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Putting Your Class on the Web

General Course Information:
CPED 5213 Putting Your Class on the Web is a graduate, 3 credit hour course, in the Master of Arts in Educational Technology curriculum.
Fall 2017 Semester,  Johnson University, Tennessee Campus, Richardson Hall Room 127, Mondays and Wednesdays 8am - 12 noon
Course site: https://sites.google.com/a/tonykrug.info/cped5202-campus/home

Professor Information:
Dr. Tony Krug, Professor of Educational Technology, Campus phone: 3471 or 865-251-3471 (prefer cell  865-548-5450); Email: tkrug@johnsonu.edu; Office: RH 133; Hours:  1-4 pm,  Monday-Friday, by appointment; Website: http://www.tonykrug.info

Course Description: Students explore the functions of the contemporary American classroom, as built on educational theory and practice, with regard to implementing modern educational technologies to accomplish better student learning outcomes. The course considers content management systems, learning management systems, augmented reality, virtual reality, and other technologies as may be applied in the conduct of the classroom.

Relation of the  course to the Mission of the University:
The mission statement of the university says that “Johnson educates students for Christian ministries and other strategic vocations framed by the Great Commission in order to extend the kingdom of God among all nations.” Education is a strategic vocation. This course enables students to be more effective educators.

Relation of the course to  Program Goals and Objectives:
Courses in the Master of Arts in Educational Technology degree map course objectives to the International Society for Technology in Education (ISTE) Standards for Coaches. This course matches with varying intensity to parts of all six major areas of those standards, including Visionary Leadership, Teaching Learning and Assessments, Digital Age Learning Environments, Professional Development and Program Evaluation, Digital Citizenship, and Content Knowledge and Professional Growth.

Course Objectives:
  • Factual 
    • Students will be able to explain the multiple dimensions of a teacher's role in a student-centered classroom.
  • Conceptual
    • Students can connect educational theory to best practices in developing and delivering educational content in a student-centered classroom.
  • Procedural
    • Students demonstrate skills to discuss, deploy, and effect strategies to deliver appropriate student learning outcomes through the use of educational technology - including (but not limited to) the use of a content management system (CMS), a learning management system (LMS), and supportive technologies such as those found in augmented reality and virtual reality content delivery and alternative student response technology strategies.
  • Metacognitive
    • Students will be able to modify their thinking toward the teaching arts as developing and facilitating interactive and reactive (measurable) student learning experiences in the classroom implementing content delivered outside the classroom, in contrast to what are sometimes considered to be traditional teaching methodology of delivering content in the classroom with applications outside the classroom.
Course Policies and Procedures:
  1. Teaching Philosophy
    • Four tracks facilitate the delivery of instruction. Content acquisition comes typically through reading and watching videos outside of class time with performance verification by a written analytical response delivered via a student blog. An active learning track demonstrates the understanding of the new content by means of applying and evaluating the implications of the educational technologies discussed. The experience of a single student's work is expanded through observations of how other student's experiences either expand or validate the active learning experience of that student. Ultimately, an intentional deliberating process for pulling together the content acquisition, active learning, and broader observational learning in that context is beneficial for internalizing the student learning outcome by tying these facets of an educational experience into one's existing knowledge base and expectations as a teacher.
  2. Students with Disabilities
    • Reasonable accommodations will be made for students who present to the professor, in advance, valid needs for the requested accommodation.
  3. Academic Honesty
    • In the United States, student work is expected to be original with that student, except for material that may be quoted or re-mixed within a larger context prepared by the student. Such quotes and re-mixed materials must be acknowledged with specificity by standard means. To the extent that this position may reflect a cultural or legal bias resident in the U.S., this foundation is justified as the place of origin and provenance of the course. Depending on the degree of the violation, any work found to bear any degree of academic dishonesty will suffer penalties, up to and including a zero score for the work submitted. Repeated or blatant disregard for academic honesty can lead to failure of the course, and potentially a recommendation for the student's termination from the program.
  4. Late Work
    • The scope and sequence of the course is developed by the professor with consideration of the amount of time necessary to complete the work proposed for the most effective and efficient student learning outcomes. Unforeseeable or unavoidable life events take place that must be addressed, even at the risk to time that otherwise might have been budgeted for coursework. When there is advance notice of a potential conflict, contact with the professor usually can result in a modest extension of the deadline for work to be submitted without any penalty. However, when work is submitted late without an extended deadline, or beyond the extended deadline, the work may be accepted late with the following considerations:
      • If accepted late, content acquisition and active learning assignments will be subject to a late penalty that can be a letter grade or more.
      • Concurrent multiple late assignments for content acquisition and active learning are not conducive to high quality work and a likely not to be accepted even with a late penalty. (For example, one cannot do the whole semester's work in the last week, or any variation on that idea.)
      • Sequential assignments are likely not to be accepted even for late credit. (For example, one cannot complete a project and then submit a mid-project report after the project has been completed.)
      • Time-based assignments (observations of other students and one's personal reflection assignments) derive their value from being spaced out over the semester. These assignments cannot be accepted more than one class session late, under any circumstances. The value of the assignment is compromised, but "things happen" and a little grace is merited as long as it does not become habitual. With a negotiated deadline extension, these assignments may not suffer the late penalty, otherwise there will be a late penalty as normal practice. Time-based assignments are considered to have expired after one week past their original deadline.
  5. Extra Credit
    • Extra credit, bonus questions, and ideas along that line of thinking, are not part of the design of this course. Indeed, the expectation is that one gives one's best effort the first time around on any given assignment. However, the professor reserves the right to extend "extra credit" as deemed worthy. For example, if a change in the course is warranted and a student already has completed work that is dropped or significantly modified as a result of that change, extra credit may be awarded. Even more rare than a course change is the student whose work on an assignment is so exceptional that it is beyond any possible expectation of excellence, extra credit may be awarded. Finally, a student may request an interpretation of a point of evaluation in the course, with the understanding that the grade determination is non-negotiable. In the event that the student continues to be dissatisfied after the interpretation of the evaluation, the professor may offer extra credit as a point of compromise, if warranted, instead of a grade change.
  6. Class Courtesy
    • Students are expected to respectful of the professor, other students, and themselves in all aspects of conduct during the course. For example, in any observations of others in public forums (in person or online) comments about others should be positive or, at least, neutral. Negativity, where others can hear or see it, never is courteous. To be courteous to oneself, as well as others, if one observes inappropriate or discourteous behavior by a classmate, that information should be discussed in private (an office visit) with the professor. International students should be aware that it is considered rude and discourteous to speak in class (even privately) using a language other than English, unless all present are fluent in the alternate language. Depending on the circumstances - for example, the extent to which a class is disrupted by the discourtesy - the professor reserves the right to modify grade determination for blatant, intense, or repetitive discourtesy.
    • Partnerships and class groupings are another area where class courtesy sometimes can be tested. If one is assigned to work with a partner or in a group and declines or fails to do so, such may be considered a disruption in class courtesy with a corresponding penalty in the grading system appropriate to the situation. Should a partnership or group assignment not be acceptable, the student who is uncomfortable with the situation should quickly request a brief, private (hallway?), conversation with the professor to state the concerns and request a re-assignment, if possible. Re-assignment is guaranteed.
Textbooks:
  • Burns, Monica, Deeper Learning with QR Codes and Augmented Reality: a scannable solution for your classroom, Corwin 2016
  • John, Ryan, Canvas LMS Course Design: design, build, and teach your very own online course using the powerful tools of the Canvas Learning Management System, Packt Publishing 2014
  • Zhao, Yong; et.al., Never Send a Human to Do a Machine's Job: correcting the top edtech mistakes, Corwin, 2016

Course Credit and Grading:
  1. CAKE -  Content Acquisition - Knowledge Expansion - These are readings and videos designed to help one learn the content of the course, which will be further developed in the active learning track. In this course, the written analysis of the readings and videos in this track are weighted at 30% of the overall grade.
  2. ExActLY - Experimentation Activities for Learning Yields - This is the active learning track where one uses the "head knowledge" in a practical and active way. One has not actually learned something until one is able to do something with the knowledge. Active learning depends on a thorough understanding of the CAKE track with application for the active learning exercise, and finally an evaluation of that experience. The sequence of work for this track to be well done is significant and worthy of a 50% weight as a component of the overall grade.
  3. LoL - Lessons oLife - Any given person is limited in what one can personally experience and know. Therefore, valuable learning can come through observing and working with others. Whether it is learning a different strategy or interpretation, or simply an affirmation of one's own findings, benefits can be derived by this means that cannot come any other way. Useful, but supplemental to one's own work, this track is weighted at 10% of one's overall grade.
  4. R&R - Reflection and wRiting - Considering (reflecting on) what one is learning and writing out those observations in relationship to one's personal experience and perspectives are a foundational principle for implementing constructivist learning theory. One builds new learning on what one already knows. Important as a summative overview of all other work for a class session, this track is weighted at 10% of the final grade.
  5. Attendance - One is expected to attend class. Period. There are no "cuts" permitted. 
    • However, if one is ill, everyone does not wish to share that illness. It is possible that there could be other worthy reasons one might not be able to attend class. To the extent possible, one should contact the professor in advance of an absence, but when that is possible an explanation for the missed class should be given as soon as possible by email, text, or in person. At the professor's discretion, one may be able to develop a plan to make-up work missed. One is responsible for any work missed, whether a plan for make-up work can be devised or not. Work that is missed and not made up can becomes absence penalty, whether the failure to make up the work is a result of the professor not allowing a make-up plan or the student not following through.
    • Excessive absence, typically considered to be the equivalent of 2 weeks work in a 15 week semester, is likely impede a students ability to complete the course successfully. Absence at this level justify the professor to initiate an administrative withdrawal, at the professor's discretion.
    • When taking the course in an online semester mode, each week is considered a class session, with work and preparation the equivalent of three 1-hour classes normal in a 15 week MWF class schedule.
    • When taking the course in a 7 week session mode:
      • Online - Each week represents 2 weeks of a regular semester online course, or the equivalent of six 1-hour classroom-based sessions, with appropriate preparation for each 1-hour session. Because graduate courses often do not use a typical Final Exam, the finals week allows for a fifteenth session to equal a traditional 15 week course, and an extra day in lieu of a Final.
      • Classroom-based - Each class session, is the equivalent of three 1-hour classes, with appropriate preparation per class, of a more traditional classroom-based semester-long course. As noted for the online 7-week session above, the Finals week allows for the 15th week equivalent session and another day for Finals, or what substitutes for a Final session.
  6. Grading Scale - The Templar School of Education uses a grading scale modified, as permitted, from the authorized Johnson University Grading Scale.
A
 95%
A-
 92%
B+
 89%
B
 86%
B-
 83%
C+
 80%
C
 77%
C-
 74%
D+
 71%
D
 68%
D-
 65%