LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5213 Instructional Design in an Online Environment

Professor: Dr. Hope Nordstrom

Office & Online Office Hours: By appointment.

Office: Ezell 310

Class Meeting: ONLINE

Contact: hope.nordstrom@lipscomb.edu or 615-966-2013

Since you are mostly off-campus, I recommend that you call or email for an appointment. I can also make an
online appointment with you as needed.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.
If you experience trouble with network access or email issues, please contact the Information Technology
HelpDesk at 615-966-1777. You can also create a Help Ticket online through MyLipscomb. When providing
information about the issue you are encountering, please provide as much information about the system you are
on and if possible provide a screenshot of the browser window.
TEXT:

NO REQUIRED TEXTBOOK FOR THIS COURSE. All reading assignments will be made throughout the
semester. These will be placed on Blackboard at http://lipscomb.blackboard.com.
COURSE OVERVIEW: Research on effective online instruction, strategies to foster student learning at higher levels in an online
course, and ways to assess student learning online will be central to the course. In addition to learning strategic planning for
instruction, the student will exhibit skills and knowledge necessary to research, design and implement instruction in an online course.
This course will also consider the continuing professional development needed to provide teachers with research-based online
instructional strategies necessary to assist students in meeting academic standards and to prepare teachers to use a variety of classroom
assessments appropriately.
PROGRAM GOAL(S) ADDRESSED IN THIS COURSE: The student will have analyzed effective instructional strategies to
create online lesson modules with objectives, activities, and assessments and map a scope and sequence for an online course of study.
The student will have developed an online portfolio of work (incremental progress.)
COURSE OBJECTIVES:
LEARNING
OBJECTIVES
Students will be able to:

Design an online course of

study, including course
goals, rationale, objectives,
lessons, and assessments,
which apply instructional
strategies to support the
diverse needs of learners in
online environments.

DELIVERY

ASSESSMENT

Lecture, on-line, site-visit,

field experience, readings,
guest lecturers, etc.

Exams, reports, essays,

presentations,
discussions, etc.

Readings, on-line
curriculum resources,
best practices,
embedded professional
subject/grade

Online Course of
Study

Revised 10/3/14

C.A.R.E Framework

GOALS
Level of achievement
in measurable terms
to determine success

1.a. applying standards and current

research in practice
1.b. planning instruction and
student learning goals based on
formative and summative
assessment data
1.j. differentiating instruction to
meet the needs of diverse learners
1.k. using a variety of researchbased strategies to effectively
enhance student outcomes
4.h. appropriate written and verbal
communication

Unit Plan Rubric:

Proficient or
Exemplary

Demonstrate an
understanding of effective
instructional design
principles associated with
online environments and
justify their selection for
use.

Required text readings,

online discussions

Discussions; Online
Module Lessons

1.c. analyzing and making informed

instructional decisions based on
best practice

Discussion,
Writing, and LU
Lesson Plan
Rubric: Proficient
or Exemplary

Clearly state a personal

theory of instruction, which
demonstrates an
understanding of structuring
an online environment for
learning.

Reading of The
Courage to Teach,
required text readings,
online discussions

Discussions

1.g. encouraging, motivating, and

monitoring student learning
1.h. organizing and managing the
learning environment to assure that
all students learn
1.i. developing and refining a
personal philosophy of teaching and
learning
4.h. appropriate written and verbal
communication

Writing Rubric:
Proficient or
Exemplary

Explore and implement the

use of online environments
for children and adult
learners.

Online resources,
classroom
observations, field
experience, interviews,
etc.

Narrative overview
of examination of
online environments
in two different
educational settings
and interview with a
virtual school
educator

1.d. reflecting on teacher practice

by continually evaluating student
learning
1.f. modeling and creating
opportunities for critical thinking,
problem solving, and performance
skill development
4.d. practicing an on-going cycle of
planning, implementation,
assessment, and reflection
4.e. data-driven decision-making

Writing Rubric:
Proficient or
Exemplary

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND PROJECTS with
DUE DATES:

ASSIGNMENT TITLE

Type of Assignment (note if

Spiritual Growth, Key
Assignment, Portfolio
Assignment or Field
Experience)

Parker Palmer, The Courage to

Teach (Chapter 2) A Culture of
Fear: Education and the
Disconnected Life-Connection
with Online Environments

Spiritual Growth

Online Module 1 with

Objectives, Activities, &
Assessments

Online Module 2 with

Objectives, Activities, &
Assessments

Course Assignment

Course Assignment

Assignment Objective:

DUE
DATE:

Percentage of
Grade or Points
Assigned (if
applicable)

*Clearly state a personal theory

of instruction, which
demonstrates an understanding
of structuring an online
environment for learning.

Sunday,
November 2

25 points

*Demonstrate an understanding
of effective instructional design
principles associated with online
environments and justify their
selection for use.

Sunday,
November 9

100 points

*Demonstrate an understanding
of effective instructional design
principles associated with online
environments and justify their
selection for use.

Sunday,
November 16

100 points

Revised 10/3/14

Online Module 3 with

Objectives, Activities, &
Assessments

Field Experiences. Observation

& examination of online
environments in two different
educational settings or
interview with a virtual school
educator.

*Demonstrate an understanding
of effective instructional design
principles associated with online
environments and justify their
selection for use.

Course Assignment

Field Experience (upload signed

experience form to portfolio and
record hours and demographics on
chart in portfolio)

Present or attend Ignite

Technology UNConference on
Saturday, November 1 from
8:30-1.
Course of Study
Key Assignment. Upload to
portfolio and submit to instructor
via LiveText for assessment with
College of Education Unit Plan
Rubric.

Discussion Postings

Course Assignment

*Explore and implement the use

of online environments for
children and adult learners.

*Design an online course of

study, including course goals,
rationale, objectives,
lessons/content, and
assessments, which apply
instructional strategies to
support the diverse needs of
learners in online environments.

*Demonstrate an understanding
of effective instructional design
principles associated with online
environments and justify their
selection for use.
*Clearly state a personal theory
of instruction, which
demonstrates an understanding
of structuring an online
environment for learning.
* Explore and implement the use
of online environments for
children and adult learners.

Sunday,
November 23

100 points

Sunday,
December 7

50 points

Sunday,
December 7

200 points

Weekly

425 points

TOTAL

1000 points

Class Meeting Agendas

This class is completely online. All assignments will be completed online and posted in Blackboard and LiveText.
Class Meeting Date(s) or
Online Window
Module 1
October 13-19

Topic(s)
Covered/Objective(s)
Addressed
How and Why of Online
Learning
*Define online learning.
*Explore the history of

Delivery Method / Student Activities /

Assessments
Readings
*Read and watch required module
readings.

Revised 10/3/14

Points/Grades
associated

online learning.
*Analyze the benefits and
challenges of online
learning.

Discussion
*Create a word cloud introduction to
share with classmates. Look at the word
clouds and ask two classmates for more
information.
*Conduct a brain dump and write
your initial thoughts you have about
online learning and ask any questions
you may have.

Module 2
October 20-26

Module 3
October 27-November 2

K-12 Online and Blended

Learning
*Discuss trends in K-12
online and blended learning.
*Examine the iNACOL
standards.
*Investigate moving content
into the online environment.

Planning Online Learning

*Explore key components
associated with
development online
learning.
*Analyze effective design
strategies for online
learning.
*Develop a plan for online
learning design.

25 points

25 points

Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.

25 points

*Discuss specifically how you would

adjust your content for an online or
blended learning format.

25 points

*Peer Feedback Discussion Board-At

least one time this term, submit an
assignment to the Peer Feedback forum.
Give feedback to at least two students
throughout the term. (You can submit as
many assignments as you would like for
peer feedback throughout the course!)

25 points

Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.

25 points

*Share how you would begin

developing your own plan for online
learning.

25 points

*After reading Chapter 2 in Palmers

Courage to Teach, in a 250-word post,
reflect on how fear can get in the way of
effective teaching. Often teachers are
afraid to try a new technique or strategy
because of the fear of the unknown.
Have you experienced this? How did
you respond? How do you think this
fear connects with moving to online

25 points

Revised 10/3/14

Module 4
November 3-9

Online Learning Activities

*Examine pedagogy before
technology.
*Evaluate support and
training for online learning
activities.
*Develop effective online
learning activities.

environments?
Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.
*Share one online learning activity you
would use for your own content area.

Module 5
November 10-16

Engaging Online Students

*Discuss strategies for
engagement and motivation
in online learning
environments.
*Explore the Community of
Inquiry framework.
*Create a communitybuilding activity.

Assignment
*Online Module 1 with Objectives,
Activities, & Assessments
Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.
*Share one community-building activity
you could include in an online learning
environment.

Module 6
November 17-23

Technologies for Online

Teaching
*Define synchronous and
asynchronous technology
tools.
*Explore various
technologies that support
online learning.

Assignment
*Online Module 2 with Objectives,
Activities, & Assessments
Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.
*Share one specific synchronous or
asynchronous technology tool you
would use in an online learning
environment. Discuss how the
technology supports your learning
outcomes.
Assignment
*Online Module 3 with Objectives,

Revised 10/3/14

25 points

25 points

100 points

25 points

25 points

100 points

25 points

25 points

100 points

Module 7
November 24-30

Module 8
December 1-7

Online Assessment
Strategies
*Discuss benefits of
aligning assessments to
learning outcomes.
*Analyze online assessment
strategies.
*Create an online
assessment strategy.

Accessibility & Design

Considerations
*Examine meeting the
needs of all students in
online learning
environments.
*Explore copyright
considerations for online
teaching and learning.
*Discuss the use of learning
analytics.

Activities, & Assessments

Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.
*Share one online assessment strategy
you would use for your own content
area.
Readings
*Read and watch required module
readings.
Discussion
*Write a reflective response to the
videos and articles included in this
module. What applications and
connections can you make to your own
classroom or to the K-12 arena?
Respond to at least two classmates.
*After learning several things
throughout this course, what concluding
thoughts to do you have regarding
online learning? Questions you still
have?
Assignments
*Final online course of study.

BONUS
December 8-11

All about MOOCs

*Define MOOCs.
*Discuss the benefits and
challenges of MOOCs.

College of Education Grading Scale

A
B
94-100%
86-93%

25 points

25 points

25 points

200 points

*Field Experiences Documentation &

Reflection
Readings
*Read and watch optional module
readings.

C
77-85%

25 points

50 points

D
0-76%

Submission of Assignments
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in any other format
will be returned to the student for resubmission. Grade reductions for late submissions will apply.
Grading and Late Assignment Policy
Grading criteria for all assignments will be communicated at the beginning of the course. As this is an online
course, students will be expected to complete all required readings in order to gain a full understanding of the
Revised 10/3/14

course topic. Participation in the discussions is an integral part of the course experience and will be a vital part
of the students evaluation and grade.
Grading will be based on the College of Education grading scale. Students will earn a total number of points
out of 1000 possible points. That number will then be converted into the grading scale. (Ex. 935 points total;
the calculation would be: 935/10 = 93.5 or a 94%, an A)
Written assignments should be submitted no later than 11:59 PM on the due date. The following grade
reductions will apply:

10% grade reduction if assignment is one day late

25% grade reduction if assignment is two days late
50% grade reduction if assignment is three days late
No assignments will be accepted more than three days after the due date

If an emergency occurs that causes a late submission (an emergency that can be documented, such as
unexpected illness or other major unplanned life event), please contact me at your earliest opportunity to
arrange any late submission. All assignments are due as assigned unless given specific permission of the
instructor to change the due date.
Discussion Board Responses
When submitting discussion board posts, please put your last name followed by title of your response
(Example: Nordstrom-Response 1).
College of Education Writing Rubric: The College of Education has a writing rubric for general use with
written assignments. This rubric is consistent for both undergraduate and graduate programs. Students who have
difficulty with graduate level writing will be asked to do remediation with the university Writing Studio.
Course Prerequisites
No course prerequisites. Entry permitted after acceptance into the Technology Integration M.Ed. program and
approved by Associate Dean for Graduate Studies.
As you continue your journey in the online TI M.Ed. program, this course will provide you with the opportunity
to explore various multimedia tools. This list is a minimum of what you need for this course:
Internet access (Since you are enrolled in an online program, this is imperative!)
iPad (Throughout this course, you will be using the iPad you received when you enrolled in the
program.)
Access to computer with speakers and microphone.
Ability to search the Internet, access the course management system (Blackboard), and send/receive
emails.
Updated computer for audio and video use. (Make sure you have the necessary plug-ins downloaded and
up-to-date, i.e. Flash, Quicktime, Java.)
Netiquette & Discussion Expectations
Netiquette is a term that relates to acceptable conduct in a web-based environment. In this class, you will
engage in small group discussions that may cause some strong feelings to surface. Learning occurs when we are
challenged to consider different perspectives. In all interactions, you are expected to respect each other and all
perspectives. Remember the words you type are received by another human being with feelings. It is easy to
misinterpret written communication, so the use of emoticons and acronyms can help convey your meaning. At
all times, remember that this is an academic setting and ask yourself, Would I say this in my classroom?
Revised 10/3/14

Improper behavior in our discussion boards and group projects will not be tolerated and may result in removal
from the course.
Field Experiences: Each masters level course in the College of Education requires a field experience that is
expected to take five (5) to ten (10) hours (a minimum of 50 hours by graduation. These field experiences must
be completed to be successful in the course and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based opportunities in
which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in
off-campus settings such as schools, community centers, or homeless shelters. Field experiences are defined as
authentic workplace based learning experiences. It should be a way to learn by doing and to practice skills
learned in your coursework.
Because the College of Education is committed to equipping our students for diverse experiences, we ask that
you complete your field experiences with schools or districts in varied classifications (low SES, urban,
suburban, rural and cross-cultural), and with different student populations (ELL, Special Education, etc.). This
diversity of experience should be evident on your field experience data form in LiveText by the time you
graduate. A Field Experience Documentation and Data Form is required of each student for each course. These
forms are available in the online LiveText portfolio template.
Faith-focused Integration: In all of the Lipscomb College of Education, the integration of faith into the daily
practice of the teacher and the leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is
currently using Parker Palmers The Courage to Teach as a vehicle for reflection on the impact of beliefs on
classroom practice, relationships with students, and the development of their faith.
LiveText Portfolio Requirements: All graduate students who entered the program in Fall 2009 and after are
required to have a LiveText portfolio account. Instructions for purchasing LiveText are found at
http://education.lipscomb.edu/Uploads/34941.pdf. As all students must use this portfolio system, you are
encouraged to become familiar with it at the beginning of this course. Detailed instructions and tutorials for
using LiveText are found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your balanced literacy paper is considered a KEY ASSIGNMENT. This assignment must be completed
satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio to demonstrate mastery of
your program goals. You are responsible for uploading the assignment to LiveText after the instructor has
graded it. Your final grade will not be posted until this is complete.
Academic Integrity
In keeping with our identity as a Christian university and our goal to help shape lifelong disciples of Christ,
academic integrity will be taken very seriously in this course. Unless specific permission is given to collaborate
on assignments with other students, each students work shall be his/her own. Some examples of cheating
include using another persons written or verbal thoughts as your own (plagiarism). Cheating on assignments
and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging
from a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism
may also be reported to appropriate members of the administration, depending on the situation. Decisions in
these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and Academic Integrity
Policy.
ADA and Students with Disabilities
If you require classroom accommodations for a documented disability, please discuss your circumstances with
me immediately. If you are entitled to accommodations but have not registered with the Counseling Center,
contact that office at 615-966-1781 or Brian Mast brian.mast@lipscomb.edu immediately. For more
Revised 10/3/14

information, check out the Counseling Center FAQ. The Counseling Center has also included a list of helpful
links for disability resources.
Our learning management system Blackboard also provides accessibility resources. For additional information,
check out the Blackboard Accessibility Features.
Additional Learner Supports
Research Assistance-If you have a research question, a project, or a paper to write and do not know how to get
started, visit the Reference Desk in Beaman Library. The Librarian there will help you. If you think you cannot
find any information on your topic, you may simply need to narrow or broaden your search terms to find
available resources in all formats (books, articles, websites, etc.). The Librarian will be glad to assist you with
in-house reference resources and with finding resources outside of Beaman Library through Interlibrary Loan.
You will also want to learn how to find full-text articles from the journal collection and databases. The Librarian
can help you evaluate all of your sources for currency, relevance, and authority. Remember: Sometimes two
heads are better than one. The Library Staff is here to help you succeed. If you can't make it into the university
library in-person, you can always call the Reference Desk at (615) 966-6037 or email any of the Beaman
Librarians to receive assistance.
Writing Studio-Were not here because you cant write; were here because you do! The Writing Studio is
located in Beaman Library 141 (the Academic Success Center) for students to receive valuable one-on-one
assistance with their writing. Conferences are available by walk-in or appointment (966-6301 or visit the ASC if
the studio isnt open); you can also make an appointment online at https://lipscomb.mywconline.com. Dont
wait until the last minute to seek their help! For additional writing handouts (especially APA formatting) created
by the Writing Studio, click on the following link.
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced programs: C.A.R.E. The
College of Education believes that this conceptual framework provides the structure within which all
educational programs can sustain a high level of excellence so that its candidates will be of the highest quality.
It is shared widely within the university and beyond. The C.A.R.E Framework is attached to this syllabus. Your
LiveText portfolio will reflect ways in which your program of study fit within this framework.
University Course Evaluations:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E assessments of
your course and faculty. You will receive an email toward the end of the course with instructions on how to
complete the university evaluations and you will receive further instructions from your instructor on how to
complete the C.A.R.E. assessments.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form (available in the
Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is
official. If your name appears on the roster at grading time and you have not officially dropped the course, a
Revised 10/3/14

grade will be assigned based upon the policies outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices. However,
should an event (weather-related or otherwise) occur that requires disruption of the entire Lipscomb University
class schedule, students will be notified via multiple venues including the Lipscomb homepage
(www.lipscomb.edu), a text message sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb
Weather Information Line (966-1836). For information on possible snow-related closures or late starts,
students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on
campus). Students should look for information regarding Lipscomb University, not Lipscomb Academy.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological Association (APA) for
general guidelines, in-text citations of materials, avoiding plagiarism, and reference pages from the Publication
Manual of the American Psychological Association, Sixth Edition. Other helpful resources for APA guidelines
and formatting include the following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

Revised 10/3/14

C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the following
competencies:
Practices exemplary CRAFT:
1
2
3
4
5
6
7
8
9
1
0

Develops and refines a personal philosophy of leading, teaching and learning

Plans instruction and student learning goals which are aligned to current standards
Analyzes and makes strategic instructional decisions based on assessment data and current
research
Monitors and evaluates all student learning and engagement using multiple assessments
Encourages and motivates students to understand and monitor their own assessment data
Integrates current technology to enhance the learning environment and outcomes
Models and creates opportunities for critical thinking, problem solving, and performance skill
development
Organizes and manages the learning environment and resources to assure that all students
learn
Differentiates instruction to meet the needs of diverse learners and implements inclusive
practices
Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:

1
2
3
4
5
6
7
8
9

Believes that all children can learn, regardless of gender, ethnicity, or social status, and that
s/he can teach them
Is self-reflective and committed to on-going professional development and self-improvement
Demonstrates confidence and enthusiasm to teach as a professional
Possesses a strong, achievement oriented work ethic
Completes assignments, tasks, and duties punctually and responsibly
Views teaching as a mission to serve others
Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
Responds appropriately to critical feedback
Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:

1
2
3
4
5
6
7
8
9

Demonstrates a respect for and appreciation of cultural diversity and individual differences
Provides opportunities for increased cultural awareness for students in the global society
Relates to and communicates with all students, parents, and colleagues comfortably and
effectively
Contributes to the school culture as a collaborative partner in the achievement of common goals
Demonstrates professional behavior in all circumstances
Listens to and appropriately responds to others
Demonstrates care and compassion for others
Maximizes communication through the use of appropriate means, including technology
Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:

1
2
3
4
5
6
7

Possesses deep knowledge of the discipline being taught and its relationship to general
knowledge
Plans effectively for short term and long term instruction within the discipline
Understands current research on effective teaching and learning
Knows developmental stages, learning theories, and their impact on teaching and learning
Knows where to find answers and resources to enhance teaching, learning, and classroom
management
Effectively communicates orally and in writing
Is technologically literate

Revised 10/3/14

Assignment Descriptions:
Online Module 1 with Objectives, Activities, & Assessments - 100 points
o Using the ADAPTED Lipscomb Lesson Plan template, design an online module for a content area. Select a topic
that you currently (or plan to) teach and based on standards for that grade or subject/course.
o You can submit this lesson plan as a part of your Course of Study.
o Upload this assignment to LiveText and Blackboard.
Online Module 2 with Objectives, Activities, & Assessments - 100 points
o Using the ADAPTED Lipscomb Lesson Plan template, design an online module for a content area. Select a topic
that you currently (or plan to) teach and based on standards for that grade or subject/course.
o You can submit this lesson plan as a part of your Course of Study.
o Upload this assignment to LiveText and Blackboard.
Online Module 3 with Objectives, Activities, & Assessments - 100 points
o Using the ADAPTED Lipscomb Lesson Plan template, design an online module for a content area. Select a topic
that you currently (or plan to) teach and based on standards for that grade or subject/course.
o You can submit this lesson plan as a part of your Course of Study.
o Upload this assignment to LiveText and Blackboard.
Course of Study- 200 points
o You will create an online Course of Study. You will need to use Blackboard CourseSites (VERY SIMILAR TO OUR
CLASS LAYOUT), Schoology, Edmodo, Haiku Learning, or Moodle. If you prefer another free learning management
system, let me know. You will need to invite all of your classmates to your course.
o You may want to plan your three individual online modules to be used within this Course of Study. However, you may
be creating a unit for a course that consists of more than three modules. I understand that your three modules may just
be a snapshot of what your course would include.
o Use the Course of Study guide to complete this project. It will be graded using the ADAPTED Lipscomb Unit Plan
template. I will be including components of the CHICO Online Instruction Rubric.
o Submit this URL for this assignment to LiveText and Blackboard.
Field Experiences- 50 points (25 for observation/25 for reflection)
o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the current workplace if
possible but must be completed to be successful in the course.
o Observation & examination of online environments in two different educational settings OR interview with a virtual
school educator. I will be asking on Twitter for Virtual Educators to help with this requirement. I will keep you updated. I
may also try to schedule a synchronous meeting where we can have a Virtual Educator as a guest speaker.
o You may also present or attend Ignite, Lipscombs Technology UNconference on Saturday, November 1 from
8:30-1. The presentations are 20 minutes and shares information about technology tools. If you are interested in
attending or presenting, please let me know IMMEDIATELY.
o Submit a narrative reflection of 1-2 pages summarizing your thoughts and connections pertaining to your field
experience.
o Complete and submit a hard copy of the Field Experience Documentation Form to Blackboard.
o For LiveText, you will submit your PORTFOLIO with a copy of the Field Experience Documentation and your
narrative reflections in the Field Experience Section.

Discussion Board Responses 450 points (18 posts at 25 points each)

o Each week you will be required to submit responses and respond to your colleagues in the Discussion Board.
o Be sure to cite the readings or other sources, according to APA, if references are required in your responses on the
discussion board. Give credit where credit is due.
o Respond to at least TWO other statements/ responses from your classmates.
o The discussion board is meant to take the place of in-class communication. Your effort will determine what you get out
of class discussions.

Revised 10/3/14

Revised 10/3/14