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Walden University
COMPLETE ONLINE SYLLABUS
PSYC 25 or 64 – Curriculum Design for Special People
Course Support and Calendar Information:
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
This Syllabus
Term Calendar
Instructor and Course Support Info
WELCOME
Welcome to our class. I am excited about the chance to work with each of you as we learn about
instructional design. During the course of this class you will learn many concepts that can be
applied to designing large projects such as course for an institution or smaller projects such as
lessons or units for a virtual or traditional classroom. I am excited about the variety of interests
and experiences that all of you will contribute to our course discussions. Please feel free to call
me at any time if I can be of help. Please follow these links for an online video introduction to
our course.
(Before the course project is due I plan on splicing them together to re-upload them so
. http://www.youtube.com/watch?v=T9rtwXpWtjc , http://www.youtube.com/watch?v=dyxxUU
doqlc, http://www.youtube.com/watch?v=TvEz9pVRpYo , http://www.youtube.com/watch?v=v
yQfc28gzjo , http://www.youtube.com/watch?v=cpiWBlZu0tY ,
http://www.youtube.com/watch?v=8CCc_A6dqnU ,
http://www.youtube.com/watch?v=r79jjDcO4dI , and
http://www.youtube.com/watch?v=xdqSIY5HCxcthat they flow in one smooth video)
Instructor Information:
Name and title: Mrs. Cindy Franklin
E-mail: [email protected]
Work phone: Office Location: Franklin Phonetic School Prescott Valley Arizona 928 775-6747 begin_of_the_skype_highlighting 928 775-6747 end_of_the_skype_highlighting or 928 771-0033begin_of_the_skype_highlighting 928 771-0033 end_of_the_skype_highlighting
Office hours: 8:00 AM to 5:00 PM PST
Notes: Notes: I will also be available by cell phone from 5:00 PM to 10:00 PM PST ( I fall asleep after 10 pm sigh!)
CV: Please visit the class café for my curriculum vitae and a photograph. I am looking forward to visiting the café so that I can learn a little bit about each of you. A brief introduction is listed below.
My name is Cynthia (Cindy Franklin). Currently I am in my last semester of courses before I begin my dissertation in hopes of obtaining my PhD in Educational Psychology from Walden University, I am hoping that the experience of being an online learner firsthand will enable me to be an effective online instructor.
I have been a public school teacher for over 30 years. My BA is in Elementary Education which I received from Grand Canyon Christian University. I also hold additional certification in Special Education, K-12 Art, K-12 Music, Reading Specialist, ESL, and Principal certifications. My Master’s Degree is in “Computer Applications” from NOVA University. However I earned this degree many years ago, back in the age of floppy disks and Nintendo games.
Fifteen years ago my husband and I founded a charter school in Prescott Valley Arizona. The school features a phonics program that I created that is very effective in teaching students of all levels how to read through songs, stories, and interactive activities. I believe that education must take into account many different learning styles and interests. For this reason I design curricular materials with visual, auditory, kinesthetic and many learning types in mind. To learn more about Fun with Phonograms please visit the website http://www.funwithphonograms.com . Feel free to also follow the link to our school website in case you are interested. http://www.franklinphonetic.com
During my free time when I am not teaching, I enjoy cartooning and painting. I also play bass clarinet for the local symphony. My husband and I love to restore antique cars, and are able to do much of the painting, mechanical and interior work ourselves. However
my favorite activities are travelling with my husband and spending time with our three children and nine grandchildren. I am excited to learn more about you in the class café.
Description of Course:
This course will provide you with skills that can be immediately applied to face to face or virtual instruction for individual lesson presentations or large course design projects. It includes introductory information and application of skills and techniques of analyzing, designing, developing, implementing and evaluating instruction (often referred to as the ADDIE model). The principle behind this course is that is not one procedure for design but rather approaches should be adapted based upon the context, audience, and content of a course..
Course Prerequisites: Psych 007: Psych 867-5309
Learning Objectives Stated in Terms of Learning Outcomes:
Successful students will be able to:
1. Demonstrate an understanding of the instructional development process through discussion board postings and the successful completion of projects.
2. Identify and summarize the major elements commonly found in instructional development models.
3. Use skills to create teaching materials that can be used for instructional purposes within face to face or virtual classrooms.
4. Demonstrate the following competencies in the completion of an instructional project.
Identify an instructional problem
Plan and implement a needs assessment
Analyze learner, task, and situational characteristics
Select appropriate instructional strategies; select appropriate instructional media in response to the problem
Create a teaching aid
Plan and conduct formative and summative evaluations to improve further instructional endeavors
Required Text(s) and Other Materials to be Furnished by the Student:
Pallof, R & Pratt, K. (2003). The Virtual Student. Jossey-Bass, San Fran Francisco, CA..
Supplemental (optional) Texts and Materials:
Horton, W. (2000). Designing web-based training. New York: John Wiley & Sons, Inc. ISBN: 0-471-35614-X
Spector, J.M. (2007). Finding Your Online Voice: Stories told by experienced online educators. Lawrence Erlbaum, Mahwah, NJ.
The Course Geography/Organization:
Each visit to the classroom will bring the student to the course home. Please check for
announcements and notice all NEW material listed at the bottom of the page. If help is
needed the course home page will show the student where to go for best results.
Webliography has some web links to Walden material as well as other sites we will use
this term. This button can be found across the top along with the email button, the
grade book, and others.
Course Assignments: Assignments are listed in detail within this course syllabus but will
also be available by accessing the assignments button on the left side of the screen.
.
Online Discussion:
The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect
of graduate-level learning, and is a requisite activity in this course.
Discussion will occur within your weekly course “Discussions.” Look to the left of your
screen and click the Discussion link associated with a given week.
There will usually be two questions that can be found at the top of the screen with a
drop-down menu. Discussion question one will come up first, so to get to the second
question it is necessary to click the arrow, and then click “go”.
Guidelines for online discussions:
Discussion will be an important component of our class. During the class you will be expected to perform a required number of postings per week and respond to the postings of others as well. Please keep in mind that sometimes because you cannot see a person who is speaking to you by means of a computer that sometimes the intent of correspondence can be misinterpreted.
To avoid any unpleasant feelings among classmates please keep in mind that during the process of communicating with one another, some of us will make mistakes. When someone makes a mistake such as a spelling error, a spelling flame, an accidental overuse of capital letters, a stupid question, or an unnecessarily long answer, please be kind about it. In most cases the best course of action is not to say anything. Nevertheless, if you feel strongly about something, think twice before reacting and offering correction. Keep in mind that the purpose of this class is to help, support and learn from one another, not to criticize or ridicule.
Each member of the class is a person with feelings more or less like your own. While we will be asked to respond and even on occasion make critical suggestions about each other’s written product care must be taken so that your comments are not offensive to other class members. Before posting a comment a good question to ask might be “would you make that comment in a face to face conversation?”
Classroom discussions are expected to occur on a professional level. Sarcasm, informal speech or joking comments should be avoided. Please take care to avoid excessive voice or emotion within your posts. Try to avoid “flaming” or expressing a strong opinion without keeping emotion under control. Remember that any message that you send could be saved or forwarded by the recipient. For this reason vulgar language or obscenities will not be tolerated.
Please use the spell check feature on your computer and follow the grammatical rules. However all of us need to keep in mind that there will probably be students from other
countries within our class. While English is the preferred method of communication for this class, all of us need to understand that there may be different levels of communication depending upon the dialect or first language that a student is used to speaking. Please cite all of your sources consistently using APA form. Intentional plagiarism involving the misrepresentation of another person’s work as your own product is a major academic violation.
Posting and Participation:
Students are expected to participate at least three days a week by posting materials and contributions on the Discussion Board. This discussion board will have a drop down menu. Depending upon the week there may be as many as three areas for posting.
In addition, students are expected to comment on materials posted by fellow students. To count as participation, your postings need to be thoughtful; that is, they refer to the week's readings, relevant issues in the news, information obtained from other sources, or ideas expressed in the postings of other class members. Where appropriate, use references to support your position.
Peer Reviewed Journals
For references in your posts I expect that you use scholarly sources. Sometimes internet sources and popular magazines such as Time, Newsweek, etc. contain bias toward political agendas or religious and social groups. Peer reviewed journals can be found in our college library. Fortunately our library holds a large collection of these journals so you should not have any trouble finding information about our assigned topics. Peer-reviewed literature is evaluated by a panel of experts in the field before it is published. It is selected because standards of scholarship have been met and the contribution is original, valid, and significant to the present body of knowledge. The peer review process prohibits multiple submissions and duplicate publication of articles as well.
For the first weeks of our class I will be posting peer reviewed literature for you to read so that you can see the types of articles that we are looking for when you begin to post articles for your personal research and group postings. When it is your turn to post articles please make sure that they are peer reviewed.
These articles are called primary sources because they are the first report of research and information. Textbooks would be considered to be secondary sources. While books can provide valuable information when it is your turn to post please use primary sources AKA peer reviewed journals.
Group Project: EXTRA CREDIT
To support the growth of our "community of scholars," the course includes a team-
based assignment that depends on the ability to collaborate with others. Students will
be asked to indicate their time zone preference in week 2 and will be assigned to groups
in week 3.
The webinars will be held in week 12 so that students will have completed all of the
course projects and should be able to communicate from experience. The webinars will
be short 15-30 minutes.
Each group will lead a discussion on one of the following general subjects:
1. How did you identify your instructional problem?
2. How did you analyze the learner needs and sequence the tasks?
3. How did you evaluate the effectiveness of the lesson?
4. How will you evaluate and adapt course instruction if needed.
Requirements: Each student will be expected to participate in the weekly discussion
questions and postings on a regular basis. These include discussion topics that can be
answered from the text and other scholarly sources, a case study scenario and an
application assignment. The application assignments will be submitted to the instructor
at the end of the course. Those students who will allow their creations to be posted to
the discussion format will have the opportunity to do so. In place of the application
assignment portfolio students will also be given the option of writing a traditional
research paper on an instructional design element.
Final Paper:
If you wish to earn points for extra credit or feel more comfortable about creating a
research paper instead of polishing the application assignments please choose one of
the following research areas to investigate.
The final paper must be submitted to the instructor via the digital drop box no later
than fifth day of Week 11 for full credit.
Grading Criteria and Total Components of a Grade:
In your posts please use critical thinking or higher level thinking skills; that is, refer to
the week's readings, relevant issues in the news, information obtained from other
sources, or ideas expressed in the postings of other class members. Use references to
support your position. Your postings must demonstrate that you have reflected on the
assigned readings, and synthesized the material with your previous knowledge and
experience. If you do this you will get maximum credit; if you do less then your weekly
grade will be reduced proportionally.
Feedback Schedule: I will try my best to get back with you within 48 hrs if not sooner.
Please EMAIL me or call with any questions. Be sure that you specify your name and
what class you are taking.
Methods for Delivering Assignments:
Weekly Discussion Responses should be posted "publicly" in the eCollege discussion
forum. Personal communication should be via e-mail or phone. Class communication
can also take place in the Class Café portion of the Forum.
The final paper should be submitted (using Word or RTF) to the digital drop box.
Policies for Late Assignments:
Grading Policy:
Your grade for this course will be determined in the following manner. In addition,
please refer to the Student Handbook for additional information related to grades in
this program.
1. A grade of "A" (superior) will be reserved for work that is superior when compared to
other graduate students. This means that all participation requirements have been met,
all on-line assignments completed on time, and a research paper of superior quality has
been submitted. A superior paper will demonstrate breadth and depth of knowledge
and critical thinking. The paper will follow APA Publication Manual guidelines and be
free of typographical, spelling and grammatical errors.
2. A grade of "B" (satisfactory) will be assigned to those students who meet all
participation requirements, in a manner that reflects graduate quality thinking and who
submit a paper that is considered average in quality for a graduate student.
3. A grade of "C" (marginal) will be assigned to students who meet the majority of
participation requirements, and submit a research paper or project portfoliothat meets
the requirements of the instructor. However, the overall quality of the work submitted is
below the average of that usually expected of a graduate student.
4. A grade of "F" (unsatisfactory) will be assigned to those students who do not meet the
criteria specified for a "C" grade.
5. A grade of "I" (incomplete) will be assigned to those students who negotiate the
awarding of an “I” with the course instructor. The Incomplete must be requested by
email prior to the date established by the instructor but no later than the 15th day of
the last month of the quarter. The following minimum conditions must be met: (a) all
online participation requirements have been met, (b) any and all online writing
assignments were submitted on time, and (c) a draft of the research paper was
submitted on time. Final papers and other required coursework must be submitted to
the faculty member no later than the first day of the third month of the quarter
following the one in which the “I” was awarded.
6. A grade of "W" can be awarded by the registrar to students who notify the registrar,
in writing, that they wish to withdraw from the course. Notification must be received no
later than the 45th day of the quarter.
________________________________________________________________
Weekly Course Schedule
Course Documents for Session 1
Purpose:
Providing a good introduction to a course and setting the stage for involvement is very important.
In order to build a sense of community within our online environment you will be able to choose
from a list of activities that are described within the assignment area.
Objectives
1. The student will be able to introduce themselves to the class and learn about the other
class members.
2. The student will become familiar with class procedures
3. The student will learn how to upload a graphic to a computer
4. The student will become familiar with what experts in the field of online education are
thinking about this topic.
Study Notes Read chapters 6 in The Virtual Student Text
(Think about how this chapter is related to the activities that we are performing in this class).
The first technological assignment is how to upload a picture. To perform this task go to our
course supplemental website
http://theaudreywright.com/
This is a website that I helped my daughter set up so that we could have a place to post working
materials that we need for our cyber class. You will want to go to the area at the top Mom’s
class. A screen shot will be attached below . When you get to our classroom you will
go Tutorial one: How to put a picture on your computer
After that tutorial go to Tutorial two: How to attach a picture and then Tutorial Three: How
to post a picture on the website.
Assignments (Readings and discussion questions)
Choose at least one activity from the following (or do both if you want to look like an
overachiever).
1. Application Assignment
.Complete the course scavenger hunt concerning our syllabus. Copy and paste the answers to the
discussion board
Scavenger Hunt Questions:
a. When should you make your first post?
b. When can you usually expect to hear from me if you need to contact me?
c. What are my office hours?
d. Is a research paper required for this course? How long should it be?
e. What instructional design model is the basis for this course and what do the letters stand for?
f. What is the suggested gratuity for raising a grade two levels?(just kidding)
g. Should students use sarcasm in their response posts?
h. Where the weekly discussion questions should be posted?
i. What week will we have our class webinar sessions?
j. Should you use outside references to support positions within your postings?
k. Tell one thing that you learned from reading our syllabus that is not on the list.
2. Technology Assignment: Upload a picture or graphic to the class café and write a one
paragraph description of yourself.
3. Scenario Assignment: You are a teacher introducing yourself to a class at the beginning of
the year. Write a short 2 paragraph introduction that you could use to get the classes’ attention
(Hint this could also be posted to the class café).
________________________________________________________________________
Course Documents for Session 2. Read chapter 4 in the Virtual Student Text
Visit our course website
http://theaudreywright.com/
Go to the Mom’s class section. Complete the tutorial How to Post a link on a Website
and visit the section Online Etiquette
Purpose : Setting up Rules for classroom interactions is very important in both virtual and face to
face classroom settings. This is why our course syllabus has described parameters for effective
online communication. Culture, gender, lifestyle and even geography can affect how students
communicate within a classroom and interpret the comments made by others. What are some
design principles that instructors can use in making the classroom a “safe place” for diverse
student populations. keeping a classroom
Objectives:
The students will be able to tell how culture, gender,, lifestyle and geography affect student
learning.
The student will be able to name some basic online netiquette rules that should be followed in
online interaction.
The student will be able to post an online link for other classmates to visit
Study Notes In any class that is taught an effective teacher must have a plan in mind. Please visit
the following link for more information. This is an example of a peer reviewed source. For our
application assignments we are asking you to use at least one peer reviewed source in your post.
http://www.ascilite.org.au/conferences/brisbane99/papers/mcloughlinoliver.pdf
Assignments (Readings and discussion questions)
1. Application Assignment
Comment on things that teachers can do to make the classroom a good environment where the
rights and learning styles of diverse students are respected and taken into consideration. Use at
least 1 peer reviewed reference in addition to our required text readings
2. Technology Assignment
Post a link to an internet site that goes along with our topic about netiquette or classroom rules
and student interaction expectations. If you need help on completing this task please visit the
following link. Some of you may still be having difficulty with our first assignment on “Posting
a Picture to the Class Café.” You can complete this assignment within the next two weeks and
still receive credit.
3. Scenario Assignment
Keeping in mind the communication suggestions this week how would you as a teacher respond
to a student who posted a picture onto a class café website that was unusually suggestive or had
poor taste?
________________________________________________________________________
Course Documents for Session 3( Read Chapter 3 and 5 in The Virtual Student Palloff and Pratt)
Purpose: Students will learn how to conduct a technological needs assessment in order to design
material that are user friendly and appropriate to the needs of the students.
Objectives
1.The student will be able to identify the steps in a needs analysis
2. The student will develop critical thinking skills by reviewing and commenting constructively
about materials that we have used the previous two weeks within this class.
Study Notes : Conducting a needs analysis is an important part of instructional design. Materials,
assignments and lessons should be tailored to the requirements of the course and the needs of the
students. Materials should be found or developed that are appropriate for the purpose of the task
and not confusing for the learner. One of the most common design models in instructional design
is called the ADDIE model. The first steps in this model is to ANALYZE what skills the learners
need in order to be successful.
http://www.fgcu.edu/onlinedesign/designDev.html
Assignments( Read Chapter 3 and 5 in The Virtual Student Palloff and Pratt)
Follow this link and complete the technological skills assessment for yourself
http://www.fgcu.edu/onlinedesign/designDev.html
Application Assignment
Why do students drop out of online classes at a rate that is higher than face to face classes?
Chapters 3 and 5 in our text may provide some answers to this question. See if you can find
additional information from a peer reviewed source to include with this post.
Computer Assignment
Doing needs assessment is an important part of design. Please design a survey that could be
given to students to determine what they know about a topic and what they wish to learn. You
could also construct a feedback form to use at the end of an activity
Scenario Assignment
During the previous weeks of our course the instructor produced two handouts. One was about
how to post a photo to a computer and the other was about how to copy and paste a link to a
website. Please critique these articles according to needs assessment principles. Were they
appropriate for this class? What could be done to redesign or improve the materials?
________________________________________________________________________
Course Documents for Session 4 : Chapter 3 Palloff and Pratt
Visit the link to learn about the ADDIE model
http://www.learning-theories.com/addie-model.html
Purpose: Students will learn how goals and objectives fit in with a design process.
Objectives: The student will learn the difference between goals and objectives.
The student will be able to use this information to be able to create a short instructional
sequence.
The student will be able to create a tutorial that describes how to perform a computerized
function.
The student will become more familiar with the steps in the ADDIE design model.
Please visit the following link to learn the difference between goals and
objectives. http://edweb.sdsu.edu/courses/edtec540/objectives/difference.html
Study Notes; Learning is often broken down into small tasks called objectives which are subsets
of goals. Especially for adult learners instructional content should be meaningful and readily
applicable.
Application assignment Describe the difference between goals and objectives and share a peer
reviewed article that explains this further. Comment how this information could be applied to
working with a virtual student.
Computer assignment Think about a small task using a computer that you could explain to
others by using the screen shot technique. Make a handout for others using screen shots
Visit our class websitehttp://theaudreywright.com/
Go to the Mom’s class section. The tutorial this week is Skills that you will need to make a
tutorial.
Following the instructions below create your own one or two frame tutorial on how to do a
simple task.
Scenario Assignment:
An adult student is producing work that is full of grammar and spelling errors. What would you
do?
Assignments (Readings and discussion questions)
Course Documents for Session 5
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Session 6
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Session 7
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Week 8
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Week 9
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Week 10
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Week 11
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
Course Documents for Week 12
Purpose
Objectives
Study Notes
Assignments (Readings and discussion questions)
