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INST 5220Communication in Online Learning Communities

Course SyllabusSpring 2012 (Online)January 9th-May 4th

3 Semester Hours

Course Description: Students examine theoretical and practical aspects of communication and collaboration focusing on online communication and its affects on online learning communities. (3 credit hours)

INSTRUCTOR INFORMATION:

Rachel Y. Thompson Office Hours: Online by appointment(940) 249-4936 (cell) (940) 855-0294 (home)rythompson@ucmo.edu (respond within 24 hrs) Skype username: rachel.yvonne

My preferred method of contact is in Course Questions on Blackboard so that everyone can see my response. However, I realize some issues are better via email or other methods. Therefore, my preferred method is any method I have listed. You may schedule Chat/Telephone/Skype/video appointments anytime. Everyone’s schedule is different; I am often online on Skype during the day and night. (Skype folder and info located in Course Documents) One office hour is constraining for me and never can meet the needs for 20-25 students. I am here for you whenever you want to contact me; but it is up to you to contact me.

TEXT AND RELATED MATERIAL:

There is 1 required textbook for this course and it is available in Ebook format on Amazon:

Palloff, Rena M., and Keith Pratt. Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series). Pap/Cdr ed. San Francisco: Jossey-Bass, 2007.

Recommended (Needed throughout the program for formatting papers in all courses). Note: if you have access to this from a library or another source you may not need to purchase. http://apastyle.apa.org

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington: American Psychological Association.

Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you (1.800.330.7698 or http://www.ucmbookstore.com)

This class will also use supplemental information available online or from the instructor. Online materials vary by semester and will be posted in Blackboard under Assignments, or as part of a Discussion forum.

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CONCEPTUAL FRAMEWORK:

Belief StatementThe Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

MissionAs a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners.  The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population.  Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

LEARNING OBJECTIVES The purpose of the course is to provide the student with knowledge and skills necessary for the successful use of Online communication in Online communities. The objectives of this course are standards-based. That means they have been designed to correspond with the AECT’s (Association for Educational Communications and Technology) Advanced Standards. http://www.aect.org/standards/advstand.html

Upon the completion of this course the student will be able to:1. Describe characteristics of online communities 2. Evaluate structural elements of online communities3. Present instances of problems that have occurred in online communities4. Build a sense of community in an online environment5. Apply principles of CMC to instructional situations6. Recognize and create opportunities to enhance instruction using CMC7. Analyze communication breakdowns in CMC8. Recognize challenges to online teaching and learning9. Diagnose difficulties individual students encounter during online instruction10. Solve problems that occur when teaching online11. Evaluate communication in online learning communities

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Curricula and candidate performances for the advanced preparation of personnel in the field of educational communications and instructional technologies (ECIT) should be grounded in the knowledge base of the field. The domains of the field include design, development, utilization, management, and evaluation. Programs will vary in their concentration on each of the domains. For more information visit http://www.aect.org/standards/advstand.html

The 5 complete domains and subdomains are listed below:

Within these five domains and twenty subdomains, the program may be composed of those competencies most appropriate to the intended roles of the candidates.

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles, theories, and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.

Supporting Explanations:

“Design is the process of specifying conditions for learning” (Seels & Richey, 1994, p. 30). The domain of design includes four subdomains of theory and practice: Instructional Systems Design (ISD), Message Design, Instructional Strategies, and Learner Characteristics.

1.1 Instructional Systems Design (ISD)

“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction’”(Seels & Richey, 1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional materials.

1.1.4 Implementing: actually using the materials and strategies in context.

1.1.5 Evaluating: process of determining the adequacy of the instruction.

1.2 Message Design

" Message design involves planning for the manipulation of the physical form of the message” (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This subdomain is specific to both the medium selected and the learning task.

1.3 Instructional Strategies

“Instructional strategies are specifications for selecting and sequencing events and activities

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within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

1.4 Learner Characteristics

“Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process” (Seels & Richey, 1994, p. 32). Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.

Standard 2: DEVELOPMENT

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences by applying principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.

Supporting Explanation:

“Development is the process of translating the design specifications into physical form” (Seels & Richey, 1994, p. 35). The domain of development includes four subdomains : Print Technologies, Audiovisual Technologies, Computer-Based Technologies, and Integrated Technologies. Development is tied to other areas of theory, research, design, evaluation, utilization, and management.

2.1 Print Technologies

“Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes” (Seels & Richey, 1994, p. 37). Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.

2.2 Audiovisual Technologies

“Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels & Richey, 1994, p. 38). Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies

“Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources” (Seels & Richey, 1994, p. 39). Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction(CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.

2.4 Integrated Technologies

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“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40). Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.

Standard 3: UTILIZATION

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles, theories, and research related to media utilization, diffusion, implementations, and policy-making.

Supporting Explanations

“Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994, p. 46). This domain involves matching learners with specific materials and activities, preparing learners for interacting with those materials, providing guidance during engagement, providing assessment of the results, and incorporating this usage into the continuing procedures of the organization.

3.1 Media Utilization

“Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications.

3.2 Diffusion of Innovations

“Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.

3.3 Implementation and Institutionalization

“Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization” (Seels & Richey, 1994, p.47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization.

3.4 Policies and Regulations

“Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes. 

Standard 4: MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and

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supervise instructional technology by applying principles, theories and research related to project, resource, delivery system, and information management.

Supporting Explanations:

“Management involves controlling Instructional Technology through planning, organizing, coordinating, and supervising” (Seels & Richey, 1994, p. 49). The domain of management includes four subdomains of theory and practice: Project Management, Resource Management, Delivery System Management, and Information Management. Within each of these subdomains there is a common set of tasks to be accomplished: organization must be assured, personnel hired and supervised, funds planned and accounted for, facilities developed and maintained, and short- and long-term goals established. A manager is a leader who motivates, directs, coaches, supports, monitors performance, delegates, and communicates.

4.1 Project Management

“Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install information monitoring systems, and evaluate progress and improvement.

4.2 Resource Management

“Resource management involves planning, monitoring, and controlling resource support systems and services” (Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness and justification of effectiveness or efficiency for learning as well as the resources of personnel, budget, supplies, time, facilities, and instructional resources.

4.3 Delivery System Management

“Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner” (Seels & Richey, 1994, p. 51). This includes attention to hardware and software requirements, technical support for the users and developers, and process issues such as guidelines for designers, instructors, and ECIT support personnel.

4.4 Information Management

“Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning” (Seels & Richey, 1994, p. 51). Information is available in many formats and candidates must be able to access and utilize a variety of information sources for their professional benefit and the benefit of their future learners.

Standard 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

Supporting Explanations:

“Evaluation is the process of determining the adequacy of instruction and learning” (Seels & Richey, 1994, p. 54). ECIT candidates demonstrate their understanding of the domain of

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evaluation through a variety of activities including problem analysis, criterion-referenced measurement, formative evaluation, and summative evaluation.

5.1 Problem Analysis

“Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels & Richey, 1994, p. 56). ECIT candidates exhibit technology competencies defined in the knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and ECIT projects.

5.2 Criterion-Referenced Measurement

“Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content” (Seels & Richey, 1994, p. 56). ECIT candidates utilize criterion-referenced performance indicators in the assessment of instruction and ECIT projects.

5.3 Formative and Summative Evaluation

“ Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels & Richey, 1994, p. 57). ECIT candidates integrate formative and summative evaluation strategies and analyses into the development and modification of ECIT projects and programs.

5.4 Long-Range Planning

Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.” (Certo, et al, 1990, p. 168). ECIT candidates demonstrate formal efforts to address the future of this highly dynamic field including the systematic review and implementation of current ECIT developments and innovations.

COURSE REQUIREMENTS: Assignment and Point Summary (1000 total points)

Assignment Points Possible

Points Obtained

1. Online Attendance and Participation (Three grades worth

100 points)

300

2. Icebreakers / Relationship Building 100

3. Synchronous: Group Chat and Plan 100

4. Synchronous: Second Life 100

5. Asynchronous: Two way - Lead Discussion 100

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6. Asynchronous: One way - Design of Training Materials

(NCATE)

100

7. Group Presentation 100

8. Course Reflection 100

Total 1000

1) Online Attendance and Participation (Learning Objective 1-11: 300 points)There will be online discussions and activities throughout the semester. This will include the general Discussion Board and Group Discussions, with some variation depending on the size of the class. With each discussion board

activity you are expected to respond to the initial questions (No later than Friday at Midnight). Then, continue activities on the discussion board according to the rubric (all discussion due at 11:59pm Sunday). You should respond to at least two classmates. Grading is based on the frequency and regularity of logins (3 times per week is standard), on time completion of all discussion board activities, and the quality and depth of online discussions (see rubric below).

Three attendance / participation grades will be provided, covering the first third of the semester (100 points), second third of the semester (100 points), and final third of the semester (100 points), for a total of 300 points at semester end. This will allow students to adjust their activities as the semester progresses if need be. (AECT Standards: 5.3)

Target Acceptable UnacceptableRating 3 2 1Quantity of discussion posts

Posts timely original threads (by Midnight Friday) and replies to other messages by the end of the week.

Does not post timely original threads and/or does not reply to reply two other classmates

Does not post weekly on the discussions or late/ (habitual) last minute

Quality of discussion posts

Ties together readings, concepts, experiences, and other posts. These complex interactions contribute to an in depth discussion

Posts touch on readings and experience

Short and uninformative posts that do not add to the discussion or late/last minute

Clarity of posts Posts are clear and easy to follow

Posts are readable and can be understood

Difficult to understand what the point of the messages are or seem hastily written.

Blackboard logins Logs in several times Logs in only 1 or 2 Logs in once or less per

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per week times per week week

Score Rating Grade10-12 Target A

8-9 Acceptable B0-7 Unacceptabl

eC or below

12 pts= 100% for each week of discussion

2) Icebreakers / Relationship Building (Learning Objective 4,6,8: 100 points):Icebreakers / Relationship Building (100 points): Following introductions students will work as a class to select an icebreaker. This will further build relationships at the start of the semester. Icebreakers are very briefly described in Chapter 1. In course documents (Blackboard, left menu) there are several links pertaining to Icebreakers. Visit the Icebreaker wiki link located in Assignments folder (http://thompsoninst5220.wikispaces.com/Icebreaker) and work as a class adding ideas then decide which Icebreaker is the ‘class favorite’. You do not have to pick a group leader, but there are always people who step up and evolve as natural leaders of the course. Taking initiative is great and can be empowering! At the start of week 2, Students go to the Icebreaker Discussion Board and begin your chosen activity. Assessment of this assignment is completion of the icebreaker by participating and engaging other students.

IcebreakerGrading Rubric:

Target Acceptable UnacceptableRating 3 2 1Wiki Contribution Highly active and

visiblePosted one or two comments

Did not post at all

Quantity of discussion posts

Posts multiple new threads and replies to other messages

Posts one or two messages per board

Does not post, or late

Quality of discussion posts

Ties together experiences and other posts contributing to an in depth discussion

Posts touch on readings and experience

Short and uninformative posts that do not add to the discussion

Blackboard logins Logs in several times per week

Logs in only 1 or 2 times per week

Logs in less than once per week

Clarity Posts are clear and easy to follow

Posts are readable and can be understood

Difficult to understand what the point of the messages are

15/15= 100 pts A14/15= 93 pts A13/15= 86 pts B12/15= 80 pts B11 and below- C or below, unacceptable

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3) Synchronous: Group Chat and Plan (Learning Objectives 2-11: 100 points):You will be divided into base groups of 4 (more or less depending on the number enrolled). Each group will be assigned a chapter (or topic) in which they will collaboratively become experts. Then, you will lead a class discussion on your topic during an assigned week. Your group becomes the instructors for the assigned week.

During Week 5, groups will participate in a group chat on Google Talk. Your group wiki (located under Tools on Blackboard) is probably the best way to find common times that your group is available. The purpose is twofold: 1) plan for your student-led discussion and 2) utilize the Google App features collaboratively. If you use a Macintosh computer and you are not sure how to use Google Talk with your Mac, get in touch with me immediately. You may also use this time to discuss the future group presentation. Group chat discussions should take about 15 – 20 minutes. Someone should be elected to save the chat history. Each group is required to submit a 1-page summary of your plan for discussion preparation (what will you do), which includes each person’s role and responsibilities within your group. Course Documents in BlackBoard contains a list of facilitating roles. Additionally, this sheet should list all group members present for the group chat. Finally, one person from the group should submit the chat history and the 1page paper to Rachel. Important questions to answer in the paper: Did you find the chat helpful/difficult? How is your group planning on working together throughout this semester? Will you have any more synchronous meetings? Etc.

Group Chat Grading Rubric: 100 points Target Acceptable Unacceptable

Rating 3 2 1 Group Collaborative Effort

Each participating member has an identified responsibility /role in preparation for the group discussion

Each participating member has an identified responsibility/role in preparation for the group discussions

At least one participating group member does not have an identified responsibility or role.

Group Plan Clear, concise attainable plan or outline for group discussion preparation.

Group has a plan for the discussion, but is sketchy and unrealistic.

No clear plan for future directions.

Paper Clarity Paper is clear and concise. Paper flows naturally.

Paper is somewhat difficult to follow.

Paper appears disorganized and is very difficult to follow.

Individual participation (25 points)

Individual was present in chat and fully contributed to the group discussion.

Individual was present in chat, but made minimal (only one or two statements) in the group chat.

Individual was not present or made no contribution to the group chat (-25)

Rating Scale:Score Rating Grade10-12 Target A8- 9 Acceptable B7- 0 Unacceptabl

eC or

below

4) Synchronous: Second Life (100 points):

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Students will explore Second Life http://secondlife.com/ to investigate opportunities for using this environment for teaching and learning. You will sign up for an account on Second Life. Your first assignment “In-World” will be a scavenger hunt. The Scavenger Hunt takes place during Week 6. The Scavenger Hunt will get you accustomed to using the program. Participating in the scavenger hunt is ¼ of the 100 points and counts as Week 6’s Participation Grade. While in SL (Second Life) check out several different places, explore the spaces that you visit, and communicate with others. Next, you will report back to the class with a written paper. Describe where you went, what you discovered, how you could potentially see using SL in an educational setting, and some advantages and disadvantages to using such a tool.

Be sure to check your computer specifications and install early. (I cannot stress this enough) Most modern computers should be fine, but there are requirements for processor speed, memory, graphics card, and broadband is necessary. If you do have problems SL is also installed on certain computers in the main campus library computer commons. It is also installed on two at the Summit Center, but I need to know ahead of time to call them to make sure they are up to date. If you wait until the last minute on this assignment, it may be difficult for you. There will be more information and rubrics regarding SL in course documents.

SL Assignment Rubric (100 points): Exploring Second Life (SL).

Target Acceptable UnacceptableRating 100- 90 80–90 70 – Below Scavenger Hunt Successfully completed

steps listed in the scavenger hunt.

Missed any of these items

Did not complete scavenger hunt.

Choose and environment or Island

Successfully chose an Island or environment that could be used for professional development or instructional purposes.Evident student explored SL thoroughly.

Successfully chose an Island or environment that could be used for professional development or instructional purposes.

Successfully choose an Island or environment. However, it cannot be used for professional or instructional purposes. Or, Did not successfully choose an Island.

Paper Content Includes all 7 required sections in paper description.

Paper fits within the suggested word count ( 1250 words ) range.

Includes 6 out of the 7 required sections.

Paper fits within the suggested word count (1 - 1250 words ) range.

Includes less than 6 of the required sections.

Paper does not fit within the suggested word count range.

Quality of writing Clear and concise writing style, formatted properly

Thoughtful discussion

Minor grammatical and spelling errors

Discussion scratches the surface level explanation.

Hastily written paper with unusual style

ORPaper does not include

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moves beyond surface level explanation.

thoughtful discussion or barely touches on surface level, superficial explanation.

Rating Scale:Score Rating Grade

90-100 Target A80-89 Acceptable B79-0 Unacceptable C or

below

5) Asynchronous: Student-Led Discussion (100 points):Student groups will have a specific week of the semester covering certain chapters from the textbook or topic, and then lead an asynchronous discussion on Blackboard. Groups should be prepared to post initial discussion board questions, and then follow through that discussion for the week by posting follow up questions and comments as necessary. Your group will become the instructor during these Student-Led discussions. Someone in your group must send me the final discussion question/s prior to Sunday (the day before your Discussion begins). Complete the peer-evaluation survey linked.

Asynchronous Student Led Discussion-Grading Rubric: 100 points Target Acceptable Unacceptable

Rating 3 2 1Discussion questions*

Discussion question/questions are polished, require thought and presented on time

One of these aspects is missing or appears rough and hastily written.

Discussion questions appear rough and hastily written or late

Responses Timely, thoughtful responses that engage other students. Ask student for clarification if necessary.

Responses are a little hollow and need more substance to engage students.

Responses are short and hastily written.

Individual participation (25 points)

Individual was present in Db and fully facilitated to the group discussion.

Individual was present in Db, but made minimal (only one or two statements) in the Db.

Individual was not present or made no contribution to the Db (deduct 25 points)

Peer Evaluation Survey**

Student completed the peer evaluation survey. Peer evaluation is average or above average

Peer evaluation is average/below average.

Student did not complete the peer evaluation survey. Peer evaluation is below average.

*Groups will turn their final discussion question(s)/or material (if necessary) in by the day prior to the discussion ** You will be provided a link to an online survey for a short peer evaluation of your group http://www.surveymonkey.com/s/6F5RX5X

Rating Scale:Score Rating Grade

11-12 (100-90) Target A

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9-10 (80-89) Acceptable B8-below (79-) Unacceptabl

eC or

below

6) Asynchronous: One way - Design of Training Materials (NCATE) (100 points):Students will prepare training materials that could be utilized in a real world online setting in an asynchronous medium. This could be for school staff, higher education, business, or industry. Assume that this professional development online workshop would take the place of a traditional face-to-face (day long or hour) workshop. Find somewhere to online to host your materials. This could be a blog, wiki or free website. Make sure that the training materials can be accessed online, asynchronously by your audience. You may utilize any combination of asynchronous formats you want to provide these materials: Word Documents, PowerPoint, PDF, html, podcast, etc. Topics may cover anything having to do with technology and education. The point is partially the content, but largely on using these tools to design the delivery of instruction, and utilizing a proper instructional design model. ADDIE is a design model that you may be familiar with, but there are numerous other ID models that you may use to create your two-page training document.

Do not go overboard with this assignment (It should be the equivalent of an hour training or maybe a day). The focus will be on the materials you produce (instructional materials). However, some basic instructional design processes as described below will help guide this process. Keep these sections brief. You will end up with two documents: a couple pages total for the pages below, and the actual instructional materials (ppt, podcast, document etc) which are hosted on a free site or web space you own. If you have more than two documents that is fine, but make sure you have the two listed.

Be sure that the following are woven into your design: Learner and context analysis – Description of the students and their needs Task analysis – Sequencing of instructional tasks and overview of instructional event Learning objectives – What the student should get out of this instruction Strategies – Method of instruction, ie description of how the material is being presented Instructional materials – Actual presentation/documentation materials (PowerPoint or

other) Evaluation – Survey, test, or other form that you would use to determine successful

learning if this were actually taught

Scoring Guide/CriteriaUnacceptable

0Developing

1Acceptable

2Target

3Scor

eLearner and context analysis

Learner and context characteristics are barely or poorly described.

Learner and context characteristics are described.

Learner and context characteristics are fairly described. No evident inadequacy.

Learner and context characteristics are thoroughly and illustratively described.

Task analysis

Information processing analysis of the learning goal not provided or completed.

Information processing analysis of the learning goal and prerequisite analysis are incomplete.

Information processing analysis of the learning goal and prerequisite analysis are provided.

Information processing analysis of the learning goal and prerequisite analysis are extensive.

Objectives Instructional Instructional Instructional Instructional

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objectives not provided or completed. Learners’ performance in each objective not specified. Conditions and criteria not included.

objectives incomplete. Learners’ performance in some areas not specified. Conditions and criteria sometimes not included.

objectives complete. Learners’ performance in each objective specified. Conditions and criteria are included.

objectives achievable and clear. Learners’ performance in each objective specified with observable behaviors. Conditions and criteria well written and realistic.

Strategies Employed instructional strategies provide no or limited amount of cognitive support for the learners to complete the learning task.

Employed instructional strategies provide some cognitive support for the learners to complete the learning task.

Employed instructional strategies provide adequate cognitive support for the learners to complete the learning task.

Employed instructional strategies provide a large amount of cognitive support for the learners to complete the learning task.

Instructional materials

The information presented is not hosted on a site or fails to demonstrate one or more of the following features: 1) complete, 2) straightforward, 3) chunked, and 4) sequenced.

The information presented is: 1) complete, 2) straightforward, 3) chunked, and 4) sequenced.

The information presented demonstrates adequacy in being: 1) complete, 2) straightforward, 3) chunked, and 4) sequenced.

The information presented is hosted on a site: 1) well completed, 2) concisely straightforward, 3) properly chunked, and 4) logically sequenced.

Evaluation The materials do not identify all three of the following: 1) data collection procedure, 2) results, and 3) revision that needs to be made

The materials do not identify all of the following: 1) data collection procedure, 2) results, and 3) revision that needs to be made

The materials identify all three of the following: 1) data collection procedure, 2) results, and 3) revision that needs to be made

A well-written evaluation identifying : 1) data collection procedure, 2) results, and 3) revision that needs to be made

Writing The materials demonstrate lack of skills in all

The materials demonstrate lack of skills in two or

The materials demonstrate lack of skills in one of

The materials demonstrate skills in all of the

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of the following: 1) organization, 2) typographic conventions, and 3) writing.

more of the following: 1) organization, 2) typographic conventions, and 3) writing.

the following: 1) organization, 2) typographic conventions, and 3) writing.

following: 1) organization, 2) typographic conventions, and 3) writing. Training Document is 2 pages long.

Rating Scale (of points possible):Score Rating Grade18-21 Target A14-17 Acceptable B0-13 Unacceptabl

eC or

below

7) Group Presentation (100 points): The topic for this presentation is any specific tool used in distance communication. You will then prepare a virtual presentation to share with the class. It could be as simple as a PowerPoint, but should also include at least one supplementary source such as- Word documents for handouts, web pages, or any other materials that are easily shareable. The groups should create the supplemental material. Please cite sources as necessary. These group presentations allow you the experience of creating such products at a distance, presenting such products at a distance, as well as the content itself. Post your group’s topic on the course wiki by the end of Week 10. http://thompsoninst5220.wikispaces.com/ You will also complete the Group Evaluation Form and send it to the instructor (Standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4)

Grading Rubric:Target Acceptable Unacceptable

Rating 3 2 1Content Informative, useful

content that adds to course

Useful educational technology content

Little useful information

Presentation Clear and easy to follow presentation

Complete and useful presentation

Difficult to follow

Professionalism Professional, polished, utilizing good design

Properly prepared and presented

Poor quality

Individual Participation(worth 25 points)

*Instructor received an in-depth peer evaluation form *Fully participated with group in presentation decisions. Appears that individual participation is excellent or good

*Instructor received a peer evaluation form*Mostly participated with group in presentation decisions. Appears that individual participation is good

*Instructor received a form lacking description, not filled out properly, and late forms.*Lacking and well noted by logins, activity on group forum and group

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project forms. Did not participate well. (Receive Unacceptable Individual Participation minus 25 points)

Rating Scale:Score Rating Grade

11-12 (90-100%) Target A10-9 (80-89%) Acceptable B

0-7 (0-79%) Unacceptable

C or below

Peer Evaluation FormDirections: In the space below, honestly evaluate your work and the work of other students in your group by using the following scale:

3 = above average (A)2 = average (B)1 = poor (C)0 = absent, did not participate at all (F)

Students will email this to the instructor after the completion of this group project. Please copy and paste the table below into a new document and then attach with the email.* Score of 8= C

Names of Group Members (begin with your own in the first row)

Participated in group discussions or meetings

Contributed useful ideas

Quantity of work done

Quality of work done

Total

(12 points possible)

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Additional Comments:

8) Course Reflection (100 points): Summative assessment: Students will complete a 3-5 page reflective essay as a self-evaluation of the class, considering both its benefits to them and strategies for applying in an educational setting what they have learned. (Standards: 5.3, 5.4) AECT standards http://www.aect.org/standards/advstand.html

Grading Rubric:Target Acceptable Unacceptable

Rating 3 2 1Depth Deep integration to

assignments and personal connections

Covers main points of semester to personal life

Limited connection between course and self

Connections Ties to AECT Standards Mentions AECT standards

No connection to standards

Format Clear and concise writing and formatting

Readable Unstructured with poor grammar and spelling

Rating Scale:Score Rating Grade

8-9 Target A6-7 Acceptable B0-5 Unacceptabl

eC or

below

1. Resource Assignment (Student learning outcome 2) – Students will select a topic from a list provided by the instructor and locate a minimum of 10 peer-reviewed professional resources to share with the class. The product will be an annotated bibliography in APA style that will include a printable handout for other class members in either Word or pdf format. Detailed scoring criteria will be available in the Blackboard Assignment area. (10% of grade)

2. Field Experience (Student learning outcome 3) - Students will complete a minimum of 20 field experience hours engaged in the assessment or instruction of students with E/BD. Part of the experience (up to 15 hours) may be observation, and will include use of unstructured and structured observation forms, behavior rating scales and checklists, or other relevant data collection tools, a functional behavioral analysis/hypothesis, and a written observation log and summary. At least a portion of the time (minimum 5 hours) must involve direct involvement with individuals who have emotional or behavioral challenges, similar to those covered in this class. Those experiences may include socialization activities, behavioral intervention, or social skills instruction. The location and specifics of your field experience will be negotiated with the instructor, but may

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include observation in the Midwest Clinic for Autism Spectrum Disorders on the UCM campus, socialization or social skills instruction with students enrolled in the UCM THRIVE Program, and/or similar activities conducted at a public school site arranged by the instructor. All field experience plans MUST be approved in advance by instructor, including alternative proposals for candidates already employed by school districts or private agencies working with students with E/BD. (20% of grade)

3. Social Skills Lesson Plan (Student learning outcome 4) – Individually or in small groups, students will develop an instructional unit focused on social skills, and a series of scripted lesson plans following the format provided. The social skills unit will be developed for implementation with students in your field experience site, or for UCM THRIVE students (based on information provided by faculty and THRIVE staff). The unit will be scored using the scoring rubric from the Teacher Work Sample you will complete during student teaching. (20% of grade)

4. Examinations (Student learning outcome 5) – Students will demonstrate their grasp of EBD theories, research, assessment and intervention techniques via chapter quizzes and a final exam. Chapter quizzes (in your textbook) are self-scored, and the score for each will be based on reflection, rather than the number of questions missed. The final will be an application exam, based on a case study. The final case study exam will be made available as a Word document in the Blackboard Assignment area. You will download the file and answer a series of short answer and essay questions based on a case study, then submit your completed exam using the link in the Assignment area. Once the link is available, you will have 72 hours to complete and submit the exam. These exams are open book and open notes. However, you are expected to do your own work; there is no phone-a-friend option. If there is any indication that students have worked together on these exams, the instructor will enforce the Academic Honesty Policy outlined in the UCM Calendar/Handbook. (Quizzes 20% total; final 20%; exams 40% of grade)

GRADING

Instructor created rubrics will be used to evaluate subjective assignments are found in Blackboard and in the assignment description in this syllabus. Feedback will usually be provided via Blackboard discussion boards, from the instructor and from other students. Occasionally the instructor may need to email students for additional feedback. Up-to-date grades can be found through Blackboard within Tools | Check Grade. Every attempt will be made to grade assignments and post grades no later than a week after the due date. The student will always have the option to ask for additional feedback if desired.

Grading standards are as follows:

A = 90-100% B = 80-89% C = 70-79%D = 60-69% F = < 59%

All assignments (except Online Participation and Attendance: see rubric above) are due by midnight Sunday. Late Assignments (discussion boards receive no credit if posted after 11:59 on Sundays) will be marked down one letter grade unless prior arrangements are made. Each week thereafter that the assignment is not turned in it will be reduced an additional letter grade. Assignments must be submitted early if you know you

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will be absent when something is due. It is to your benefit to submit assignments earlier in the week rather than at the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will NOT be issued upon request. Students dissatisfied with their assigned grade will be given an opportunity to revise the assignment or complete an additional activity that will raise their score to the average of the first and second score. Students Note: if Blackboard is down and it prevents you from posting assignments, please post as soon as possible after the system is back up. Blackboard failures, while rare, are possible and you will not lose points if late for that reason.

Written Assignments must be word processed, spell checked, and adhere to APA guidelines (double spaced, 12 pt font Times Roman, 1” margins, citations in APA format). Documents shared with classmates should always be in a compatible format so that everyone in the class can view them: Microsoft Word 1997-2003 (.doc or .rtf), PowerPoint (.ppt), html. If you do not have Microsoft Office consider OpenOffice as an alternative (openoffice.org). Googledocs can also be used to create documents without Microsoft Office. Please save as a doc and not a docx.

TECHNOLOGY REQUIREMENTS/BLACKBOARD NAVIGATION

Students will need a web browser with Internet access, Microsoft Office or compatible, Adobe Reader, and occasionally other plug-ins when visiting web sites. Students also need access to a computer that can operate Second Life and various other Web 2.0 applications. System Requirements and other info located in Course Documents.

To get started with the course, go to: http://courses.ucmo.eduYou will need your UCM username and password to log in to the course. If you do not know, or cannot remember your information, please refer to this document: http://www.ucmo.edu/ot/documents/studentIDPW.pdf

All of the information you need concerning Blackboard hardware, software, and plug-ins can be accessed from the Blackboard login page or at http://www.ucmo.edu/centralnet/Blackboard/student_help.html

If you are new to Blackboard, this tutorial walks you through the process of getting started, beginning with performing a browser check:http://ucmo.edu/centralnet/Blackboard/help/bb_getting_started.pdf

As soon as you log into my course, you will see a welcome announcement and direction to the START HERE link. These will provide your orientation to how the class will work and where everything is located.

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COMMUNICATION AND SUPPORT

There are numerous ways to contact me. Email seems to be the most convenient for everyone. is by email. I return student emails within 24 hours, excluding weekends and holidays (I am usually much quicker than 24 hours, though) Check your UCMO email often. I communicate via Blackboard and I send emails to UCMO addresses. You can have your email forwarded to one you regularly use if you prefer to use another one. The Course Questions thread on the discussion board is a place to post questions of general interest to the entire class. If you have a question about your grade or a confidential matter, please do NOT use the Course Questions. I live in Texas so meeting F2F is not an option. However, I would love to Skype with you or use Google Talk or anything you are comfortable with. UCM provides Blackboard Technical Support in a variety of ways:

- Phone: (660) 543-8484 Hours: M-F 7:30 am - 5:00 pm- email: bbhelp@ucmo.edu- Live Chat can be accessed from the Blackboard login page, when available- You can submit an electronic request for Blackboard help on this form:

http://www.ucmo.edu/surveys/?formID=1954- Tutorials and Help information available on the Blackboard login page may be helpful

UCM technical support for issues unrelated to Blackboard can be accessed at this webpage:http://www.ucmo.edu/ot/students/

COURSE AND UNIVERSITY POLICIES AND PROCEDURES

Academic Honesty: This instructor will enforce UCM’s Academic Honesty Policy as described in the Student Calendar/Handbook.

Student Conduct: Each student who enrolls at Central Missouri assumes an obligation to abide by the rules and regulations of the University as well as the local, state, and federal laws. A description of student rights and responsibilities is available in the Student Handbook, and online: http://www.ucmo.edu/student/handbook.cfm

Early Alert: As part of the College of Education commitment to building a positive, student-centered learning community that supports the success of every student, this faculty member participates in the UCM Early Alert Program.

ADA: Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421.

Library Services: Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk:

Phone: (660) 543-4154 Email: reference@libserv.ucmo.eduAIM: JCKLReference RefChat: http://library.ucmo.edu/chat

Course Outline/Timeline for Topics:

Week 1: Legal, Historical, and Cultural Perspectives on EBD

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Week 2: Assessment for Diagnosis and Intervention

Week 3: Translating Assessment Data into Individualized Instruction

Week 4: Best Practices for Preventing Problem Behaviors: School-wide Strategies

Week 5: Best Practices for Preventing Problem Behaviors: Class-wide Strategies and Interventions

Week 6: Best Practices for Addressing Behavior Problems: Individual and Small Group Strategies and Interventions

Week 7: Disorders of Attention*

Week 8: Disruptive Behavior Disorders*

Week 9: Pervasive Developmental Disorders*

Week 10: Anxiety and Mood Disorders*

Week 11: Other Disorders of Childhood and Adolescence*

Week 12: Communication and Collaboration Skills: Working with Parents and Other Professionals, observation summary due

Week 13: School Partnerships with Mental Health and Medical Professionals, unit plan due

Week 14: School-based Crisis Intervention: Planning and Implementation

Week 15: Current Issues and Trends in E/BD, final exam

In this course, the “week” ends Sunday at midnight. All assignments, including discussion, are due the Sunday at the end of the relevant week by midnight. Sometimes, events beyond our control will require an adjustment to this calendar. Check Blackboard regularly, as any modification to the timeline will be posted there.

*Annotated bibliographies are due the week BEFORE the related chapter is being covered in the timeline. For example, if your topic is Tourette’s, which falls in Chapter 11, your annotated bibliography is due at the end of week 10.

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