SYLLABUS 

Aurora University

 Teaching in a Web 2.0 World

3 semester hours graduate credit
(Course OEDS5211)
05/2010

 

Daily Class Schedule

Classroom Resources

Class Home Page

Instructor Home Page

Assignments

 

1.    Catalog Description

Apply cutting-edge Web technology to keep your classroom informed, updated and in touch with the read-write web!  This class will explore the latest (and free), Web 2.0/social networking Internet resources that can be used in all curriculums.  Have your students collaborate on documents, edit photos, create online slide shows and share bookmarks.  Develop a blog, start a wiki, create podcasts, collaborate with Google documents, news feeds (RSS) and much more.  Make your curriculum more interactive and engaging for your students.  Web 2.0 tools are very adaptable, and can be used at virtually any grade level and across all curriculum areas.  This class will provide practical advice and numerous examples of how these web-based technologies can be used for learning and teaching.  Participants will use Web 2.0 tools to manage and develop student centered lessons that allow them to create, collaborate and connect with the world community.

 

 

2.   Course Overview

Teachers will explore the use of Internet tools and technologies that allow teachers and students to be active contributors to the online world community.  Teachers will adapt media and technology for their own use as well as that of the classroom and other communities. Teachers and students will be able to collaborate with both, those in the classroom and those outside of the classroom opening up learning opportunities unavailable before.

 

3.   Student Learning Objectives

As a result of this course, the participant will be able to:

·         Develop a list of web-based tools for the purpose of raising student motivation to learn

·         Realize the importance of starting to teach content production to your students

·         Establish a list of ethical standards regarding decisions about sharing what is produced (copyright issues, Creative Commons licensing, etc.)

·         Select examples of how other educators are using Web 2.0 tools in the classroom connect with other educators who provide a virtual support community as they begin to implement new practices

·         Create classroom ready projects for student use

 

4.   Teaching Method/Class Format

A hands-on collaborative approach with the instructor "coaching" will be the prime method of instruction. Brief lectures and group discussions will be utilized to explore new concepts.

 

Students will be divided into groups and will then evaluate a list of web sites that utilize Web 2.0 tools for communication, collaboration, and creativity between educators and students around the world.

 

 

5.   Texts and Required Reading

 

Freedman, Terry. Web 2.0 Projects, Terry Freedman Limited, 2008.  Download textbook at http://www.terry-freedman.org.uk/free_web2v2/Web_2.0_Projects.pdf (class textbook)

 

The Six Pillars of an effective Web 2.0 classroom, Victoria A. Davis, Teacher, Westwood Schools.  http://k12online.wm.edu/Web20classroom.pdf

 

Learning,nTeachingn&nScholarshipninnanDigitalnAge http://edr.sagepub.com/cgi/content/full/38/4/246

 

Safe-Schools-in-a-Web-2.0-World, http://resources.lightspeedsystems.com/pdf/iesd_white_paper.pdf

 

Web 2.0 and Emerging Learning Technologies/Web 2.0 Learning Styles
http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Web_2.0_Learning_Styles

 

Web 2.0 Tools and K-12 Challenges
http://thejournal.com/articles/2009/02/18/web-20-tools-and-k12-challenges.aspx

 

Steve Hargadon: Moving Toward Web 2.0 in K-12 Education - October 22nd, 2008 - (Brave New Classroom 2.0)  www.britannica.com/.

 

6.   Units of Work

Day One:

• Introduction and informal current assessment of students/teachers
• Goals and expectations
• Projects for the classroom, message design, aesthetic instruction
• Explore examples of Web 2.0 found on the Internet
• Review of current literature
• Introduction to “cloud computing” with Google Apps (email, calendar, docs, maps, Picasa, etc.)

 

Day 2:  

• Review of previous day’s findings
• Discussion of assigned readings/literature
• Review of student based projects using Web 2.0 tools
• Continue exploration of Web 2.0 tools with emphasis on pod cast software and sites
• Create blogs, wikis, and post pod casts for student use
• Introduction to Wikibooks
• Group presentations of previous day’s work

 

Day 3:

• Review of previous day’s findings
• Discussion of assigned readings/literature
• Review of virtual classrooms
• Selection of online tools for creating online classrooms (Adobe ConnectNow, Internet Classroom Assistant, Websoft Courselab)
• Creation of online classrooms
• Group presentations of previous day’s work

 

Day 4:

• Review of previous day’s findings
• Discussion of assigned readings/literature
• Research Web 2.0 tools and select for classroom presentation
• Develop project based on selected tool(s) above.

 

Day 5:

• Review of previous day’s findings
• Discussion of assigned readings/literature
• Completion of selected classroom projects
• Presentation of projects

 

7.   Class Assignments

Assignments will be given by instructor to reinforce the units of work.  Each student will be responsible for completing an independent project, which will enhance his/her classroom curriculum.  Projects will be presented to the class, and also presented in written form to be shared with the class. Each student/group will be responsible for the completion of an online project for each of the three structure genres that can be used in their curriculums. All projects will be reviewed and shared with the class at the end of the course. Teachers will be able to post their projects on the Internet so they become available to others. All readings will require a written summary and discussion.

 

8.   Evaluation and Grading Procedures

Grading will be based on the quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation.

 

9.   Bibliography

 

Web 2.0 for Rookies, http://www.ictineducation.org/home-page/2009/12/22/web-20-for-rookies-what-is-web-20.html

Succeeding with Web 2.0, http://live.classroom20.com/1/post/2009/11/succeeding-with-web-20-projects-special-guest-terry-freedman.html  (Podcast download)

 

A New Generation of Educational Technology PD for Educators, http://teacherspodcast.org/

 

 

10.  Attendance Policy

Students are required to attend all classes and to participate in class discussions, small group activities, experimental and experiential group exercises and projects. Attendance is divided into two sessions per day, one in the morning and one in the afternoon, for each of five days.  Students must attend all sessions.  If absence is due to a family emergency, an attempt will be made to make up the session at a later time, if possible.

 

11.  Academic Honesty and Integrity Statement

Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability.  Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper.

 

12.  Final Examination Policy

Either a final, culminating activity or an in-class examination is considered appropriate in graduate level courses.  Students will be given a cumulative written exam.

 

13.  American Disability Act Compliance

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the beginning of the term.  Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.