cse 624 syllabus w 13 zobel

7/30/2019 CSE 624 Syllabus W 13 Zobel

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[ZOBEL/CSE624/WINTER2013] 1University Mission: Western Oregon University is a comprehensive university that createspersonalized learning opportunities, supports the advancement of knowledge for the public goodand maximizes individual and professional development. Our environment is open to theexchange of ideas, where discovery, creativity and critical thinking flourish, and studentssucceed.

Western Oregon University

Division of Teacher Education

CSE 624: Internet for Educators

Winter Term 2013

Online

This syllabus is subject to adjustment and changes at any time.

Instructor: Dr. Gregory Zobel Phone: 503-838-8728

Office: ED 238 Email: [email protected]

Office Hours: H 1:30-4:30 pm, andby arrangement.*

*I make every effort to be available to students. You are welcome to drop by my office if you have questions or need

to talk to me. I am also happy to schedule appointments, in-person, via Skype, Google+, or Gmail Chat at mutually

convenient times for you and me to meet. Communication between students and faculty is important. Please keep me

informed if for some reason you are experiencing difficulties with the class and I will do my best to work with you to

overcome them.

TeachingPhilosophy:

Learning is one of the most exciting processes and experiences on the planet. My

role is to purposefully and meaningfully guide you through a dizzying array ofinformation, media, resources, tools, experiences, and opinions to abet your developingthe skills, insights, theories, and perspectives you need to optimally employ technology to

support your educational mission and goals. I also hope to help sustain and grow yourpassion for learning, teaching, writing, and research.

CourseDescription:

ED 624: Internet for Educators (3)Course will relate to a number of topics/issues germane to the use of Internet

technologies in schools/classrooms/media centers. Students will become knowledgeableabout the practical, theoretical and philosophical implications of using the Internet in

education.

CourseSite:http://wou.edu/~zobelg/blog/?page_id=365

Everything important and related to the course, except for grades, will take place

at the course web site. Make sure you visit the site and review the contents. The coursecontent is located at my blog/site at WOU. Be sure to find the Course page. From

there you can locate 624 for Winter 2013. Grades will be available in our Moodlecourse.


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AbouttheCourse

HowThisCourseisTaught

This is an online course with no meetings at WOU. The course may include avariety of readings, videos, podcasts, online demonstrations, activities, assignments,

and/or online discussions. Although there is some flexibility because it is an onlinecourse, students are expected to keep up with the readings and engage in online

discussions of relevant course material with other students via blog posts and comments.Discussions and posts should take place in a regular and timely manner, otherwise the

discussions and learning are not as effective.Each week by 8 am, Tuesday, a series of different materials are introduced. Be

sure to read, view, and follow-up on the material before you post or comment. It is a goodidea to review all of the materialso that you can identify relevant themes throughout the

content.Unlike other courses in the MS:EdIT program, all materials, content, posts,

and responses are due on Mondays at 11:55 pm.

Your comments/engagement must be supported and documented in this course.Each week you should comment on a minimum of 1 other students post and a maximumof 4 other students posts. The introduction forum does not count for responses. By the

end of Week 8 (3/4), you need to have left and documented (on the appropriate form) 20intelligent and engaging comments for at least 10 different peers. By 3/4, you will submit

the documentation.

RequiredTexts

There are no required texts for this course. All materials will be provided to youeither via download or hyperlink to other sites.

CourseLearningGoalsandObjectives

LearningGoals LearningObjectivesUnderstand existing internet

and technology related

standards.

The student will be able to (TSWBAT)understand, recognize, and apply NETS-Sstandards to resources, activities, and articles

during course work;

TSWBAT understand, recognize, and applyNETS-T standards to resources, activities, andarticles during course work;

TSWBAT compare and contrast NETS-S and

NETS-T standards;Participate as a public

intellectual in the

blogosphere.

TSWBAT create, maintain, and generate contentfor a WordPress blog or site;

TSWBAT constructively comment on andrespond to colleagues blogs;

Understand and discuss how

the internet has impacted TSWBAT intelligently discuss how the internet

impacts communication;


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[ZOBEL/CSE624/WINTER2013] 3key aspects of education and

daily life.

TSWBAT intelligently discuss how the internetimpacts collaboration;

TSWBAT intelligently discuss privacy and

security concerns related to the internet; TSWBAT intelligently discuss copyright and

Creative Commons concerns related to the

internet;

TSWBAT intelligently discuss DigitalCitizenship and the internet;

TSWBAT intelligently discuss the internetsimpact on accessing primary source materials;

Demonstrate an

understanding of technology

trends.

TSWBAT intelligently discuss howvirtualization is and will continue to impacteducation;

Develop a realisticawareness of personal

technological abilities.

TSWBAT write an evaluation of their owntechnological skill sets and learning gaps;

TSWBAT will identify what learning outcomesthey met or did not meet in this course

TSWBAT productively evaluate this course tomake sure it meets the stated Learning Goals and

Learning Objectives.

CourseOutcomesandCourseDeliverables

Once you have completed this course, you will have: Generated a public facing blog which you can use for professional and/or personal goals;

Participated in multiple ongoing threads and conversations;

Understood the mechanics of maintaining a blog and working with multiple users on a

blog;

Understood the elements of contributing in an online blogging community;

Authored, organized, and revised multiple posts on a theme;

Read, responded to, and evaluated six scholarly articles;

Identified, evaluated, and shared over 20 online resources and tools;

Developed a personal understanding of three themes related to specific learner

populations and learning media and connected them to your working environment.

TheDeliverables

Deliverables in this course fall in to three categories. First, there are writing responses to

readings and videos you watched. The goal is to think about and integrate some of the ideas you

are exposed to in to your own experience and consider how this information may impact your

teaching, reading, writing, personal, and professional lives. The second category is resource

sharing. While it is easy to discuss and think about the theory or potentials of collaboration or

public domain video, it is more useful to go out and find resources that you or others can use in

your classroom(s), work environments, or professional development. A major goal of this course


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is not to just help increase your awareness of, but your familiarity with Internet resources. The

third category of deliverable isjournal review. This is a more formal document. While we are

not doing full blown academic literature reviews or analyses in this class, we are working with

academic articles/literature and linking them to our own work. It is important to become familiar

with the processes vital to locating material, evaluating it, responding to it, and then integrating

the core concepts in, to, or with your work. During this class, you will author six journal reviews

that have specific requirements. Please pay attention to those requirements.

AbouttheDeliverablesWhy is there so much emphasis on writing?

Writing is an essential tool for communicating. While multimedia have continuedto grow in importance, virtually all policy, hiring, and funding decisions are made via

alphabetic text on paper products: hard copies of writing. Writing is an important andintegral tool for communicating in your future role as technological evangelist, tech-using

teacher, instructional designer, or independent author, consultant, and media creator.The MS:EdIT program also requires some significant writing performances in

order to complete the program. You will eitherwrite a thesis, write a final project, create

an online portfolio that features yourwriting, orwrite comprehensive exams. No matterhow you look at it, you will do a lot ofwriting.

CourseManagementClassAssignmentsandExpectations;LateWorkPolicy

Complete assigned readings and explore relevant resources weekly. It is useful toread, explore, and connect with sites, ideas, thinkers, and activities that are not listed for

this coursedoing so builds your personal understanding, develops your grasp of thelarger techno-educational contexts, and prepares you to actively write, post, and respond

to issues these readings raise. Simply cranking out a single draft or posting thoughts off

of the top of your head is notbest practice, nor will it earn you the grade that you arecapable of earning. Brainstorm, draft, revise, pause, revise, and THEN post. The blogposts and comments in this class are not meant to be final drafts, but they are not meant

to be first drafts either. All of your posted, public writing should be thoughtful anddecently organized content that addresses the prompt and/or readings and shows respect

for the reader and author.

All assignments are due on the date listed. If you have significant events that

interfere with your submitting work on time, contact me immediatelypreferablybefore the assignment is due. We can then arrange for an alternative due date. Otherwise

late work will receive no credit.The key to minimizing stress and maximizing your performance during difficult

times is clear, effective communication.

TechnologyProblems

Technology is NOT an excuse to miss deadlines. You should always have abackup: hard drive, cloud based, or thumb drive. Have at least two back-up plans in case

your computer decides to crash. As an educational technologist in training, it is yourresponsibility and duty to determine multiple workarounds and solutions for when

technology goes wild or weird. Why? Technology does strange things at very


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[ZOBEL/CSE624/WINTER2013] 5inconvenient times. For example, I wrote part of this original syllabus on a borrowedcomputer, I store files in Gmail and at DropBox, and I know that if the university

network goes down (which it did two terms ago) that I can go to Koyotes off campus toget WiFi. Back up plans, data storage, and working devices are all important.

If you literally live, like some of our students do, in the Alaskan Bush, or if there

is only one hard line for data in/out of your area, let me know at the start of the term.Alerting me to potential problems ahead of time makes it much easier on all of us if anevent occurs.

SampleWork&AssignmentsExamples of quality student blogs will be linked to on the course blog.

AssessmentMethods

Grading

It is possible to earn 1,000 points in this class.

Grades (%)

A 930-1,000

A- 900-920

B+ 880-890

B 830-870

B- 800-820

C+ 780-790

C 730-770

C- 700-720

D 600-690

F below 600

CourseGrade

Assignments may be submitted before the due date, but they must be conducted in order.For more specific information about each of the deliverables, please refer to the Assignment

section at the course website.

OnlineDiscussions

Students are expected to do scheduled readings, respond to prompts by the posteddate and time, and then respond to other students and the instructor. Appropriateresponses make a substantial contribution to the discussion. Do not simply reply, I like

that, good job. Rather, add new ideas of your own, cite views from readings, commenton why you find a particular idea intriguing, or lead us to related articles.


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PlagiarismPolicy

Much of the work we do in this class involves using online electronic texts andimages as a resource. If you use material you have found online, you are expected to

acknowledge the source and, in the case of text, paraphrase as appropriate. If you useanother writers words, you must put those words in quotation marks (or use block quote

formatting) and formally cite where they came from. If you cut and paste text or anyother material without crediting your source, you are plagiarizing. Plagiarism is unethical.

If discovered, intentional plagiarists fail.

WOUStudentSupportServicesAvailable

Disability Accommodation: If you have a documented disability that my requireassistance, you will need to contact the Office of Disabilities Services (ODS) for

coordination in your academic accommodations. The ODS is located in theAcademic Programs and support Center (APSC) Suite 405. The phone/TTY is

(503) 838-8250

Writing Center (www.wou.edu/las/humanities/writingctr)

Learning Resource Center (www.wou.edu/provost/aalc/learning)Counseling Center (http://www.wou.edu/student/health)

Department or College Resources

ClassCalendarWeeks run from Tuesdays through the next Monday.

Week Topics

1 Course Introduction, Self-introduction; NETS,Communication, and Collaboration; Blog Set-up

2 Privacy/Security & Digital Citizenship3 Copyright & Creative Commons

Primary Sources

4 Article review on first topic

5 Second article review on first topicWeb resources for first topic

6 Article review on second topic

7 Second article review on second topicWeb resources for first topic

8 Article review on third topicDigital Citizenship/Class engagement summary

9 Second article review on third topicWeb resources for first topic

10 Futures of Education

Finals Self-evaluation


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[ZOBEL/CSE624/WINTER2013] 7Detailed descriptions can be found online at the course website. You will also find adocument that has a checklist for all of the course assignments for the term.

Assignments

DigitalCitizenship

An essential part of learning and digital citizenship is interacting with others in anintelligent, productive, and meaningful manner. This means interacting with others ideas

and giving feedback that moves the discussion forward. Digital citizenship in this class isscored based on your ongoing participation and interaction with others via the blogs. This

means you need to go to other students blogs, read their content, and respond. As you dothis, be sure that you document your work on the blog comments rubric that is due on

11/19/2012. This is 15% of your grade. Please see the Digital Citizenship page andhandout on the course website

Writing

Key to all the writing assignments is several simple principles. Simple does not meaneasy. Simple does not mean stupid. Simple does not mean you should dismiss it. (Hint: A

rapid way to improve your writing is to acquire and read Rudolf Fleschs The Art ofReadable Writing, Fleschs The Art of Plain Talk, or Kelsch & Kelschs Writing

Effectively: A Practical Guide.)1. Respect your reader.

a. Use accessible academic English and clear writing.b. Assume they are intelligent, inquisitive, and critical thinkers like you.c. Be engaging, i.e. do not bore us.

2. Support your claims.a. Respect your reader by showing roughly where the information came

from.b. Respect your reader by summarizing the work for themdont make the

reader work through the quotes that you should work through.3. Have something to say. Make a point and connect the dots.

a. All of this content is interesting, and it all addresses multiple issues inwhich most of the public is concerned and invested. This is an easy

conversation to join, and it is a conversation to which you can make avaluable contribution. This means thinking and drafting before you

writebe very clear about what you want to say. Say it well when you sayit. Make a point, and then move on to your next point. Before you close,

remember to connect all of the dots. Do not assume your reader will getit just because it seems obvious to you. Instead, your post, your writing,

your argument should make the point so obvious that the reader is led to it.

AssignmentsWeeklyDueDate:

Assignments are due at 11:55 pm on Mondays (which is the final day in the

online course week).


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Assignment %(Points) DueDate@11:55pmNETS response 5% (50) Week 1: M, Jan 14, 2013

Writing Response: Privacy/Security 5% (50) Week 2: M, Jan 21, 2013

Writing Response: Digital

Citizenship

5% (50) Week 2: M, Jan 21, 2013

Writing Response: Copyright/CC 5% (50) Week 3: M, Jan 28, 2013Primary Sources 5% (50) Week 3: M, Jan 28, 2013

Article Review 1, Topic a 5% (50) Week 4: M, Feb 4, 2013

Article Review 2, Topic a 5% (50) Week 5: M, Feb 11, 2013

Web Resources for Topic a 5% (50) Week 5: M, Feb 11, 2013

Article Review 1, Topic b 5% (50) Week 6: M, Feb 18, 2013

Article Review 2, Topic b 5% (50) Week 7: M, Feb 25, 2013

Web Resources for Topic b 5% (50) Week 7: M, Feb 25, 2013

Digital Citizenship/ClassEngagement Summary

15% (150) Week 8: M, Mar 4, 2013

Article Review 1, Topic c 5% (50) Week 8: M, Mar 4, 2013

Article Review 2, Topic c 5% (50) Week 9: M, Mar 11, 2013

Web Resources for Topic c 5% (50) Week 9: M, Mar 11, 2013

Futures of Education 5% (50) Week 10: M, Mar 18, 2013

Self-evaluation 10% (100) Finals: W, Mar 20, 2013

cse 624 syllabus w 13 zobel

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