Course Design Guide Map€¦ · Web viewa 700- to 1,050-word paper on how the current learning theories of behaviorism, cognitivism, and constructivism align with online instruction

SyllabusAET/541 Version 4

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AET541 SyllabusCollege of Education

AET/541 Version 4E-Learning

Copyright © 2013, 2011, 2010 by University of Phoenix. All rights reserved.

Course Description

This course focuses on e-learning for adult learners. Students apply instructional design techniques, learning theory, and technical tools for e-learning activities. The course also addresses the challenges associated with the e-learning environment.

Policies

Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents:

University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Discussion Questions that Assess Objectives

†Discussion questions may be used for assessment purposes. Particular discussion questions have a dagger symbol, which indicates that this is the only form of assessment for a particular course objective. Discussion question points may be part of the participation grade.

Course Materials

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

All electronic materials are available on the student website.

Week One: Learning Theories and the Online Learner

Details Due Points

Objectives 1.1 Differentiate, select, and adapt learning theories suitable for online instruction.

1.2 Identify the benefits and challenges with information overload as it relates to cognitive load.

Conceptual Framework

Advocating for LearningIntegrating Technology

https://ecampus.phoenix.edu/secure/aapd/policies/


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Themes Addressed this Week

Engaging in Reflective PracticeLeading through Innovative Practices

Reading Read Ch. 4 of Effective Online Teaching.


Reading Read Ch. 2 of E-Learning Theory & Practice.


Reading Read this week’s Electronic Reserve Readings.

AudioDesigning the Perfect Online Course Podcast

Listen to the “Designing the Perfect Online Course” podcast located on the student website.

PresentationMethods of E-Learning Instruction

Review the flip book presentation, “Methods of e-Learning Instruction,” located on the student website.

Participation Participate in class discussion. 4 out of 7 days 1

Discussion Questions

Respond to weekly discussion questions as per instructor policies

Please note: Week 1 has a single DQ in the main forum for this week. Also note, that this due day will be different than subsequent DQ 1 due dates.

DQ1: Day 3 Thursday

Only for this week for posting on Thursday

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Learning Team - DQ

Access Phoenix Connect (PC) through the link in your Welcome letter in your IF.Once in PC, Complete Week 1

Then, in your Learning Team, participate in Week 1 DQ - How will your Charter be different and why?

You are not developing your Charters in Week 1

PC – Due by Friday

DQ Due by Tuesday

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IndividualLearning Theories and E-Learning

Choose from the following options to complete this assignment:

Option 1

Write a 700- to 1,050-word paper on how the current learning theories of behaviorism, cognitivism, and constructivism align with online instruction.

Day 7: Monday 10


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Describe the following in your paper:

Define the three learning theories discussed in the reading.

Compare their appropriateness for online learners. Analyze (make sure you understand what it means to

analyze – a resource for this is in Course Materials - Resources) which components are most suited for online instruction and why.

Format your paper consistent with APA guidelines. Include a title, running head, headers, page numbers, headings, in text citations, and a reference page.

Option 2

Create an infographic that explains how the current learning theories of behaviorism, cognitivism, and constructivism align with online instruction. Use the website as a resource to learn more about what an infographic is - http://www.emergingedtech.com/2013/05/5-great-tools-for-creating-your-own-educational-infographics/

Include the following components in your infographic:

Define the three learning theories discussed in the reading.

Compare their appropriateness for online learners. Analyze (make sure you understand what it means to

analyze – a resource for this is in Course Materials - Resources) which components are most suited for online instruction and why.

Week Two: Personalizing the E-Learning EnvironmentDetails Due Points

Objectives 2.1 Compare intrinsic and extrinsic motivation for students in e-learning.

2.2 Recognize methods to overcome isolation and anonymity in an e-learning environment.

2.3 Determine methods to create an online classroom culture.

Conceptual Framework Themes Addressed this Week

Advocating for LearningValuing DiversityCollaborating with Educational CommunitiesIntegrating Technology

http://www.emergingedtech.com/2013/05/5-great-tools-for-creating-your-own-educational-infographics/

http://www.emergingedtech.com/2013/05/5-great-tools-for-creating-your-own-educational-infographics/


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Respond to weekly discussion questions. DQ1: Day 2 DQ2: Day 4

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Learning TeamCharter

Considering your discussion in Week 1, complete your charter

Submit your Learning Team Evaluation in your IF

Day 2: Wednesday

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Learning TeamCulture Comparisons

Choose from the following options to complete this assignment:

Option 1

Compare e-learning classroom culture to cultural diversity in a global sense.

Discuss with your team how cultural diversity can influence e-learning classroom culture.

Write a 300- to 750-word summary of your findings.

Option 2

Compare e-learning classroom culture to cultural diversity in a global sense.

Discuss with your team how cultural diversity can influence e-learning classroom culture.

Create a short, 1- to 2-minute video as a news clip. Explain the new global student or interview a facilitator about how to accommodate students from different cultural backgrounds.

Review the recording options in the Technology Resources Library, located on the student website.

Submit your team’s video clip or link to your instructor.

Day 5: Saturday

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IndividualPersonalizing a Course

Resources: Technology Resources Library

Investigate the Technology Resource Library for ideas to personalize an interactive introduction to this course.

Create an interactive introduction as though you were the online facilitator for AET/541. The interactive introduction will be based on the following:

Determinations of how you will add a sense of personality to welcome the class as you also familiarize them with course expectations. Remember to establish an environment that is inclusive and encourages all students to respond to the introduction.

Use a Word Document, PowerPoint, Infographic, or any other web-based application.

Provide a URL to the instructor if necessary.

Day 7: Monday 10

Week Three: Building an Interactive Online EnvironmentDetails Due Points

Objectives 3.1 Apply audio and visual tools for online learning.3.2 Map Web 2.0 and other advanced online tools to activities

and assignments.3.3 Identify appropriate text, graphics, and organization

methods to enhance e-learning.3.4 Demonstrate the value for variety in lesson building and

assignments.3.5 Evaluate the use of Bloom’s taxonomy to provide higher-

order thinking in e-learning.


Advocating for LearningIntegrating TechnologyEngaging in Reflective PracticeLeading through Innovative Practices



Reading Review Ch. 4 of Effective Online Teaching.


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Reading Review Ch. 5 of E-Learning Theory & Practice.





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IndividualWebliography

Conduct an Internet search for various representations of Bloom’s taxonomy.

Using Diigo.com, create a webliography with annotations for four Web 2.0 or comparable online applications related to the various representations of Bloom’s Taxonomy. Invite me to your account – Send a notification in Assignment Tab that you have completed this assignment – Watch this video explanation as to how to complete this assignment - http://www.screencast.com/t/SXwgzzrRA

Include each URL followed by a brief paragraph stating the following:

A detailed description of the purpose of the site Comment how Bloom’s Taxonomy is related to your selection with regards to the hierarchical steps

Refer to the Annotated Bibliography example located in the Center for Writing Excellence Tutorials and Guides for information about creating a bibliography with annotations.

Day 7: Monday 4

Learning TeamBloom’s Taxonomy and Technology

Resources: Technology Resources Library and “Appropriate Use of Text and Graphics” multimedia

Review the “Appropriate Use of Text and Graphics” multimedia located on the student website.

Option 1:

Create a wiki, blog, PhoenixConnect post, or some other online tool to introduce Bloom’s taxonomy in conjunction with technology integration. Add the following components to the product demonstrating understanding of how to apply text and graphics appropriately in multimedia:

Audio Visual Text Graphics Links to appropriate websites

Please note: Each of you must contribute to the web-based

Day 5: Saturday

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http://www.screencast.com/t/SXwgzzrRA


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application

Provide a URL to the instructor with access as an administrator

Option 2:

You will do a search on the Internet about Benjamin Bloom and get to know him well. Then, create a FaceBook as though you are Benjamin Bloom linking his work in conjunction with technology integration. Add the following components to the product demonstrating understanding of how to apply text and graphics appropriately in multimedia:

Audio Visual Text Graphics Links to appropriate websites

Please note: Each of you must contribute to FaceBook



Week Four: Online CommunitiesDetails Due Points

Objectives 4.1 Distinguish between collaboration and participation.4.2 Define the facilitator and the student roles in building

community.4.3 Evaluate social media’s role in e-learning.4.4 Determine the value of online learning teams.4.5 Plan opportunities for humor and fun in the e-learning

classroom.4.6 Explain how community is fostered in an asynchronous

course.4.7 Describe instructional strategies suitable for e-learning.


Advocating for LearningValuing DiversityCollaborating with Educational CommunitiesIntegrating TechnologyLeading through Innovative Practices



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IndividualCreating Community

Design a brochure, an infographic, a newsletter, or a Microsoft® PowerPoint® presentation depicting methods for incorporating fun and humor into an online course, thus, making it more personable to be presented to a group of beginning e-learning instructional designers. Topics may include the following:

Social media Ice breakers Games and simulations Cartoons, video, and avatars

Justify:

Why your choice/s help to create an online culture as part of the design

How your choice/s incorporate fun and humor into an online course

How you have made the course more personable

Day 7: Monday 7

Learning TeamCollaboration Versus Participation

Using Exploratree or some other web-based or document based application, create a graphic organizer that demonstrates the differences between collaboration and participation for working in Learning Teams in asynchronous and synchronous learning.

Include a section that describes how students and facilitators influence a collaborative environment and their responsibility in building that community environment.


Please note: Each of you must contribute to the graphic organizer directly online or in the word document


Day 5: Saturday

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Week Five: Facilitator Feedback and Consistent CommunicationDetails Due Points

Objectives 5.1 Examine reasons for a clear instructor presence.5.2 Define the relationship between facilitator and learner.5.3 Formulate communication to engage and motivate.5.4 Design opportunities for reflection and review.5.5 Compile feedback using application programs such as

Track Changes, comment boxes, and Socratic questioning techniques.


Advocating for LearningIntegrating TechnologyEngaging in Reflective Practice



Reading Review Ch. 15 of Effective Online Teaching.


PresentationE-Learning Practice

Watch the “Examples of E-learning Practice” multimedia located on the student website.

Reflect on how practice increases student learning.

AudioProviding Effective Feedback

Listen to the “Providing Effective Student Feedback” podcast located on the student website.




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Learning TeamT-Chart

Examine methods that encourage interaction between a facilitator and a learner.

Create a T-chart that compares responsibilities for building those interactions. Use this link http://www.vrml.k12.la.us/cc/gr_organ/tchart/tchart.asp and watch this video explanation as to how to use the site - http://www.screencast.com/t/qCuLZgu1YvGz


Day 5: Saturday

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http://www.screencast.com/t/qCuLZgu1YvGz

http://www.vrml.k12.la.us/cc/gr_organ/tchart/tchart.asp


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IndividualFeedback and Communication Report

Create a report for a beginning group of e-learning instructional designers using an Infographic, PowerPoint presentation or some other web-based tool.

Include a variety of visuals such as graphs, charts, print screens, including directions for providing feedback and communication to the online learner that promotes engagement and motivation for the learner. Include the following sections in the report:

Methods for editing Generic rubric for grading any presentation or paper Socratic questioning techniques Reflection and review strategies Positive reinforcement methods

Include in your report how the online learner is engaged and motivated through your selections and representations

Format the report into appropriate sections.

Day 7: Monday 15

Week Six: Staying Current and RelevantDetails Due Points

Objectives 6.1 Define the designer’s role for creating a course that can grow with changing technologies.

6.2 Determine the flexibility of games and simulations as learning tools.

6.3 Identify and properly use copyrighted material.


Engaging in Reflective PracticeIntegrating TechnologyLeading through Innovative PracticesPracticing Professional Ethics


Reading Read Ch. 12 of E-Learning Theory and Practice.

Participation Attendance 2 out of 7 days in the Main Forum


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IndividualCopyright Laws

Investigate copyright laws for technology use. Day 7: Monday 3


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Paraphrase copyright use for the following:

Audio files such as songs or podcasts Visual works such as photos, clipart, and screen shots Text such as research, writing, or poetry

Format the information using your own preference for delivery.

Learning TeamStaying Relevant

Create a presentation that outlines what your team would like to have available in an online course. The presentation vehicle is your choice as a team as long as it can be viewed by the instructor as an administrator. Consider using one of the presentation options available in the Technology Resource Library.

Cite information gleaned from the readings provided during the last 6 weeks. At least one reference from each week is required. Use this information to support your ideas for the ideal online environment.

List instructions that should be given to a designer to ensure that the course has a long shelf-life. Include some strategies that a designer can offer to help the course stay relevant and current with student needs.

Provide a generic rubric designed by one of your teammates for this assignment that can be used to measure this presentation.

If using a web-based application, each of you must contribute to


Day 5: Saturday

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Documents

Course Design Guide Map€¦ · Web viewa 700- to 1,050-word paper on how the current learning theories of behaviorism, cognitivism, and constructivism align with online instruction