EDU 510 Teaching 21st Century Classroom Dr. Jeff Kissinger 1

Rollins CollegeFall 2015

EDU 510 Teaching 21st Century Classroom 3 Credit Hours

! “I am still learning” – Michelangelo at age 87

Instructor: Dr. Jeff Kissinger 904-485-0653 mobile jkissinger@rollins.edu

Office Hours: 9 a.m. – 5 p.m., Monday – Friday. skype jeffreyscottkiss

Important Dates: Class Starts August 27, 2015Class meets scheduled Thursdays 4:00-6:30 PM

Prerequisites: None

Introduction

This course provides educators and aspiring educators an applied set of authentic learning experiences in contemporary teaching and learning with technology. Through a variety of hands-on creative learning activities such as teaching and technology demonstrations, students will discuss, interact, critically evaluate, and reflect on contemporary learning theory and applied educational practices with technology. Additionally, students will explore the fundamentals of the instructional design process along with professional opportunities for technologically competent educators.

Course Competencies:

Demonstrated learning competencies: students are expected to achieve as an outcome of this course the abilities to:

1. Demonstrate competency of contemporary educational landscape issues within a historical context.

2. Demonstrate competency of contemporary learning technology applications

3. Demonstrate competency of pedagogy applied within contemporary education and technology frameworks

4. Demonstrate competency of learning modalities applied within contemporary education and technology frameworks

5. Demonstrate competency in fundamental ID applications applied to teaching and technology

6. Demonstrate competency in applying effective assessment and feedback using learning technologies

7. Demonstrate competency in applying teaching reflective and reflexive practices

8. Demonstrate competency of planning for professional educator goals

9. 510 Demonstrate reflective/reflexive practice within teaching and the profession

EDU 510 Teaching 21st Century Classroom Dr. Jeff Kissinger 2

Course Learning Modules

Modality [where we meet/learn]

Module 1 The Educational Shift, AKA Plate Tectonics 8.24-9.6

New Education Models Short Presentation: 100 pts Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss the change to student-centered models LO Critically evaluate historical educational models LO Demonstrate competency of contemporary educational landscape issues within a historical context. 510 LO Critically reflect on educational change in your own teaching practices

Cornell 222 8.27.15 & Moodle throughout the two weeks.

Readings: GinkoTree Teaching in Digital Age Chapters 1, 2, 3, 10; Educational Psychology Chapters 1;

Module 2 Technology & Connectivism 9.7-9.20

Emerging Technologies Presentation: 100 pts Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss contemporary learning technologies within educational contexts LO Critically analyze the influence of Connectivism within educational contexts. LO Critically analyze applied learning technologies LO Present a synthesis of contemporary learning technologies applied within educational contexts LO Demonstrate competency of contemporary learning technology applications 510 LO Critically reflect on connectivism & technology in your own teaching practices

Cornell 222 9.10.15 & Moodle throughout the two weeks.

Readings: GinkoTree Connectivism Knowledge and Knowing, Groups and Networks, Networks/Connectivism/e-learning; Teaching in Digital Age Chapters 4, 5, 9, Appendix 1, Appendix 1, 2.

Module 3 Pedagogy Applied 9.21-10.4 Multimodal Class Discussion: 25 pts

Reflection Journal 12.5 pts LO Discuss major pedagogical theories applied within educational contexts LO Discuss major pedagogical theories applied within learning technology frameworks. LO Demonstrate competency of pedagogy applied within contemporary education and technology frameworks 510 LO Critically reflect on pedagogy and learning theories in your own teaching practices

Moodle

Readings: GinkoTree Educational Psychology Chapters 6, 2, 3 , 4; Videos Global One Room School House, U.S. Education Strategy in Digital World

Module 4 The Art & Science of Learning Facilitation 10.5-10.18

Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss learning modalities, historical and contemporary LO Critically analyze the application and effectiveness of various learning modalities LO Demonstrate competency of learning modalities applied within contemporary education and technology frameworks 510 LO Critically reflect on learning modalities in your own teaching practices

Cornell 222 10.1.15, 10.8.15 & Moodle throughout the two weeks.

Readings: GinkoTree Educational Psychology Chapters 8, 9, ; Teaching in Digital Age Chapters 7, 8, 11; Contexts in Learning Situated Cognition, Communities of Practice

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Grades & Assessment

Module 5 Instructional Design 10.19-11.1

Learning Technology Teaching Demonstration: 150 pts Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss the application of ID in contemporary educational contexts. LO Model effective technology application within an instructional design LO Critically evaluate instructional designs and applications within educational contexts. LO Demonstrate competency in fundamental ID applications applied to teaching and technology 510 LO Critically reflect on applied instructional design in your own teaching practices

Cornell 222 10.22.15 & Moodle throughout the two weeks.

Readings: GinkoTree Instructional Design All; Educational Psychology Chapters 10, 11,

Module 6 Assessment & Feedback 11.2-11.15

Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss application of effective and creative assessments LO Critically evaluate the role of feedback in the learning process LO Model effective use of feedback in multiple learning modalities LO Demonstrate competency in applying effective assessment and feedback using learning technologies 510 LO Critically reflect on applying effective assessment in your own teaching practices

Cornell 222 11.5.15 & Moodle throughout the two weeks.

Readings: GinkoTree Educational Psychology Chapters 12, Connectivism Content and Assessment,

Module 7 The Reflective Teacher Practitioner 11.6-11.29

Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss reflective and reflexive practices within education LO Critically evaluate contemporary teaching and learning practices LO Demonstrate competency in applying teaching reflective and reflexive practices 510 LO Critically reflect on reflective/reflexive practices in your own teaching practices

Cornell 222 11.19.15 & Moodle throughout the two weeks.

Readings: GinkoTree Educational Psychology Appendix C; Teaching in Digital Age Chapters 12

Module 8 The Profession & Opportunities 11.30-12.10

Multimodal Class Discussion: 25 pts Reflection Journal 12.5 pts LO Discuss contemporary teaching and education professions LO Critically analyze contemporary education opportunities and sectors LO Demonstrate competency of planning for professional educator goals 510 LO Critically reflect on the opportunities afforded within the educational profession and you as a teaching professional.

Cornell 222 12.3.15 & Moodle throughout the two weeks.

Readings: GinkoTree Educational Psychology Appendix A, B,

930-1000 A 730-760 C

900-920 A- 700-720 C-

870-890 B+ 670-690 D+

830-860 B 630-660 D

800-820 B- 600-620 D-

770-790 C+ <600 F

EDU 510 Teaching 21st Century Classroom Dr. Jeff Kissinger 4

National Educational Technology Standards (NETST) and Performance Indicators for Teachers

I. TECHNOLOGY OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability. D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology-enhanced environment.

III. TEACHING, LEARNING, AND THE CURRICULUM Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centered strategies that address the diverse needs of students. C. apply technology to develop students’ higher order skills and creativity. D. manage student learning activities in a technology-enhanced environment.

IV. ASSESSMENT AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers: A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. C. identify and use technology resources that affirm diversity. D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students.

Disability Statement: Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or email or call the Director of Disability Services, Grace Moskola at 407-975-6463, gmoskola@rollins.edu.

Academic Honor Code:

1. Multimodal Class Discussions: 8 x 25 pts 200 points

2. Moodle Module 200 points

3. Capstone Teaching Demonstration 150 points

4. Learning Technology Teaching Demonstration: 150 points

5. New Education Models Short Presentation: 100 points

6. Emerging Technologies Presentation: 100 points

7. *Reflection Journals EDU510 students only 8 x 12.5 100 points

Total of 1000 points possible

EDU 510 Teaching 21st Century Classroom Dr. Jeff Kissinger 5

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Material submitted electronically should contain the pledge; submission implies signing the pledge.

Course And Instructor Evaluation

At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process. The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments. The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams. Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form. Title IX Statement

Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX Coordinator. Information about available confidential resources, support services, and reporting options can be found online at www.rollins.edu/sexual-misconduct.

Attendance Policy

Attendance is measured by your activities in Cornell class meetings as well as within Blackboard and GinkoTree, and the timely completion of course activities. Insufficient participation may cause you to be dropped for non-attendance.

Late Work Policy

Assignments are due by 11:59 p.m. EST/EDT on the assigned date. Acceptance of late work, and any associated penalty, is at the discretion of your instructor.

Library Services

Rollins College Olin Library (http://www.rollins.edu/library/index.html) offers resources to aid students in their research and learning endeavors. Available materials range from books and journal articles to videos, films, and other electronic media. The library also offers tutoring support, a writing center, and online librarian services.

Format and Procedures:

This course will be taught in Cornell 222 and in multiple modalities. The discussions and collaborative activities in this course are intended to help you synthesize your readings and personal experiences, prepare for your assignments, and connect with your classmates and instructor. In the spirit of connectivism, you are encouraged to create, share, and actively engage within the topics and our learning community. Likewise, you are encouraged to locate and share resources created by others to support your position. Please remember to cite and reference all external sources you use, including the course texts, journal articles, and web sites. American Psychological Association (APA), 6th edition, is recommended.

Course Readings: Your required texts/content is available online through GinkoTree. The reading materials are interactive, which means that you can post and share questions and ideas directly within the actual readings and content. I have posted notes,

EDU 510 Teaching 21st Century Classroom Dr. Jeff Kissinger 6

guides, and issues to consider as you read through and engage with these course concepts in instructional design. To get started, from your desktop, laptop, tablet, or mobile device, go to http://app.ginkgotree.com and select this course.

Moodle Requirements Hardware (minimum requirements): 1 GHz minimum processor speed 512 MB Ram, minimum 10 GB of free HDD space Audio Sound Capability & Headphones/Speakers Operating System, one of the following: Windows 8, 7, Vista (known OS issues), or XP (Microsoft is discontinuing support for XP service pack 3 April 2014) Macintosh OS X 10.6 (minimum) Firefox 19 (minimum) http://www.mozilla.org/en-US/firefox/new/ Make sure java is enabled via browser controls. Safari 5 (minimum) http://www.apple.com/safari/download/ Chrome https://www.google.com/intl/en/chrome/browser/

Moodle Etiquette The following rules of “netiquette,” or “internet etiquette,” will help guide you as you interact in the Moodle classroom.

• Demonstrate conscientious scholarship and respect for your classmates’ work by using correct grammar and mechanics.

• Be sure to spell check your communication. • Treat others as you wish to be treated, and follow the same standards of behavior that you would use in face-to-face

interactions. Don’t write something that you would not say to someone in person. • Some discussion posts can be upsetting, regardless of the person’s intentions. Wait to respond to a message that

upsets you. Craft your response carefully to avoid further inflaming the situation. • Contact your instructor if you feel a comment is inappropriate. • Be considerate. Do not use rude or threatening language, inflammatory statements, personal attacks, profanity, or

other inappropriate communication. Such communication will not be tolerated. • Avoid writing in all capital letters. Readers will interpret such messages as SHOUTING! Likewise, use emphasis

(such as bold and italics) sparingly. • Respect your classmates’ privacy and use email or instant messaging for private communication. • Be cautious about using sarcasm, jokes, slang, or other forms of communication that could be misinterpreted online

or offensive to others.