsworkindependentlyandwiththeinstructorasappropriate.Thereareno

    attendanceexpectations,butstudentsareexpectedtocommunicatefrequentlywith

    courseinstructorandwithothersenrolledinthiscourseviaadiscussionboard

    forum.

    Theofficialpolicyforexcusedabsencesforreligiousholidays:Studentshavethe

    righttopracticethereligionoftheirchoice.Eachsemesterstudentsshouldsubmitinwritingtotheirinstructorsbytheendofthesecondfullweekofclassestheir

    documentedreligiousholidayscheduleforthesemester.Facultymustpermit

    studentswhomissworkforthepurposeofreligiousobservancetomakeupthis

    work.

    AcademicHonesty&Professionalism:

    AllstudentsarerequiredtobefamiliarwithandadheretotheAcademicHonesty

    PolicyProceduresdelineatedinthemostrecenteditionofTheCatsTale.(http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf).

    Accommodations:

    Accommodationswillbeprovidedtoeligiblestudentswithdisabilities.Please

    obtainanaccommodationletterfromtheACCESSofficeandseeoneofthe

    instructorsearlyinthecoursetodiscusswhataccommodationswillbenecessary.If

    youareunfamiliarwithACCESS,visittheirwebsiteathttp://www.uvm.edu/access

    tolearnmoreabouttheservicestheyprovide.ACESS:A-170LivingLearningCenter,

    UniversityofVermont,Burlington,VT

    05405.PH:802-656-7753,TTY:call711(relay),Fax:802-656-0739,Email:

    [email protected],InstantMessenger:UVMaccess.Generalofficehours:8:30am

    4:30pmMondaythroughFriday.Calltomakeanappointment.

    RecommendedReadings

    (Studentswillcreatetheirownreadinglistsforthisindependentstudy.)

    (Thefollowingresourcesarerecommendedtobegindevelopmentofthisreadinglist.)

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    Barrett,H.ElectronicPortfoliosandDigitalStorytellingwebsite.Availableat:

    http://electronicportfolios.org/

    Barrett,H.ePortfoliosandAdultLearning.Availableat:

    http://electronicportfolios.org/NIACE/html/index.htm

    ElectronicPortfolios:Students,Teachers,andLifeLongLearners:

    http://eduscapes.com/tap/topic82.htm

    ElectronicPortfoliosintheK-12Classroom:http://www.educationworld.com/a_tech/tech/tech111.shtml

    Zubizarreta,J.(2004).TheLearningPortfolio:

    http://teachingcommons.cdl.edu/eportfolio/documents/LearningPortfolio_000.pdf

    ElectronicSubmissions/InternetUse:ThiscourserequiressubstantialInternetusegivenitsonlineformat.

    StudentEvaluation/Assessment

    Grading:

    Criteriaforhowgradesaredeterminedaredescribedinthefollowingsections.

    Courseassessmentsareperformancebasedandincludewrittenandmultimediaperformanceproducts.

    DescriptionofClassAssignments:

    Thefollowingperformancetasksandactivitieswillbeusedtoevaluate/assess

    studentperformanceinthiscourse:

    ReadingListandWorkPlan/Schedule

    Thestudentmustsubmitareadinglistandworkplan/scheduletotheinstructorby

    thesecondweekofclass.Oncethelistandplanisapproved,studentsareableto

    beginworkconstructingtheirportfolios.

    ElectronicPortfolio

    Studentsmustcompleteanelectronicportfoliothatdemonstratesevidenceoftheirlearninginthefieldofeducationaltechnologyandassociatedcourseworktheyhave

    undertakenintheCurriculumandInstructionprogram.Theportfolioformatisdesignedbythestudent,withconsultationprovidedbytheinstructor.

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    CommunicationandConsultation

    Studentsareexpectedtostayinfrequentcommunicationwiththeinstructortokeep

    theinstructorinformedoftheirprogressandtoenabletheinstructortoprovide

    feedbackandsupport.PercentageContributionofEachAssignment:

    PerformanceTaskPercentageofGrade

    ReadingList/WorkPlanSchedule 15%

    ElectronicPortfolio 70%

    Communication&ConsultationwithInstructor 15%

    Total 100%

    SupplementalReadings:

    Cambridge,D.,CambridgeB.,Yancey,K.,eds.(2009).ElectronicPortfolios2.0:

    EmergentResearchonImplementationandImpact.Sterling,VA:StylusPublishing

    LLC.

    StefaniL.,Mason,R.,andPegler,C.(2007).TheEducationalPotentialofE-Portfolios:SupportingPersonalDevelopmentandReflectiveLearning.NewYorkCity:Routledge.