Antioch University New England

Department of Education 40 Avon Street Keene, New Hampshire 03421

EDC687 - Powerful Learning Designs for the 21st Century

Fall 2012 3 Credits Facilitator: Dan Callahan Email: dcallahan@antioch.edu Twitter: @dancallahan Phone: 339-234-6326 Skype: speaker4td If you need to send a private message directly to me, please only use the above email address, not any of the messaging systems through Sakai. If you need to have a phone/Skype conversation, email me and well arrange a time.

Learning Goals
Teachers in this course will conduct a deep examination of four strands of experiential learning design: problem, place, project and service learning, their divergence and convergence with traditional instruction, and forms of assessment.

Objectives:
Teachers will demonstrate an understanding of each of the four strands Teachers will analyze each of the strands with an eye towards practical use in the classroom Teachers will evaluate the strands together and make a determination of which they nd most compelling to use in their own classrooms Teachers will create a unit plan that they will implement in their own classrooms

Course Design Philosophy

Given that this is a class in a program for experienced teachers who most likely have their own classrooms to run, my goal as course facilitator is to make the course as exible as possible to meet your needs as growing professionals. Most of the activities in the class will be largely selfor group-directed, and are designed to be engaged with at times which are convenient for you. As a working teacher myself, I understand that there are going to be some weeks in which it is difcult if not impossible for you to get much work done for this class. I trust and respect you enough as a professional to understand that you will nd other time in which to complete the work before you.

Classwork expectations:
Class participation by Sakai & Google Docs
Each week of the semester, I will create a thread in Sakai in which I expect everybody to check in, giving a quick rundown of your progress on the activity that youre currently engaged with. Some weeks I will also give a dicussion topic. For each of the four areas of learning that well be learning about this semester, there will be a Resources Google Doc. You will be expected to contribute any and all useful resources to these Docs so that everybody in the class will not be forced to replicate all of the same resources. I strongly suggest contributing a mix of practical and scholarly materials to these resource Docs.

Artifacts of Understanding
For each of the four strands of learning you will learn about this semester, you will be expected to develop some sort of artifact that demonstrates your understanding of the principles of that kind of learning, how it matches and differs from traditional instructional strategies, and ways that you could assess that kind of learning. The amount of work that goes into this artifact should be equivalent to that of a well-researched 5-page paper on the topic. I am a rm believer in Universal Design for Learnings Principle of Multiple Means of Action and Expression. Since this class is a part of the Next-Generation Learning Concentration, you are strongly encouraged to use an alternate form of expression for your artifact using a technology tool that you would like to learn how to use in your classroom. Each artifact should make note of some ways that you might use this strand of learning in your own classroom.

Final project
The nal project is a reective and forward-thinking piece of work with two distinct components: Another artifact of understanding that compares and contrasts all four strands of learning with each other and traditional forms of instruction. This artifact should demonstrate a deep understanding of the principles of each strand and how they complement or supplement each other. By the conclusion of the artifact, you should make it very clear to the viewers your evaluation of the strands, and which strand or mix of strands you will most likely use in your own classroom. I have no interest in telling you how to teach, and it is completely appropriate for you to decide that you strongly dislike some of the kinds of learning shared in this class. This artifact should be the equivalent of a 10 page paper. Because this artifact will have the most complex set of ideas presented yet, I will be most understanding if you choose to complete this artifact in the form of a paper. A complete unit plan that incorporates one, some, or all of the learning types studied this semester. Ideally this will be based upon your conclusions in your nal artifact. Please make this something practical that you will actually use in your own classroom. In the unit plan, please give me detailed background information on your class, the anticipated lesson sequence, and your method of assessment.

Assessment
Please refer to the student handbook for the grading policy of AUNE. As a general rule, I will consider your work to be Excellent if it impresses me. In order for your work to be labeled Outstanding, youll need to impress me so much that I know youve impressed yourself. Feedback on each specic artifact will be dictated in some degree by the artifact that you share with me, but will take the form of general notes throughout the piece along with a summative, narrative statement. An Incomplete will be assigned to anybody who has not turned in all of the above assignments.

Approximate Schedule
As stated above, Ill be understanding if you dont hit every deadline exactly based on your workload for your own classroom. The schedule below is intended as a pacing guide to make sure that you dont get too far behind. Weeks 1-3: Discussions on Sakai will focus on Project-Based Learning. Turn in your artifact by September 14. Weeks 4-6: Discussions will focus on Problem-Based Learning. Turn in your artifact by October 5. Weeks 7-9: Discussions will focus on Place-Based Learning. Turn in your artifact by October 26. Weeks 10-12: Discussions will focus on Service Learning. Turn in your artifact by November 16. Weeks 13-16. Discussions will focus around which methods we prefer and how to implement them in our classrooms. Turn in your nal project by December 14.

Recommended Texts
You will largely be researching materials throughout the semester that will benet your understanding. These texts are to be considered a possible starting point. Other suggestions are gladly accepted, especially if you have some experience with the area to be studied. Boss, Suzie, et al.; Reinventing Project-Based Learning (2008). [Amazon Link] ISBN 978-1564842381 Barell, John; Problem-Based Learning: An Inquiry Approach (2006). [Amazon Link] ISBN 978-1412950046 Sobel, David; Place-Based Education: Connecting Classrooms with Communities (2004). [Amazon Link] ISBN 978-0913098554 Kaye, Cathryn; The Complete Guide to Service Learning (2010). [Amazon Link] ISBN 978-1575423456

Student Disability Services

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, Antioch New England does not exclude or discriminate against otherwise qualied students with disabilities. Those with documented disabilities, diagnosed by a qualied professional and disclosed to the Director of Student Disability Services, may request and be accorded reasonable accommodations that will allow them to participate in the institutions programs and services. For more information and support, please contact the Director of Student Disability Services, Fran Ziperstein (fziperstein@antioch.edu). Frans ofce is across the hall from Conference Room C.

ACADEMIC DISHONESTY AND PLAGIARISM POLICY

As a community of scholar-practitioners, Antioch University New England promotes the principles of academic integrity. Accordingly, plagiarism and other forms of academic dishonesty are grounds for disciplinary measures. Plagiarize is dened in Webster's New Collegiate Dictionary as ...to steal and pass off (the ideas and words of others) as one's own; to use (a credited production) without crediting the source; to present as new and original an idea or product from an existing source... Plagiarizing includes not only taking direct quotes from written or oral sources without citation, but also paraphrasing others' ideas.

Students found to have plagiarized or engaged in other acts of academic dishonesty will receive "No Credit (NC)" for the course and may be subject to other disciplinary sanctions through regular academic department and institutional procedures for misconduct, including probation or disenrollment.

Writing Center
Writers at all levels benet from getting feedback on their writing. At AUNE, you have three options for writing support: face-to-face support, available at the AUNE Writing Center in the library writing support via Skype, also available through the AUNE Writing Center online writing support, available via the Virtual Writing Center, which operates out of AU Seattle and serves all AU students. To learn more, visit antiochne.edu/writingcenter or email csnow1@antioch.edu.