Instructor Information:
E-mail: markgrabe@gmail.com
Number for UND technical support - 701-777-6305
Online class sessions
Our online classes will make use of a service called ZOOM (https://und.zoom.us/) . Z0OM is available from the side bar in Blackboard. I will initiate a ZOOM session shortly before class is to begin. This link should provide the access you need to join the class. Class sessions will be recorded and a link to old sessions will appear in the Blackboard resources page.
Library Access
I will be assigning journal articles in this course. Journal articles are available as pdfs you will be able to download through the UND library. http://sfxhosted.exlibrisgroup.com/und_cflmain/az?lang=eng. You will need the information associated with your UND name and password to access this content.
Main Reading Resource:
Reading assignments will be taken from:
Grabe and Grabe Integrating Technology for Meaningful Learning Kindle book. A Kindle app is available for multiple platforms if you do not own a Kindle.
Grabe, M. Layering for Learning Kindle book.
Note - these books have been formatted in the fixed page size format recommended by Amazon for textbooks. You can make use of this format on all Kindle devices and apps, but I prefer to read this format using the Kindle app on a computer. Features such as the use of embedded links seem to work better with this approach. Kindle books also offer a note-taking and highlighting system I think works best when used from more powerful devices.
Assigned journal articles - see link for library access above:
Guskey - https://tguskey.com/wp-content/uploads/Mastery-Learning-1-Mastery-Learning.pdf
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analyses of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 - Alan Takata
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer‐supported environment. Child development, 79(5), 1310-1328.
Leu, D., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap. Reading Research Quarterly, 50(1), 37-59. - Brooke Shurman
Pease, M. A., & Kuhn, D. (2011). Experimental analysis of the effective components of problem-based learning. Science Education, 95(1), 57-86. - Steve Deziel
Salomon, G., & Perkins, D. N. (1987). Transfer of cognitive skills from programming: When and how?. Journal of educational computing research, 3(2), 149-169. - Carter Palistrina
Wolak, J., Finkelhor, D., Mitchell, K. J., & Ybarra, M. L. (2008). Online" predators" and their victims: myths, realities, and implications for prevention and treatment. American psychologist, 63(2), 111. - Kayla Palczewski
General Comment about this syllabus
This web page and related links will serve as the official syllabus for IDT 540. You may print what you want from this site anytime you want. However, the on-line version will continue to evolve and will serve as the source for all course policies and assignments. Review the on-line source frequently. We (you as student and me as instructor) are involved in the exploration of ways in which technology can be applied to teaching and learning. Part of this exploration will involve our personal attempts to use digital technology in teaching and learning.
General Description of Course
IDT 540 is a graduate-level course examining instructional applications of multimedia (combinations of text, audio, images and video) in academic settings. The course description makes obvious the course is to prioritize online learning experiences. The course will both examine the benefits of presenting information in a multimedia format, offer introductory experiences in creating multiple forms of multimedia, and explore possible benefits of engaging learners in multimedia authoring. The course will emphasize both the consumption and generation of multimedia and is focused mainly on how K-12 students might benefit from these processes. Thus, the focus is more on facilitating student use than on the production of instructional resources.
Another trend that seems wise to prioritize is the move toward web-based services. In general, these services are free or inexpensive and template based so that scripting/coding skill or expensive software is not required.
Course resources will include (a) Grabe and Grabe Primer (ebook version), (b) a second book focused the utilization of existing online web pages and videos, and (c) links to other on-line resources appropriate to the topics of study. Additional resources for both Grabe textbooks are available from the website LearningAloud. This syllabus links to all required resources, but additional content is available should you be curious.
Course Tasks:
Pre-class discussion questions (10%) and In-class discussion questions (20%).
Discussion questions: Each class will be associated with two discussion question (using the Blackboard discussion board).
Your response to the first assigned question is expected before class. The pre-class question is intended as a knowledge activation task and should be completed before you process the assigned content for the week. This question will be related to the reading material for the week, but is not intended to evaluate your processing of this content. Responses to the answers provided by classmates can be offered, but are not evaluated. I will also respond to discussion responses. This feedback/commenting will occur during the week after the question responses have been posted.
The second question will be posted during class and time set aside for your completion of this question. This question is intended to more directly access your understanding of the assigned content for the week. Conflicts may prevent students from participating during class time. Should this be the case I expect to be informed ahead of time and will provide an alternate way to respond to a similar question.
This discussion board has been set up to require moderation. You will not see the responses of other students until I make their responses available. At that time, you are free to read and comment on other responses and to my comments in reaction to your responses or the responses of other students.
Analysis topics: (10%) I have three topics I want you to analyze in some detail. This probably should involve a little online research that informs your own opinions (provide sources). There will be no pre-class discussion question in the weeks when there is an analysis topic. Analysis tasks are to be completed before the class associated with a given unit and are intended to be more substantial than a pre-class discussion question. Completed analyses will be submitted to the discussion board as would be the case for discussion questions.
Evidence of technology skill competencies typically demonstrated by an assigned screen capture or by providing shared access (20%)
Online tool tutorial (30%) - You will be required to make an addition to the list of classroom tools described on a Google Site I have associated with this course. This is an "end of course" requirement, but you might begin thinking about it now. In preparation, you should also learn about the use of Google Sites. I will have to sign you up and this will be explained in class.
Insert Learning participation - specifics will be provided once course has been launched (10%).
Class Participation
It is the instructor’s belief that learning at this level involves actively processing information and constructing knowledge (higher order cognitive activities), instead of passively receiving information from the instructor and memorizing it. Therefore, it is important for you to actively participate in class discussions, contribute your own thoughts, and respond to your fellow students’ comments or questions in the classes. It is helpful if you identify yourself when joining a conversation. One problem with online courses is that it can be difficult for me to see who says what. Class participation includes, but is not limited to:
Participating in class discussion
Completing readings before class
Completing each week’s after-class-activities
Sharing your work with the class: presentations related to class projects will be expected. Because there are multiple projects, my intent is to ask for volunteers to present projects and respond to project-related questions. You will be expected to present twice.
Week by Week Topics (specific assignments for each week follow) - Numbers in parentheses are chapters in main textbook. Additional reading expectations are listed or linked in the assignments section. You will want to review the assignments for a given unit early in the week. The type of tasks assigned for a given week will vary and you will want to know what is expected in time to put in the necessary work.
Course Introduction - Unit 1 - Sept. 5
Key Themes (1) - Unit 2 - Sept. 12
Meaningful Learning (2) - Unit 3 - Sept. 19
Productivity Tools (3) - Unit 4 - Sept. 26
Technology as Tutor (4) - Unit 5 Oct. 3
Individualized Instruction - Unit 6 - Oct. 10
Tools for Communication (5) - Unit 7 - Oct. 17
Online Inquiry (6) - Unit 8 - Oct 24
Creating Multimedia (7) - Unit 9 - Oct. 31
Educator as Designer - Unit 10 - Nov. 7
Projects for Learning (8) - Unit 11 - Nov. 14
Coding (9) - Unit 12 - Nov 21
Class demo for online tutorials - Dec. 5
Responsible use of technology (10) - Unit 13 & Unit 14 - Dec 12
Important policy statement:
This course requires that student work be publicly available (this is essentially what posted material openly available on the Internet implies). Content available in this fashion is equivalent to "publication" and it is important to understand that copyright issues in this context are more strict than you may be used to under "fair use" guidelines. All work published to meet class assignments or developed "for practice" are expected to meet copyright guidelines.
Materials made available through servers associated with this course should be generated in response to course assignments. UND offers students server space for the purpose of meeting personal goals. I reserve the right to remove any content I feel is not appropriate to this course.
Special Needs:
If you have special needs as addressed by the Americans with Disabilities Act and need course materials in alternative formats or need any special accommodations, please notify your course instructor and contact the Disability Support Services (DSS) office (190 McCannel Hall, 777-3425 v/tty).
Non-discrimination statement:
As part of its commitment to providing an educational environment free from discrimination, UND complies with Title IX of the Education Amendments, which prohibits discrimination and harassment based upon sex in an institution’s education programs and activities. Title IX prohibits sexual harassment, including sexual violence, of students at UND-sponsored activities and programs whether occurring on-campus or off-campus. Title IX also protects third-parties, such as visiting student-athletes, from sexual harassment or violence in UND’s programs and activities and protects employees from sexual harassment and discrimination. Prohibited harassment includes acts of verbal, nonverbal or physical aggression, intimidation or hostility based on sex, even if those acts do not involve conduct of a sexual nature; sex-based harassment by those of the same sex; and discriminatory sex stereotyping. UND will take prompt action to investigate and resolve reports of sexual harassment or sexual violence in accordance with Title IX. UND’s Title IX coordinator is Donna Smith, Director of Equal Employment Opportunity/Affirmative Action, 401 Twamley Hall, 264 Centennial Drive Stop 7097, Grand Forks, ND 58202-7097, 701-777-4171, donna.smith@und.edu. Retaliation against any person who initiates an inquiry or complaint or participates in the investigation of a complaint is prohibited. Such conduct will be further cause for disciplinary action.
How to seek help when in distress:
We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students on campus through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please go to http://und.edu/und-cares/.
Brief Information about reporting:
Any student who has been impacted by sexual violence (sexual assault, domestic violence, dating violence, stalking) or gender-based misconduct is encouraged to report and seek appropriate resources on campus. Please contact the Title IX Coordinator (Donna Smith, donna.smith@und.edu or 701-777-4171) to discuss your options.
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