EDEC 617 (Spring '21)

Website: http://bit.ly/edec617s21 ~ Mighty Network: http://edec617s21.mn.co ~ Course hashtag: #edec617

Evaluation / Assignments ---> see final updated eval below:

We will use myCourses for assignment submission and feedback. Mighty Network will be used to write the weekly blogs.

Course expectations and requirements include:

active classroom participation; timely completion of assignments.
reading of assigned articles, research, writing, a collaborative programming project, and a demonstration of technical fluency.
creative thinking, problem solving, risk taking, humour and joyful exploration will be valued highly.
attendance at all classes is expected, learning and playing with technology requires considerable time and practice, it is therefore important that you will attend ALL classes. A bonus mark will be given for perfect attendance.

Evaluation criteria:

2.7 The blog post has all the required components (reflection on readings, articles, discussion, lab activities, etc). It uses correct spelling and grammar, has a clear, original point, and backs it up with specific evidence. It opens up possibilities for future discussion.
2.5 The blog entry has most of the required components (reflection on readings, articles, discussion, lab activities, etc). It often uses correct spelling and grammar (but with occasional mistakes)
2.2 The blog entry lacks many of the required components (reflection on readings, articles, discussion, lab activities, etc). It does not have a clear point, lacks specific examples, or has many spelling and grammar errors.
Post weekly entries on Mighty Networks.

Reflective Online Blog (journal) (25 marks)

Please use the following suggestions / directions for your weekly blog:

- 7 reflective posts (500+ words) on the class activities, weekly readings, group discussions, etc.
  - Each post is due ideally on Sunday night before the class on Monday night.
  - On the weekly blogs you comment on group discussions, class readings, lectures, and most importantly ~ what you think (not what you think I want to hear)!
  - Your first blog (due May 10 ~ at the latest) should include a short bio (who you are, what you do, your passions, why you are taking the course) and also comments on your Flipgrid experience as well as comments on week 1 readings

Blended /e-Learning Project (25% or 20%)

- You will design, create and deliver (by class 12 or 13) an online project (it may be a module, unit, course, etc.). Use appropriate tools as well as SAM (Successive Approximation Model) to help you work through the design & creation process.
- Due to the amount of time involved I strongly recommend that you work in groups of 3 to 4 students. DUE: class 13.
- Here's a simple Google Site to help scafold the project. Coming soon!

Lab Exercises / Peer Teaching Presentation (20% or 25%)

- You will be assigned a chapter to read and will meet with others (6 or 7 students) in your class who have been assigned the same chapter.
- Your team is responsible to teach the class the main content elements in a presentation of approximately 20–25 minutes (max) plus breakout room activities. Rubric provided.
- Two or three students will create a face-to-face presentation and deliver it, 2 or 3 will create a short video, while the others will create an interactive magazine (Adobe Spark Pages). This will be a good example of developing multimodal literacies.
- DUE in classes 6 to 10, depending on the night you are presenting. Class 5 will be devoted to working on this assignment.

Creation of Social Media Presence

Creation of Social Media Presence -->Twitter, Clips, Google Sites, Wix, Facebook, etc. )

You will create and build a social media profile that will reflect you and your professional identity.

This will be useful as many school boards now require teachers and administrators to be digital leaders. Many of examples and lots scaffolding will be provided so everyone succeeds.

Perusall reading (20marks)

Weekly social readings on @Perusall Course code: BRUZZESE-QSVPV

Weekly group discussion rubric

Twitter (10 marks)

4 to 6 posts weekly on average.

Self evaluation rubric to be completed at the end of semester

Final revised evaluation breakdown for spring '21 class

- 6 blogs (25%) - 1 per wk. = 2classes
- Peer teaching - 35 marks (includes video & magazine on presentation topic)
- Twitter (10%) 4 to 6 tweets weekly —> tech, education, etc.
- Self evaluation (10%)
- Perusall readings (20%)

Grading:

DISE Graduate Grading Scheme

A exceptional):
- - Expectations of the assignment have been surpassed and demonstrate creativity and originality. Work shows in-depth understanding and critical awareness of links between the individual assignment and other class readings and activities, in line with the goals and major themes of the course itself and goes beyond the course content and material. Language and format of the work are exceedingly well-structured, eloquent and error-free.
A- (very good ):
- - Understandings and insights in the work are apparent, and there is evidence of critical engagement with the subject matter. Expectations are met, and some are surpassed. The language and format of the work are very well-structured and error-free.
B+ (good):
- - Expectations of the assignment have been met. Understandings and insights are apparent, and there is some evidence of critical engagement.. The language and format of the work are well structured but may contain a few errors.
B (acceptable):
- - Basic expectations of the assignment have been mostly met. Understandings, insights and evidence of critical engagement are somewhat apparent. The organization and structure of the work lack consistency and the work contains more than a few language errors.
B- (adequate):
- - Some expectations of the assignment have been met. Work lacks organizational structure, logical coherence and clarity with frequent language errors.
F (Fail) (inadequate):
- - Does not meet expectations.

The do's and don'ts of face to face or online discussion:

Group participation rubric (face to face or online)

Group leader rubric for facilitating weekly group discussion (face to face or online)

Peer Teaching Assignment (20%)

You will be assigned a chapter to read and will meet with others in your class who read the same chapter.

Your team is responsible to teach the class the main content elements in a presentation of approximately 20–25 minutes plus breakout activities.

Presentation schedule: https://padlet.com/sam_bruzzese/dqcc3huxj28ecbge

You will be assigned a chapter to read and will meet with others in your class who read the same chapter. Your team is responsible to teach the class the main content elements in a presentation of approximately 20–25 minutes plus breakout activities.

Your presentation needs to include the following:

Chapter number and title on the title slide
Chapter guideline(s): a brief statement of each instructional strategy—one per slide
Psychology/examples that support the instructional strategies: two or three slides as needed
Research evidence supporting each strategy
At least two comprehension questions on slides for the class to prompt their engagement and processing of your presentation.

Presentation Rubric (20%) ~ classes 7 to 1 ~ in teams of 6 or 7

Here is updated feedback rubric: https://forms.gle/MDumyzgsTpfeYHtZ6

Google Form ~Feedback on Chapter Team Presentations—> Sessions 7 – 11:

- Rate the effectiveness of the presentation ranging from --> LOW HIGH
- Clarity of presentation of the instructional strategies 1 2 3 4 5
- Description of the psychology/research behind instructional strategies 1 2 3 4 5
- Clarity of evidence to support explanation & presentation 1 2 3 4 5
- Effectiveness of examples 1 2 3 4 5
- Quality of comprehension questions asked 1 2 3 4 5
- Overall, rate the quality of the presentation Incomplete Poor Adequate Good Excellent
- What revisions, if any, do you recommend for the team?
Two or three students will create a face-to-face presentation and deliver it,
2 or 3 will create a short video.
While the others will create an interactive magazine (Adobe Spark Pages). This will be a good example of developing multimodal literacies.

The main goal is for us to interact and get motivated/excited... so we go back to our schools and try it.*** The presentation may evolve to your final learning project because of the shortened spring session. *** still thinking about the possibility of doing this.

Google Sites

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