Syllabus

This course will cover various aspects of the online educational environment, focusing on the development and creation of an online course. We will discuss learning theories, learning styles, online vs face-to-face (f2f) teaching, educational technologies for online learning, activities and assessments, and we will learn how to bring all this together into one cohesive online class.

• Identify popular learning theories and determine how these theories undergird the online learning environment.
• Classify different learning styles according to the Multiple Intelligence Theory; create learning activities demonstrating each of these styles.
• Compare and contrast face-to-face learning to online learning. Critique and summarize the differences between them and their resulting demands for distinct course delivery methods.
• Identify the different online learning tools and their applications in online learning.
• Determine engaging activities and assessments, when to use them, and how to create them.
• Explore the importance of community and the impact it has on the learning process.
• Produce your own mini course integrating all course materials; discuss its implementation, facilitation, and feedback mechanisms.

Garrison, D.R., Anderson, T., E-Learning in the 21st Century

Richardson, W., Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms

Palloff, R.M., Pratt, K., Collaborating Online Learning Together in Community

Palloff, R.M., Pratt, K., Building Learning Communities in Cyberspace, Effective Strategies for the Online Classroom

Palloff, R.M., Pratt, K., Lessons from the Cyberspace Classroom, The Realities of Online Teaching

Lattuca, L.R., Haworth, J.G., Conrad, C.F., College and University Curriculum, Developing and Cultivating Programs of Study that Enhance Student Learning

Recommended, but not required

Conrad, R, Donaldson, J.A., Engaging the Online Learning, Activities and Resources for Creative Instruction

As this is an online course, teaching you about the best uses of online media, it would only make sense that much of our reading comes from online sources, some academic and some not. Therefore, you will have additional online readings and journals that can be found inside each of the course units.

This course revolves around a series of UNITS, one unit for each week.

Unit 1: Learning Theories

• Behaviorism
• Cognitivism
• Constructivism
• Informal and Post-Modern

Learning Objectives:

• Identify popular learning theories and determine how these theories undergird the online learning environment.
• Analyze the differences of each and the validity of each
• Defend or criticize the theories as they fit into your understanding

Textook Readings:

ASHE College and University Curriculum, Ch 1-4

Assignments/Activities:

Discussion board questions pertaining to each of the above theories. Questions can be found in the Message Boards.

Unit 2: Types of Learners and Learning Styles

Learning Objectives:

• Classify different learning styles according to the Multiple Intelligence Theory
• Contrast MI Theory to the generally accepted, but greatly criticized, concept of IQ
• Demonstrate your understanding of each of these styles
• Create activities that would address of the various MI styles

Textook Readings:

See the course unit for the online readings this week.

Assignments/Activities:

Assignment 1: Assume you are teaching an Introduction to American Literature class. Create an activity or assessment that would appeal to four of the seven intelligences: musical, bodily- kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. In addition to the activity, you should explain how you feel that each of these addresses the unique characteristics of each learner.

Assignment 2: Set up your own blog (if you do not have one already) on Blogger.com, allowing members of the class to view and comment on your class blog. This first week, you will post your thoughts on the MI Theory. Do you agree, do you disagree; do you feel IQ testing is a legitimate form of testing intelligences or do you agree with some of its critics? What were the results of your learning style test? Do you feel the test accurately described your learning preferences?

Unit 3: Differences in Online vs Face-to-Face Teaching

Learning Objectives:

• Compare and contrast traditional f2f teaching from online teaching
• Identify the various components required online and how those differ from f2f
• Determine the aspects from a student's viewpoint that need to be addressed both in course content, facilitation, and delivery

Textook Readings:

Garrison, Anderson Ch 1, 2

Palloff, Pratt, Building Learning Communities in Cyberspace, Ch 1, 8, 9

Assignments/Activities:

Utilizing your blog, take a stand - either with a preference for traditional face-to-face classrooms or for online courses - and defend it. Compare and contrast it to the opposite medium; tell me what the strengths are, but also divulge its weaknesses; draw your conclusion based on the materials read and on any external resources you find (include any links to online materials so we can see your support).

Unit 4: Tools and Educational Technologies for Online Learning

Learning Objectives:

• Summarize each of the different educational technologies used in online course delivery
• Differentiate the ways in which of the technologies can be applied to an online class
• Explore the new technologies through your own online research; "play" with each to help gain greater understanding of their uses.

Textook Readings:

Garrison, Anderson Ch 4, 10, 11

Richardson Ch. 2, 4, 6, 8, 9 (Optional 7)

Paloff, Pratt, Building Learning Communities in Cyberspace, Ch 5

Assignments/Activities:

Discussion board question

Mid-term Course Assessment and Evaluation

Unit 5: Engagement, Activities, and Assessments

Learning Objectives:

• Determine the key requirements to writing effective learning objectives
• Examine the three different learning domains found in Bloom's Taxonomy
• Support and defend the need for quality and frequent feedback
• Engage these and previously covered materials by demonstrating their appropriate use

Textook Readings:

Palloff, Pratt, Building Learning Communities in Cyberspace, Ch 10

Palloff, Pratt Collaborating Online Learning Together in Community, Ch 4

Assignments/Activities:

Pick a subject of your choosing; it can be an academic one (ie. The War of 1812) or a recreational one (ie. knitting). Utilizing an educational technology of your choice covered in last week's materials, create a lesson plan for one aspect (one week of class, one module, etc) to teach online. Include learning objectives, activities, evaluation mechanisms, and references. You can incorporate a couple of different tools if you?d like, or stick to just one.

Unit 6: Community

Learning Objectives:

• Investigate the necessity of community in an online setting
• Summarize the benefits of community; outline the ramifications of a lack of community to an online course

Textook Readings:

Reading: Garrison, Anderson Ch 3, 5, 6, 7

Paloff, Pratt Collaborating Online, Learning Together in Community, Ch 1-4

Paloff, Pratt Building Learning Communities in Cyberspace, Ch 2, 3, 4

Assignments/Activities:

Discussion board questions

Unit 7: Pulling it all Together - A Quality Online Course

Learning Objectives:

• Apply Chickering and Gamson's Seven Principles, in a context of the Five Pillars of a Quality Online Education, to a mini-course that you develop
• Demonstrate a mastery of the course content through application

Textook Readings:

Garrison, Anderson Ch 8, 9

Palloff, Pratt Building Learning Communities in Cyberspace, Ch 6, 7, 11

Assignments/Activities:

Final Project. Using a wiki, create a four week online course on anything that you are familiar with. You can use the same topic you used for the 5th week's activity, or start fresh with a completely new one. Be sure to include learning objectives, activities that align with those objectives, community building activities; utilize a variety of educational tools. Be sure to remember that you will have a variety of learners and learning styles in your class - make sure you incorporate these different styles while you develop your mini-course.

Your final grade in the course is based upon the total number of points you have earned.??Final Grades will be assigned using the following scale: