ETC 545 Internet for Educators

Department of Educational Specialties

Summer I, 2020 (June 1-30, 2020)

This is a course description not a syllabus.

Overview

Are you struggling with remote teaching due to the Coronavirus? Want to make your teaching more effective?

This course has been completely redesigned to meet the classroom teachers’ needs amid COVID-19 while schools were closed for FTF instructions.

COVID-19 has prevented traditional learning instructions in 2020; contrarily, it has accelerated the largely ignored value of online learning. Now educators and students are required to rethink their teaching and learning priorities. While struggling with insufficient learning presences, K-12 students and teachers arouse with the appetency for stronger social connections in online learning communities. Such observed phenomenon ardently beseeches a better knowledge of networked interaction in online learning communities. It will support students and teachers to recover the joy and effectiveness of learning and teaching after the sudden shift from FTF to digital.

This course has been redesigned in May 2020 to address the challenges of “Remote Learning” that classroom teachers face, and to support their instructional technology designs for their upcoming digital teaching. It covers the foundations, frameworks, and model of online learning, integrations of online learning technologies, online social-constructivist instructional designs, and the development of online learning.

Many classroom teachers are seeking such instructions to advance their online teaching since it is unclear what fall 2020 instructions may look alike. However, we do know that the skills and knowledge in online instructional designs are increasingly needed. Inform others who may benefit from this course. The course enrollment is still open. If there is a schedule conflict in June, a July session may be arranged if there is a demand. Feel free to share this course description with anyone who is interested.

FAQ:

What will I accomplish?

Through weekly Design-Based Instructions and Learning Experience Design (LXD), you will complete an online (or blended) learning unit with your choices on the contents and topics for your future teaching. Weekly instructions will guide you to build your final unit. Additionally, you will learn to apply online instructional design models, effective digital technologies, sound online instructional strategies, and digital social learning skills to advance your online teaching and learning knowledge and skills.

What topics are covered?

Name a few, but not limited: Online learning, blended/hybrid learning, flexible learning, HyFlex (hybrid & flexible) learning, flipped learning, Learning Management System (LMS), network tools, digital social & emotional learning, Community of Inquiry, gamification, and ePortfolio etc.

Is it a self-paced course?

No. Weekly assignments, student-student, and student-teacher interaction are required. All instructions are conducted in asynchronous mode. Optional synchronous meetings may be held to support students’ learning. No required group work but will engage in a collaborative learning community.

Do I need an advanced technical skill?

No. Average digital processing skills are needed.

What else should I be aware of?

Be open minded to learn the new skills and knowledge in technology integrations. The course length is four weeks and two days.

Total Units of Course Credits: 3

Pr-requisites & Requirements

Upon entering this course you should:

• • Understand and be able to perform complex file management and current computer operating systems operations

  • Have access to, and a working knowledge of, the MS-Office Suite Google Apps of products

  • Have a working knowledge of Internet applications

Mode of Instruction: Online

Course will be delivered on BlackBoard Learn (BBLearn) at: http://bblearn.nau.edu

Instructor

• Chih-Hsiung Tu, Ph.D. Chih.Tu@Nau.Edu.

Course Purpose

The course is designed to go beyond simple browsing and web page construction to provide teachers with basic skills and tools for integrating the Internet into classroom instruction. The course concentrates on providing an in-depth understanding of how the Internet can be used to promote student engagement through interaction, discovery learning and knowledge construction.

Course Student Learning Outline

Course Structure/Approach

A variety of instructional methods will be used in this class. They include, but are not limited to:

• Assigned readings,

• Online class discussions,

• Technology utilization,

• Written report

• Individual project work.

Communication

E-Mail; Chat Rooms/Collaborate Ultra or Zoom; Discussion Board

Readings & Materials

There are no required textbooks for this course. Selected online reading will be assigned as required readings.

If you would like to start conducting the required readings, you may read:

• Hodges, C., Moore, S., Lockee, B., Torrey, T., & Bond, A. (March 27, 2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review.

• Ally, M. (2011). Foundations of educational theory for online learning. The theory and practice of online learning. AU Press: Edmonton, Canada.

  • Read Chapter 1

• Dron, J. & Anderson, T. (2014). Social learning theories. Teaching crowds: Learning and social media. AU Press: Edmonton, Canada.

  • Read Chapter 2: p35-59

• Conrad, D. & Openo, J. (2018). Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment. Assessment strategies for online learning engagement & authenticity. AU Press: Edmonton, Canada.

  • • Read: Read Chapter 8: p.131-143

What did the previous students said about ETC545?

Student 1:

• "I would just like to extend a thank you for opening my eyes to the many wonderful online tools and technologies that can be integrated within an instructional design. I admittedly was a bit apprehensive at first when I read that we would need to establish Twitter accounts. Having very little experience with social media, I was nervous that I would be stepping out of my comfort zone with this course entirely and would have to force myself to be "adventurous". What I found, however, was there is nothing truly scary or intimidating about any of the sites that you introduced us to! Most of them are very self-explanatory and only require some creativity to think of ways to use them in a classroom. I was surprised by how comfortable I felt stepping out of my comfort zone :)

• I anticipate spending a little bit more time with Twitter as it is probably the website that I have neglected over all the others we learned about because I was not as intent on using it during my research throughout this course. Of all the integrations we learned about, Twitter is certainly the one that I need to get some more practice with. However, I am confident that I will find more effective and professional uses for it, over time.

• Overall, I have learned much from this course! It was challenging in its own way and prepared me to bring all that I have learned into my future classroom. Thank you, again, for guiding us through this material. It is very clear that you are passionate about what you teach and passionate that learners have access to it all."

Student 2:

• "Great class! So glad I now have a PLE which I use now and plan to use professionally as a teacher as well."

Student 3:

• "It was a very information-packed course and I learned a lot. The final project was particularly helpful in bringing many aspects of the class together."

Student 4:

• “This was an amazing first class experience as a rookie to not only teaching but grad school. Thank you all so much Dr. Tu and my classmates for helping to make this such a wonderful experience. I look forward to 'seeing' some of you in class again and maybe taking another class from you Professor. To my peers- your feedback was super helpful to me and I learned a lot. A special shout out to Caitlin for her help even outside of this class and answering questions about the program, you rock! Happy summer friends and happy learning.” YP.

Student 5:

• "Thank you a great course! I feel so much more prepared and familiar with so many different online platforms and tools after completing this course. It is really going to come in handy this fall during student teaching!" JB.

It is important for those interested in this class to consult their program advisory and the instructor before enrolling. If you have questions regarding this course, please contact Chih-Hsiung Tu, Ph.D. at Chih.Tu@Nau.Edu or 928-523-0671.

Subject to Change

Last Update May 2020