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EDUC5405 Lesson 1 S20

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EDUC 5405 G - Week 1
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EDUC5405 Lesson 1 S20

  1. 1. robpower EdD powerlearningsolutions.com digitaltechnologies in adult education welcome to Group A (6-7:20 pm ET)
  2. 2. robpower EdD powerlearningsolutions.com • check-in • meet your instructor • purpose of this course • getting started: course site • course readings • getting started: week 1 • participating in Adobe Connect classes • assignments and activities digitaltechnologies in adult education welcome to
  3. 3. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CHECK-IN
  4. 4. COURSE PURPOSE EDUC 5405 G • analyze and evaluate the potential of digital technologies for adult learners • explore unfamiliar digital technologies in your personal and professional context • topics include exploring digital technologies for: • communications • social interaction • collaboration • accessing and creating information • information processing • others…
  5. 5. getting started: course site
  6. 6. COURSE SITE EDUC 5405 G
  7. 7. course readings
  8. 8. Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social media. Library Review, 62(1/2), 53–58. Butler-Kisber, L. (2014). Learning Landscapes: Teaching and Learning in the Digital World Possibilities and Challenges, 6(2) (Spring 2013) Chapman, C., Ramondt, L. & Smiley. G. (2006). Strong community, deep learning: exploring the link. Innovations Education and Teaching International, 42(3), 217-230 Chapter 3: Theories behind gamification of learning and instruction. [Presentation file]. {n.d.). Dichev, C, & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9). DOI: 10.1186/s41239-017-0042-5. Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition. Dron, J. & Anderson, T. (2014) Teaching Crowds: Learning and Social Media. Edmonton: AU Press. (free online book) http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf Gee, J. (n.d.) Good Video Games and Good Learning. [PDF file] Schmidt, P. (2015, March 2). ChangeSchoolsTalk 2015. [YouTube video]. Available from https://youtu.be/1EtAEf_8YRI Turkle, S. (2012, February). Connect, But Alone. [TED Talk]. Available from https://www.ted.com/talks/sherry_turkle_connected_but_alone?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomsha re
  9. 9. Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition. ASAP
  10. 10. getting started: week 1
  11. 11. participating in Adobe Connect classes
  12. 12. assignments and activities
  13. 13. Evaluation will be based on a variety of criteria including: • Community Contribution 20% • Weekly Learning Blog or Vlog 24% o 8 due in total o *at least two entries must be completed by May 28th • Assessing a Digital Tool (not used in class, can work on individually, or in pairs) 25% • Lesson Plan 31% COURSE ASSIGNMENTS EDUC 5405 G
  14. 14. As a participant in this course, you are expected to participate in the weekly synchronous class sessions in Adobe Connect, to contribute regularly to the class discussions, and follow the basic rules of netiquette: • ensure that you are on time for Adobe Connect class sessions • ensure that your equipment is properly configured • actively participate in whole class and small group synchronous activities • ensure your contributions are polite and supportive • focus on clarity and conciseness when posting discussion forum responses • drive the discussion along in a positive way • include questions to stimulate the discussion • respond to direct questions or requests (whether by email or in the discussion forums) promptly • submit all of your assignments and activities on time ASSIGNMENT 1 COMMUNITY CONTRIBUTIONS
  15. 15. You are expected to post at least eight original blog posts throughout this course. The posts should be related to the course topics and activities that have been explored, your individual and group learning activities, and how they relate to your overall goals for this course. A good reflective blog post should provide insights into: • What you have learned about the topic(s) • What questions you still have to explore • How your activities have helped (or hindered) your learning process, • How your activities have helped you get closer to reaching your goals for this course (including the problem you hope to address with your final lesson plan assignment), and • What you could / should do to become a more effective teacher / learner / group learning participant • Properly cited (APA v6 format) references to any materials discussed or resources explored ASSIGNMENT 2 WEEKLY LEARNING BLOG
  16. 16. • You may complete this assignment individually, or with one partner. • Select a digital tool (that has not been explored in this course). • Prepare a 1000-1200 word paper, which includes: o Cover page o Abstract o Introduction and description of the digital tool o A brief overview of how the tool might help you attain the goal(s), or solve the problem(s) that you would like to address when you develop your lesson plan for Assignment 4 o A discussion of how the tool could facilitate teaching and learning with adult learners (in the context of the learning theories and adult learning concepts explored in EDUC 5405 G) o A discussion of the suitability of the tool in the context of your learner audience and identified learner needs o References ASSIGNMENT 3 ASSESS A DIGITAL TOOL
  17. 17. The purpose of this assignment is to apply the theories, concepts, and tools that you have explored in EDUC 5405 G to the development of a complete lesson that integrates a digital tool(s) to address a teaching and learning need for adult learners. The topic of the lesson can be anything that you choose. If you teach adult learners, choose a topic that is relevant to your own context. If you do not currently teach adult learners, consider your classmates in this course as your target audience! ASSIGNMENT 4 LESSON PLAN
  18. 18. For this assignment, you will prepare a complete lesson plan. You will also create a digital poster that showcases the key components of your lesson plan. We’ll share the lesson plans in the Sharing Lesson Plans discussion forum in Blackboard, and we’ll have a chance to share our posters during one of the synchronous class sessions in Adobe Connect during the final week of class. ASSIGNMENT 4 LESSON PLAN
  19. 19. Criteria Not Acceptable Acceptable (B- ) Good (B to B+) Very Good (A- to A) Excellent (A+) Relevance Text does NOT refer to the subject at hand Text does refer to the subject at hand in a general manner Text treats some specific elements of the subject Text is on target and deals entirely with the subject both in general terms as well as with principal elements in a very specific manner Text is on target and brings in more than one perspective to bear on the analysis or descriptions Coherence and Clarity Ideas are NOT presented clearly Ideas are presented but links are weak and difficult to follow The structure allows for good understanding of the relationships between the different parts of the text Excellent structure allowing the reader to grasp all the ideas and understand the logical links between them The overall structure is such that the arguments are presented in a clearly refutable manner as both concepts and logic are defined and followed Depth Ideas are poorly presented, and relevant terms or concepts are NOT referred to or defined Ideas presented without defining any terms or concepts Main concepts are defined but without references All principal concepts are clearly defined with some references and justifications All terms and concepts are defined in a formal manner and referenced, and some documented criticism are also identified Quality of Written Language Written with poor syntax and grammar Written with correct syntax and grammar Written with good form and where a notable effort has been made to facilitate reading Easy to read, where the ideas come forth and the writing disappears Publishable... or almost! APA Formatting Does NOT use APA v. 6 formatting Or APA v.6 formatting is used with consistent major errors of either heading structure, in-text citations, or references. APA v. 6 formatting used, but consistent minor errors with use of either heading structure, in-text citations, or references APA v. 6 formatting used with a few minor errors APA v. 6 formatting used with almost no minor errors Publishable... or almost! GENERAL ASSESSMENT RUBRIC EDUC 5405 G
  20. 20. contacting your instructor
  21. 21. CONTACTING YOUR INSTRUCTOR EDUC 5405 G Contact Information for Rob Power: • Email (UOIT): Rob.Power@ontariotechu.ca • Email (Personal): robpower@hotmail.com • Twitter: @PowerLrn • Web: powerlearningsolutions.com
  22. 22. Break Time! …back to start the session with Group B at 7:40 pm ET…
  23. 23. robpower EdD powerlearningsolutions.com digitaltechnologies in adult education welcome to Group B (7:40-9 pm ET)
  24. 24. robpower EdD powerlearningsolutions.com • check-in • meet your instructor • purpose of this course • getting started: course site • course readings • getting started: week 1 • participating in Adobe Connect classes • assignments and activities digitaltechnologies in adult education welcome to
  25. 25. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CHECK-IN
  26. 26. COURSE PURPOSE EDUC 5405 G • analyze and evaluate the potential of digital technologies for adult learners • explore unfamiliar digital technologies in your personal and professional context • topics include exploring digital technologies for: • communications • social interaction • collaboration • accessing and creating information • information processing • others…
  27. 27. getting started: course site
  28. 28. COURSE SITE EDUC 5405 G
  29. 29. course readings
  30. 30. Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social media. Library Review, 62(1/2), 53–58. Butler-Kisber, L. (2014). Learning Landscapes: Teaching and Learning in the Digital World Possibilities and Challenges, 6(2) (Spring 2013) Chapman, C., Ramondt, L. & Smiley. G. (2006). Strong community, deep learning: exploring the link. Innovations Education and Teaching International, 42(3), 217-230 Chapter 3: Theories behind gamification of learning and instruction. [Presentation file]. {n.d.). Dichev, C, & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9). DOI: 10.1186/s41239-017-0042-5. Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition. Dron, J. & Anderson, T. (2014) Teaching Crowds: Learning and Social Media. Edmonton: AU Press. (free online book) http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf Gee, J. (n.d.) Good Video Games and Good Learning. [PDF file] Schmidt, P. (2015, March 2). ChangeSchoolsTalk 2015. [YouTube video]. Available from https://youtu.be/1EtAEf_8YRI Turkle, S. (2012, February). Connect, But Alone. [TED Talk]. Available from https://www.ted.com/talks/sherry_turkle_connected_but_alone?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomsha re
  31. 31. Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition. ASAP
  32. 32. getting started: week 1
  33. 33. participating in Adobe Connect classes
  34. 34. assignments and activities
  35. 35. Evaluation will be based on a variety of criteria including: • Community Contribution 20% • Weekly Learning Blog or Vlog 24% o 8 due in total o *at least two entries must be completed by May 28th • Assessing a Digital Tool (not used in class, can work on individually, or in pairs) 25% • Lesson Plan 31% COURSE ASSIGNMENTS EDUC 5405 G
  36. 36. As a participant in this course, you are expected to participate in the weekly synchronous class sessions in Adobe Connect, to contribute regularly to the class discussions, and follow the basic rules of netiquette: • ensure that you are on time for Adobe Connect class sessions • ensure that your equipment is properly configured • actively participate in whole class and small group synchronous activities • ensure your contributions are polite and supportive • focus on clarity and conciseness when posting discussion forum responses • drive the discussion along in a positive way • include questions to stimulate the discussion • respond to direct questions or requests (whether by email or in the discussion forums) promptly • submit all of your assignments and activities on time ASSIGNMENT 1 COMMUNITY CONTRIBUTIONS
  37. 37. You are expected to post at least eight original blog posts throughout this course. The posts should be related to the course topics and activities that have been explored, your individual and group learning activities, and how they relate to your overall goals for this course. A good reflective blog post should provide insights into: • What you have learned about the topic(s) • What questions you still have to explore • How your activities have helped (or hindered) your learning process, • How your activities have helped you get closer to reaching your goals for this course (including the problem you hope to address with your final lesson plan assignment), and • What you could / should do to become a more effective teacher / learner / group learning participant • Properly cited (APA v6 format) references to any materials discussed or resources explored ASSIGNMENT 2 WEEKLY LEARNING BLOG
  38. 38. • You may complete this assignment individually, or with one partner. • Select a digital tool (that has not been explored in this course). • Prepare a 1000-1200 word paper, which includes: o Cover page o Abstract o Introduction and description of the digital tool o A brief overview of how the tool might help you attain the goal(s), or solve the problem(s) that you would like to address when you develop your lesson plan for Assignment 4 o A discussion of how the tool could facilitate teaching and learning with adult learners (in the context of the learning theories and adult learning concepts explored in EDUC 5405 G) o A discussion of the suitability of the tool in the context of your learner audience and identified learner needs o References ASSIGNMENT 3 ASSESS A DIGITAL TOOL
  39. 39. The purpose of this assignment is to apply the theories, concepts, and tools that you have explored in EDUC 5405 G to the development of a complete lesson that integrates a digital tool(s) to address a teaching and learning need for adult learners. The topic of the lesson can be anything that you choose. If you teach adult learners, choose a topic that is relevant to your own context. If you do not currently teach adult learners, consider your classmates in this course as your target audience! ASSIGNMENT 4 LESSON PLAN
  40. 40. For this assignment, you will prepare a complete lesson plan. You will also create a digital poster that showcases the key components of your lesson plan. We’ll share the lesson plans in the Sharing Lesson Plans discussion forum in Blackboard, and we’ll have a chance to share our posters during one of the synchronous class sessions in Adobe Connect during the final week of class. ASSIGNMENT 4 LESSON PLAN
  41. 41. Criteria Not Acceptable Acceptable (B- ) Good (B to B+) Very Good (A- to A) Excellent (A+) Relevance Text does NOT refer to the subject at hand Text does refer to the subject at hand in a general manner Text treats some specific elements of the subject Text is on target and deals entirely with the subject both in general terms as well as with principal elements in a very specific manner Text is on target and brings in more than one perspective to bear on the analysis or descriptions Coherence and Clarity Ideas are NOT presented clearly Ideas are presented but links are weak and difficult to follow The structure allows for good understanding of the relationships between the different parts of the text Excellent structure allowing the reader to grasp all the ideas and understand the logical links between them The overall structure is such that the arguments are presented in a clearly refutable manner as both concepts and logic are defined and followed Depth Ideas are poorly presented, and relevant terms or concepts are NOT referred to or defined Ideas presented without defining any terms or concepts Main concepts are defined but without references All principal concepts are clearly defined with some references and justifications All terms and concepts are defined in a formal manner and referenced, and some documented criticism are also identified Quality of Written Language Written with poor syntax and grammar Written with correct syntax and grammar Written with good form and where a notable effort has been made to facilitate reading Easy to read, where the ideas come forth and the writing disappears Publishable... or almost! APA Formatting Does NOT use APA v. 6 formatting Or APA v.6 formatting is used with consistent major errors of either heading structure, in-text citations, or references. APA v. 6 formatting used, but consistent minor errors with use of either heading structure, in-text citations, or references APA v. 6 formatting used with a few minor errors APA v. 6 formatting used with almost no minor errors Publishable... or almost! GENERAL ASSESSMENT RUBRIC EDUC 5405 G
  42. 42. contacting your instructor
  43. 43. CONTACTING YOUR INSTRUCTOR EDUC 5405 G Contact Information for Rob Power: • Email (UOIT): Rob.Power@ontariotechu.ca • Email (Personal): robpower@hotmail.com • Twitter: @PowerLrn • Web: powerlearningsolutions.com

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