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Portfolio Contents: I. Vitae II. Industry References III. Current Curriculum and Instructional Focus Areas (In PDF Version Links will forward you to YouTube)
a. Coding and Web Lesson Videos b. Web Presentation Videos c. Online Tutorials/Modules d. Web Based Rubrics e. Authentic Learning Projects f. Integration of New Technologies g. Google Docs Integration for forms, surveys and synchronous learning
opportunities IV. Consultations and Staff Training a. Mobile Application Development - Springfield - Winchester - Bunker Hill b. Winchester Public Schools Curriculum - Web Design - Photoshop
c. E-Learning Platforms - Moodie Blackboard - Pearson MYITLab (Currently Using at BHCC in CIT 101 &110 Courses)
WebEX - FirstClass - Edline
d. Community Clients V. Media Coverage
a. The Journal b. The Patch
VI. Education Technology Portfolio a. Student Class Work
- Photoshop - HTML - CSS (Dreamweaver) - Flash (Animation) - Presentations (PowerPoint & Prezi) b. Technology Based - Assessments -Instructional Screencasts -Instructional Documents
c. Graphics Projects - Photoshop - Sports Marketing - Web Design
VI. Talks & Presentations a. Edco b. MassCUE c. MassCUE Leadership d. Boston Tech Forum
VII. Technology Skills a. Software
- Adobe Software - Suite (Premiere Illustrator) - Microsoft Office Suite
b. .Languages - HTML - CSS - JavaScript - Actionscript
Daniel M. Downs 5 South Pine Street
Bradford, MA 01835 (603) 380-3708
Email: [email protected] www.projectbasedlearningonline.com
Education: 2013 Argosy University - Sarasota, Sarasota, FL Ed.D Instructional Leadership-Educational Technology 2006 Endicott College Beverly, MA - Masters of Education 2004 Tufts University Medford, MA - Bachelors of Fine Arts Research interests: Project Based Leaning and Constructivist approaches with multimedia/technology classroom instruction. Mobile and personalized learning strategies. Certifications: Massachusetts Department of Education: Non-Core Director Certification Teacher of Art, Grades 5-12 Instructional Technologist (Pending Processing) Employment: Northern Essex Community College, Haverhill, Massachusetts Art Department December 2012 - Present Courses Taught: GRA 202 Animation An introduction to Computer Animation with specific projects to be completed on the Macintosh computer. The main focus will be on mastering the terms and tools used in computer animation in order to design, illustrate and edit final animation clips. Bunker Hill Community College, Charlestown, Massachusetts Department of Computer Information Technology Adjunct Professor December 2011 – Present Courses Taught:
CIT 101 Computer Essentials CIT 110 Computer Applications and Concepts CIT 537 Developing Mobile Applications for Android and iPhone
Responsible for instruction of computer courses using in class instruction and Pearson E-Learning platform to teach students with a wide range of computer literacy. Courses also included lecture and lab time for student projects and skill development.
Winchester High School, Winchester, Massachusetts Department of Educational Technology Computer Education Teacher August 2008 – Present Web Design I&II
Courses which introduce and develop students abilities to make websites using HTML/CSS/JavaScript and PHP computer languages. Students also learn how to use Adobe Photoshop, Dreamweaver, Illustrator and Flash.
Developing Mobile Applications Course enabling students to learn how to design, develop and test mobile applications on the IOS and Android devices.
Sports Marketing Business course introducing students to marketing concepts using the context of the world of sports. Students investigate how to develop their own product and develop a plan for real world marketing opportunities using the web, social media and graphics.
Animation I&II Courses teaching the basics of computer animation, movement and Adobe Flash software. Students create a portfolio of videos which show their abilities to tell stories, create graphics and create realistic movement.
Haverhill High School, Haverhill, Massachusetts Fine Arts Department Art Teacher August 2007 – July 2008 Computer Graphics
Using Adobe Photoshop and project assignments students create idea driven portfolio based on business concepts and skill lessons. Students
Basic Art Basic art courses for elective art credit. Focus on art & design principals and introduction to variety of media.
Photography Introductory photography class with overview of camera functions and aesthetics. Course also covers darkroom printing techniques and aesthetic approaches.
Haverhill Public Schools, Haverhill, Massachusetts Department of Special Education Itinerant Art Teacher August 2006 – July 2007 Special Needs Art Classes (K-8)
Provided art classes for all Special Education students K-8 in the district. Services were for a variety of disability levels and required instruction using tactile, kinesthetic and visual lessons. Travel required going to 8 different schools.
EDUCATION CONSULTATIONS:
Curriculum Development for Bunker Hill Community College-Certificate in Mobile Application Development Current Chosen to write curriculum for Certificate in Mobile Development program at institution. Currently includes two separate tracks (IOS & Android) in a total of 6 courses. Technology Curriculum Development Consultation Springfield Public Schools Springfield, Massachusetts
August 2012 Provided a week long training and curriculum development in mobile application curriculum for staff of the Technology Department of the Springfield Public Schools. Technology Curriculum Consultation –St. Thomas Aquinas High School Dover, NH
January 2012 Met with Technology leadership team and helped them develop strategies for integrating mobile applications into their curriculum. GRADUATE LEVEL TEACHING & CURRICULUM DEVELOPMENT: Developing a Mobile Applications Curriculum for Educators Endicott College 2012 Beverly, Massachusetts Course aimed at teachers to help them integrate mobile develop into their technology curriculum. Course covers a variety of projects and strategies for app design and development for teachers. Digital Photography for Teachers Endicott College 2008 Beverly, Massachusetts Digital photography course to help teachers integrate digital images into lessons and curriculum. Strategies for helping teachers to manage a variety of image editing programs such as Adobe Photoshop and Picasa is also part of the course. LEADERSHIP TRAINING: MassCUE Leadership Training for Technology Directors January 2012 A three day intensive leadership training covering the aspects of network management, technology curriculum and leadership strategies for leaders in technology. PROFESSIONAL ACTIVITIES: Articles Under Review or In Preparation: Doctoral student with proposal successfully defended. Dissertation research examines the connections students make in curriculums using technology and multimedia software. Manuals: “Teachers Guide to Developing Mobile Apps”
A teacher’s curriculum and instructional guide to implementing a mobile applications curriculum. Manual developed as part of National Science Foundation Grant and Boston Area Technology Education Collaborative (BATEC). Invited Presentations: Linux Northeast March 2013 Presenting “Benefits of Linux for Android Development” Harvard University, Cambridge, Massachusetts Boston Tech Forum April 2012 Led educator roundtable on the topic “Students Developing Mobile Applications” Burlington, Massachusetts EDCO Learning Collaborative February 2012 Waltham, Massachusetts Mobile application curriculum strategies for Instructional Technologists from around the state. Workshop Presentations: Bunker Hill Community College Summer Career Days July 2012 Presented on Employability Skills & Mobile Development MassCUE Conference 2011 & 2012 “Developing a Mobile Applications Curriculum Workshop” Gillette Stadium Foxborough, Massachusetts MassCUE Leadership Conference March 2012 “Leadership Strategies with Mobile Curriculum” Holy Cross College Worcester, Massachusetts Research Activities: Doctoral Research Project Based Learning Curriculum with Multimedia 2008-Current Developed “Mobile Application Curriculum using Flash CS 5.5” 2011-2012 A curriculum using Adobe Flash software to design and create mobile applications. Awards and Honors: Teacher/Staff Tribute 2008/2009 The Winchester Foundation for Educational Excellence Celebrating Innovation & Excellence Teacher/Staff Tribute 2010/2012 The Winchester Foundation for Educational Excellence Celebrating Innovation & Excellence Professional Service Activities: Club Advisor for Harvard Model Congress and Sachem Stock Exchange Head Coach Varsity Ultimate Frisbee Team
Member of "Focus On the Future" District Steering Committee Member of District Curriculum & Technology Team (DCATT) Webmaster for district website (maintained teacher and administrative web pages) Professional Affiliations: BATEC (Boston Area Technology Education Collaborative) Member MassCUE (Massachusetts Computer Using Educators) Bunker Hill Community College Endicott College
Winchester Public Schools Educational Technology Department
154 Horn Pond Brook Road Winchester, MA 01890
781-721-7007
To Whom It May Concern I am pleased to be able to write a letter of recommendation for Daniel Downs. During his tenure of teaching at Winchester High School, Daniel has been the lead teacher in the Computer Education Department at the high school for four years. During Daniel’s teaching experience, he has shown leadership in the areas of curriculum development and innovative practices with technology. Daniel is highly motivated to learn as much as he can and to transfer his learning into practice in the classroom. He frequently put in long hours to develop lessons which created transformative learning experiences for his students. He consistently collaborates with other members of his department on school based technology initiatives and leads with consistent best practices. On many occasions during my evaluations of Daniel, I have seen his ability to motivate students with a multifaceted understanding of the learning needs of the 21st century student. He is always interested in the relevance of his curriculum to the ever advancing changes in technology. One highlight was his development of a curriculum for a mobile app course for the high school which received state and national attention. Daniel properly addresses what students want to learn and makes it happen across his courses. Daniel has also shown leadership skills in presenting his curriculum work. At the MassCUE Technology and Leadership Conferences, Daniel co-presented with his students an interactive presentation to teachers and administrators throughout the state. The presentation was well received by directors and administrators statewide. Daniel has also recently completed the MassCUE Technology Leadership training for technology directors with Future Management Systems. During this training, he has honed his leadership skills in the areas of communication, collaboration, goal setting and addressing barriers. Each time I met with Daniel after his sessions, he was energized and motivated to take action. In summary, Daniel has displayed the qualities that make a leader successful. He is a dependable and motivated leader in our department. Daniel is also in tune with the needs of those around him. He works well with colleagues and administration and is able to learn from those around him. I highly recommend him for a leadership capacity. Sincerely
Annamaria Schrimpf Director of Educational Technology Winchester Public Schools
Central Office P.O. Box 1410
195 State Street Springfield, MA
01102-1410
T H E P U B L I C S C H O O L S of S P R I N G F I E L D, M A S S A C H U S E T T S
Deborah K. Teale Gendreau Ph. D. Director of Technology
Voice (413) 787-6605 Fax (413) 787-7211 [email protected]
October 31, 2012 To whom it may concern: I am writing this letter of recommendation for Daniel Downs, who has provided professional development for the Springfield Public Schools teacher in Mobile App Development. He worked with hybrid model of 4 teachers and 4 student over the summer teaching them how to create mobile apps (android). All participants successfully, in one week, create 2 mobile apps. During the school year, those eight folks will pilot mobile app development in the classroom setting and then write the curriculum for a new course. SPS is seeking a funding source to have Dan come back and support staff as they write the curriculum for School Committee approval.
He would an excellent candidate for any program, where he is providing adults with professional development. Please feel free to contact me with any further questions. Sincerely, Dr. Deborah K. Teale Gendreau Dr. Deborah K. Teale Gendreau
5/8/13 High School Class Gives New Meaning to Learning Apps -- THE Journal
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Learning Apps | Feature
High School Class Gives New Meaning to Learning Apps
One high school class engages students with mobile app development.
By Stephen Noonoo 12/05/11
In Daniel Downs' new computer science class at Winchester High School in Massachusetts,
students aren't using mobile apps to learn so much as they're learning to create them. Earlier this
year, Downs, a technology teacher at the school, developed a course that lets students design
their own Android apps from the ground up, even if they have no development experience.
Already in its second semester, Downs' students have created more than two-dozen children's
games and storytelling apps for their Motorola Xoom tablets, with names like Healthy Helper, The
Adventures of Piggly Wiggly, and Spooky Shapes. This term, the students are working on a group
project to design and build an app for the school.
"Kids are immediately attracted to mobile technology," Downs said. "I thought it would be great if I
could develop a course that would take advantage of this interest they have and at the same time
connect it to software that a majority of students could actually be interested in learning."
Downs modeled the class to meet the objectives set forth in Standard 3 of the Massachusetts
Technology Literacy Standards and Expectations, a publication that defines what the state's K-12
students should know in order to use technology for learning. The standard Downs chose requires
students to be able to "use technology for research, critical thinking, problem solving, decision
making, communication, collaboration, creativity, and innovation"--all skills covered by the course.
Where other computer science courses might bog students down in code-heavy assignments,
Downs intentionally shied away from languages like JavaScript in developing his course, fearing
that high schoolers wouldn't find the rigors of learning a complex programming language engaging.
Instead, Downs introduces students to Adobe Flash CS 5.5 and Photoshop. He also uses Action
Script 3.0, a scripting language used by Flash, which Downs likes because students can easily
test what they're building as they go along.
"They're learning code systems and how languages are set up, but at the same time they're
gaining benefits by testing out what they create on their device faster than if they had to learn an
entire programming language," he said. "For the student who isn't necessarily the typical code
genius, this is a very practical way to develop mobile apps."
In fact, much of the course was designed with the idea of keeping students engaged throughout the
development process. Downs chose to work with the Android OS instead of Apple's popular iOS, in
part, because of the system's openness, especially in accepting new apps. "There are certain
limitations in developing iPhone apps," he said. "I thought choosing Android was a much more
straight and direct way of doing it. I wanted it to be a smooth transition and I wanted that instant
gratification."
A Curriculum that Resonates
The main challenge has been getting each student--from the novice to the advanced programmer--
on the same level with each piece of software. After tutorials on Flash, Action Script Code, and
Photoshop, Downs has students create simple apps using either self-generated or royalty-free
graphics. Then he introduces the class to more advanced concepts--like creating pinch and zoom
functionality, slideshows, and how to use the tablet's internal accelerometer--a process he said
gives students a good sense of where their strengths and weaknesses lie.
To create an app for their high school, this semester's students are experimenting with project-
based learning in groups. After three to four weeks of skill acquisition, Downs split students into
groups and assigned them duties based on their interests and abilities, allowing them to
experiment with roles like information architect, graphic designer, and bug tester.
Students are "going to have to think critically about whether this is a role they want to take on or
not," Downs said. "I'm trying to get it so that students understand the roles they're taking on as
they develop an app for the group."
The result, Downs said, is a curriculum that resonates with students and keeps them learning.
"The main thing that I really want them to gain is that they can actually develop something that has
a real world application," he said.
"A lot of students take classes in bubbles--they create Photoshop graphics that are maybe in an
art show or shown somewhere else, or they put them on a website, but the majority of work done
in computer science classes does not always make it out to the public," he said. "This is a chance
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for them to showcase their work in a broader way. I want them to feel that if they have an idea that
they're only a few steps away from acquiring the knowledge to be able to make that idea a
reality."
About the Author
Stephen Noonoo is associate editor of THE Journal. He is on Twitter @stephenoonoo.
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5/8/13 Winchester High School’s New Course: “Designing Applications (Apps) for Androids” - Winchester, MA Patch
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By Daniel Marra Email the author November 27, 2011
The following was submitted by Annette Voorhes
Have you ever wondered how our Winchester High School students will be involved in the future of mobile devices? Well, in the new WHS course,
Designing Applications (Apps) for Androids” that future is happening now. (Android devices are internet-connected cell phones and tablet computers
similar to the Iphone and Ipad; but currently have fewer design and publishing restrictions, and therefore are better educational tools for this course).
Four-year WHS Technology Teacher Daniel Downs, realized that the future of technology is moving toward mobile devices. He has created a
curriculum that challenges the students in the design, implementation, and testing process using tools chosen for their superior interactive educational
value. These tools such as Adobe Flash CS5 and Accelerometer programs, allow the students to achieve an unusual classroom success---the success
of being able to design, implement, test, and immediately use their designs on technology already part of daily life.
These tools are part of “hypermedia” as opposed to “multimedia”. Hypermedia is far more interactive and therefore far more absorbing to students.
Because Mr. Downs's curriculum and tools stress relevance in students' daily life, there is enormous productivity in the classroom..
The Designing Applications for Androids class, in two months, has designed and published 32 original Children’s Games. These games include:
Healthy Helper, The Adventures of Piggly Wiggly, Spooky Shapes, Build a Buddy (bear), and many more. These are all currently published on the
class’s tablet computers. Currently students are designing Apps to potentially replace the school’s paper agenda planners.
Student Sean Cronin demonstrated how his App would allow WHS students to type in their homework under digital touch-sensitive buttons connected to
each teacher’s website. AJ Kurban and Sam Hall are designing an agenda planner app that allows users to alternatively enter the homework in
themselves. Diane Tam’s Agenda Planner App listed whs clubs, sports, and at the end of the function list, had a great Countdown to Summer!
Soon, students will conduct a survey of the entire WHS community’s mobile device application needs. Then, they will design apps to satisfy these
needs. In one semester, students will have learned to design, implement, test, survey, and design for others.
Outside of the classroom, students Rameel Rana and Ryan Murphy accompanied Mr. Downs recently to the Mass Cue Conference (in Technology
Education).
In order to assure other educators about the ease of use for Flash cs5, Java, Phone Gap, and Google App Inventor tools, they demonstrated skill-
based lessons in: “button input fields”, the “accelerometer” (hardware enabling to movement of an object responding to tipping the device), creating
Winchester High School’s New Course: “DesigningApplications (Apps) for Androids”Winchester High School class takes advantage of technology.
Related Topics: Android, Apps, High School, android app, and high school courses
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5/8/13 Winchester High School’s New Course: “Designing Applications (Apps) for Androids” - Winchester, MA Patch
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“action codes” to “pinch and zoom”, skills in “exporting”, and in “software integration”. Mr. Downs also presented a power point presentation. Going to
this conference allowed students to positively affect Technology Education far beyond Winchester.
For further details about this new course at WHS, please visit their website at www. androidapplicationsclass.com
If readers would like to donate additional tablets to this class, please contact Daniel Downs at WHS at [email protected]. In addition, if
there are parents ormembers of the community that can assist us in any way we are open to it. Any parents with experience programming Java or
experience in the Mobile App/Device industry would be appreciated. To share your skills and experience, please contact
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ENDICOTT COLLEGE376 Hale Street
Beverly, Massachusetts 01915
Van Loan School of Graduate and Professional Studies
Course Number: Course TitleDeveloping A Mobile Applications CurriculumA Teachers Course For Creating and Implementing a Mobile Devices Curriculum © Daniel Downs 2011 Faculty: Daniel DownsCourse Credits:3 Graduate Credits Course Meeting Dates:M,T,W,T,FSpecific Meeting Times:8:00-5:30 Course Description This course covers the design of curriculum and implementation of tools for developing mobile applications in the classroom.The course in developing mobile applications using flash utilizes several tools to help students/teachers design, develop and implement their own mobile applications for the Android,Iphone,Ipad device market. Students will be working in collaborative groups to learn skills using the Flash CS5.5 program. Students also are allotted time to work on their individual skills on lessons and tutorials. Students will perfect mastery over several tutorials in Flash in order to complete the design of their first application. Students both individually and in groups will need to choose what the design, layout and specific technologies required for their design. The conclusion of the course will include strategies for implementing group learning theories and Project based Learning approaches with an app development course. Students will develop a lesson plan which integrates mobile applications or tablet technology within an exisiting curriculum. Software Used For Course:(30 Day Trials Available)Minimum Requirements to Run Flash CS5.5http://kb2.adobe.com/cps/888/cpsid_88854.html#main_Minimum system requirementsMinimum Requirements to Run Photoshop CS5.5http://kb2.adobe.com/cps/832/cpsid_83210.html#main_Minimum system requirementsHardware Used:Motorala Zoom TabletsAndroid Smart Phones Course Objectives
● Have understanding of concepts of constantly changing environment of mobile technology (Android,Iphone,Ipad, Mobile Device Technology)
● Learn techniques for information acrhitecture and design for user interactions of mobile applications
● Provide Review of current technologies to bring mobile technology into your clasroom● Learning how to use and read actionscript code and snippets to create mobile applications ● Gain understanding of ways to create Mobile Applications within the Adobe Flash CS5.5
software.● Proper curriculum design for integrating app design into the classroom.● Strategies for project based learning experiences and assessment● Strategies for connecting the Massachusetts Technology Standards to your projects.● Survey of available tools for app development in the classroom● Portfolio of app creation upon leaving course showcasing learned skills● Knowledge of current trending mobile software,hardware,devices and how they can be
integrated into the classroom across levels. Main Curriculum Content/Themes
● Mobile Technology Classroom integration● Android,Iphone and Ipad Platforms and Devices● Flash CS5.5 software● User Interaction Design● API’s● Tablet/Touch Technology● Curriculum for App Development● Project Based Learning● 21st Century Skills● Actionscript 3.0,Java for Android● Group Learning Theories● API(GPS, pinch and zoom, touch events, scrollable fieds, accelerometer) integration.● Integrating Massachusetts Technology Standards with Mobile technology Development.
Teaching Methodology 1. Hands on Class PresentationsStudents will be presented example of mobile applications and tutorials created in the classroom which will help them envision how they can integrate mobile technology into their curriculum. Students will be shown Powerpoint Presentations,Videos of Student Work,Video Tutorials and have hands on experiences with tablet technology and devices.2.In class tutorialsStudents will create basic graphics in Photoshop for their Mobile Application Designs.Students will work through video tutorials with the instructor which will build their applications in Flash CS5.5 software.3.Students will work in groups and individually in the development of their Mobile Applications. They will be provided tools for designing,developing and testing their Mobile Applications.4.Example Lesson plans created in the course will be presented at the end of the course which will reflect knowledge gained in the course.5. Students will be presented with opportunities to test and play with tablet technology during the course.Assessment
Assignment 1:Designing the Mobile ExperienceDeveloping an Information Architecture(Lecture and planning activities)Design Considerations for Buttons,Graphics and Layout(Lecture and Planning Activities) Assignment 2:Creating your first basic applicationClassroom App(Idea development and layout design for personal app)Creating Pages Tutorial(Video Tutorial,2 hours in total work time)Packaging and Exporting the APK(Lecture,tutorial and lesson activity)Installing On A Device(Lecture,tutorial and Lesson Activity) Assignment 3:Learning API TechnologyIntroductory Lecture followed by 3 tutorials(1 hour each) Assignment 4:Exploring App Creation ToolsLecture and Group DiscussionCurriculum Development Assignment 5:Curriculum Strategies with Mobile Applications Lesson PlanClassroom Plan for Group Learning/Project Based Approaches Objective/Learning Outcome
Means of Assessment Evidence of Student Learning based on the criteria established
Have understanding of concepts of constantly changing environment of mobile technology (Android,Iphone,Ipad, Mobile Device Technology)
Articles,Presentations,GroupDiscussions,
Applications of Skills in Class Projects
Learn techniques for information acrhitecture and design for user interactions of mobile applications
Group Activities,Presentations Planning Sheets,Integration into class projects
Provide Review of current technologies to bring mobile technology into your clasroom
Group Discussions,Hardware Presentations,Review of curriculum
Lesson Plan integration,Completion of In class Tutorials using hardware and software
Learning how to use and read actionscript code and snippets to create mobile applications
Class Tutorials,Videos,Presentations,Hands on Activities
Integration of code into class projects
Gain understanding of ways to create Mobile Applications within the Adobe Flash CS5.5 software.
Class Tutorials,Videos,Presentations,Hands on Activities
Completed Applications,Tutorials,Presentations,Hands on activities
Proper curriculum design for integrating app design into the classroom.
Presentations,Videos,Group Activities,Course Readings
Final Lesson DesignParticipation,Presentation
Strategies for project based learning experiences and assessment
Presentations,Videos,Group Activities,Course Readings
Final Lesson DesignParticipation,Presentation
Strategies for connecting the Massachusetts Technology Standards to your projects.
Presentations,Videos,Group Activities,Course Readings
Final Lesson DesignParticipation,Presentation
Survey of available tools for app development in the classroom
Presentations,Videos,Group Activities,Course Readings,Hardware Presentations
Final Lesson DesignParticipation,Presentation
Portfolio of app creation upon leaving course showcasing learned skills
Presentations,Videos,Group Activities,Course Readings,Hardware Presentations,Tutorials
Final Lesson DesignParticipation,Presentation,Final Application Creation,Final Lesson plan
Knowledge of current trending mobile software,hardware,devices and how they can be integrated into the classroom across levels.
Presentations,Videos,Group Activities,Course Readings,Hardware Presentations,Tutorials,Lesson Planning
Final Lesson Plan,Creation of Final App
Final Grading Criteria:
A : The student demonstrates all required competencies and class attendance at an exemplary level at the times specified by the instructor. A (93-100)% A- (90-92)%B : The student demonstrates all required competencies and class attendance at expected Graduate level standards. B+(87-89)% B (83-86)% B-(80-82)%C . The student demonstrates required competencies and attendance at satisfactory level. Below 80% CA grade below C is considered a failing grade (C- or below). Outside of Classroom Group Meeting Hours Documentation RequirementEach student is in class for 24 hours for each course. Each student is required to document (on the attached log) the remaining 24 hours (at least) of outside of classroom work. This documentation shall be signed by each student and submitted to the professor at the last session of the course. The professor is required to submit these documentations with the grade sheet to the Van Loan Graduate School. Please note that the Outside of Classroom Group Meeting Hours Documentation is required for course completion. Attendance Policy:Class attendance is essential for success in this course. Please be prompt to class, as we have a very tight schedule. If an emergency arises please call me as soon as possible. You are responsible for what is missed in class. Please keep in mind that missing even 1 class is a substantial amount of the course. Your grade will reflect your attendance, your class participation and your hard work on the assignments. Here are the criteria utilized:
Attendance and class participation--Full and on-time attendance is expected. Endicott College defines excused absences as those situations of illness, crisis or situations entirely beyond the student's control. Make-up assignments will be provided for students who need to make up missed class time, and in the case of excused absences, a full grade for participation will be possible upon their completion.
Full, focused, respectful and active participation in all large and small group activities and discussions, including being an actively responsive audience member during and after video screenings and class performances/presentations. Assigned readings will be reviewed in small and/or large group discussions. ADA Policy:If you as a student qualify as a person with a disability, as defined in Chapter 504 of the Rehabilitation Act of 1973, you may wish to discuss the need for reasonable accommodations with your instructor. You should make this contact at the beginning of the course. Academic Honesty:
A university is a community of individuals who voluntarily join together for the purpose of learning. At the heart of this sense of academic community is the idea that the behavior of its members is guided by a shared commitment to the highest standards of academic integrity. Any form of cheating, plagiarism or assisting others in acts of dishonesty is a violation of such standards. As a student in this course, it is assumed that you pledge that you will neither receive nor give unauthorized assistance during the completion of all my work in this course. You will not engage in plagiarism. (The definition of plagiarism is the deliberate presentation, oral or written, of words, facts, or ideas belonging to another source without proper acknowledgment.) Please be aware of Endicott College’s academic honesty policy. Cheating/Plagiarism (to include the cutting and pasting of unmodified code from the internet) is grounds for failure in the class, and possibly academic dismissal.
LEARNING RESOURCES: Android Applications Class Winchester High School Winchester,Massachusettshttp://www.androidapplicationsclass.com Background Knowledge & Theory. (2010). Redirection to Equivalent @ Cengage. Retrieved March 5,
2010, from http://college.cengage.com/education/pbl/background.html
21st Century Skills | Project Based Learning. (2010). Buck Institute for Education | Project Based
Learning. Retrieved May 17, 2010, from http://www.bie.org/about/21st_century_skills
FAQ: 21st Century skills initiative | Benton Foundation. (2009). Benton Foundation | The Benton
Foundation works to ensure that media and telecommunications serve the public interest and
enhance our democracy. Retrieved May 17, 2010, from http://www.benton.org/initiatives/
skillsfaq
Getting Started With Project Based Learning. (2002). www.iste.org. Retrieved May 5, 2010, from
www.iste.org/YourLearningJourney/ProjectBasedLearning/getting-started-with-PBL.pdf
What is Project-Based Learning?. (2008). Project Based Learning. Retrieved June 13, 2010, from http://
pbl-online.org/About/whatisPBL.htm
©All Course titles, Descriptions,Projects,Lessons,Objectives,Methodologies and Assessments are Copyright of Daniel Downs 2011.
Final Grading CriteriaClass participation 50%Completion of In class Assignments(Classroom Mobile Application,Tutorials,Lesson Plan,Group Activities,Design Lesson) 50% Outside of Class WorkStudents will be asked to download software outside of classtime.Students will also be asked to make up any missed components of lessons outside of the set classtime as each day of class will be important to staying on schedule with projects. © Daniel Downs 2011.
