Course Number and Name: TEC 1760 Leading Edge Online Teaching Certification Instructors Name: Mary Bennett

t Contact Information: 800-967-9365/559-322-7067 Office Hours: M-F 8:00am 5:00pm by phone email: maryebennett@sbcglobal.net Instructor will respond to email within 24 hours Monday through Friday. Number of Units: Three semester units Units are post-baccalaureate level, professional development units primarily used for professional advancement and are accredited through Fresno Pacific University. Grade Level: K-12 educators Course Description Online education can provide the opportunity for students and educators to communicate and demonstrate mastery in ways that would be challenging in the traditional setting. The Leading Edge Certification course was designed to prepare teachers for this challenge. Aligning effective pedagogy with engaging curriculum and a variety of technology tools, teachers will become empowered to be tomorrow's leaders in online teaching. Course participants will learn that while there are many similarities, online learning enjoys some fundamental differences that require a different approach to teaching. The possibilities for matching learning objectives to assessments and creating student-centered activities will be explored through the use of emerging technology. This course will strengthen the essential skills and knowledge necessary to be an effective online instructor and meet needs of 21st century students as identified in the National Educational Technology Plan. Course Objectives 1. Students will be able to highlight the similarities and differences between traditional and online learning. (NETS-T 1,2,5) (NBPTS 1,2,4,5) 2. Students will illustrate ways to build a positive classroom community using a plethora of online course development tools. (NETS-T 1,2,3,4,5) (NBPTS 1,2,3,4,5) 3. Students will demonstrate a variety of interactive and engaging assessments. (NETS1,2,3,5) (NBPTS 1,2,3,4,5)

Instructor: Mary Bennett Leading Edge Certification Syllabus

4. Students will examine online teaching pedagogy. (NETS- 1,2,3,4,5) (NBPTS 1,2,3,4,5) Course Dates Friday, July 29, 2011 9:00am 3:30pm Face-to Face Kickoff Online July 30, 2011 through September 2, 2011 Sunday, August 14, 2011- Optional Synchronous Session

Course Materials Online Resources Everything that you need for this course will be found online. Participants do not have to purchase any materials and none will be sent. A word processor and presentation program, such as Microsoft Office or Apple iWorks is recommended but not required. A wide range of free alternatives such as the Open Office suite of programs, Zoho, Glide and ThinkFree web-based office suites, and Google Docs are strongly encouraged. We will be using Moodle as the Learning Management System for this training. It works well with both Mac & PC and does not have any conflicts with any of the main browsers (Chrome, Internet Explorer 7-9, Safari, and Firefox 3.6-4.0). Technology Requirements: In order to successfully complete the course requirements, course participants will need Internet access, be able to send and receive email, know how to manage simple files in a word processing program, and have a basic understanding of the Internet. Please remember that the instructor is not able to offer technical support. In the event that you need technical support, please contact your Internet Service Provider. System Requirements: You will need an Internet connection, Internet Explorer 6 or above, or Mozilla Firefox. Firefox is recommended for both Windows and Mac. Free download: http://www.mozilla.com/en-US/firefox/ie.html Plug-ins such as PowerPoint, Adobe Reader, Flash, Quicktime, Java, and Real Player may be needed based on media used in a course. Plug-ins: The following links take you to websites where you can download various plug-ins and players. PowerPoint Viewer Adobe Acrobat Reader Real Player Adobe Flash Player

Instructor: Mary Bennett Leading Edge Certification Syllabus

Java Quicktime Player Hardware: Windows: Windows 98, ME, NT, 4.0, 2000, XP, Vista, or 7 and a 56k V.90 modem or better Internet connection. Macintosh: Mac OS X and a 56k V.90 modem or better Internet connection. Popup Blockers: These programs can interfere with opening video clips, bulletin boards, seeing images during tests, and accessing your course grades. If you have popup blockers installed you may need to disable them. How to Disable Popup Blockers Moodle: This course will be delivered totally online. Moodle is a learning management system that provides students access to online resources, documents, graded assignments, quizzes, discussion forums, etc. with an easy to learn and use interface. To learn more about Moodle go to: (http://docs.moodle.org/en/Student_tutorials) Google Sites: Each student will be required to create an interactive ePortfolio with Google Sites. Discussion Forums: Participation is an important expectation of this course and all online courses. Online discussions promote reflection and analysis while allowing students to appreciate and evaluate positions that others express. While students may not be engaging with the same students throughout this course they will be expected to offer comments, questions, and replies to the discussion question whenever possible. The faculty role in the discussion forum is that of an observer and facilitator. Getting Help: If you need help logging on to the Moodle site, contact The Help Desk at Fresno Pacific University by telephone 1-559-453-3410 or by email helpdesk@fresno.edu. Course Requirements The course is divided into seven units of study. In each unit, or module, participants will explore teaching online through:

Introduction/Overview Online versus Face-to-Face teaching The Online Teacher Setting the Stage Building Community Pedagogy Assessment 3

Instructor: Mary Bennett Leading Edge Certification Syllabus

Each module has at least one Signature Assignment that participants submit for grading. These assignments will be compiled and submitted in an ePortfolio. The ePortfolio can be used for interviewing and career advancement opportunities after the course is completed. It is required that assignments are submitted according to the published deadlines. Participants will have access to all deadlines in the Course Calendar. Every assignment has a rubric. Most participants are successful on their assignments because they align their work to the rubric, and assignments can be corrected and resubmitted. The lead facilitator or other course facilitators will comment on assignments and return them so they can improved upon. Please remember to check for these comments. Certification Requirements & Expectations The Leading Edge Certification is a 45 hour course of study with 90 hours of student work, which includes the development of a portfolio. It is expected that participants will typically work six to eight hours per week, for 6 weeks. The participants that usually have the most success in this virtual environment set aside a specific time for their work each week. One of the great things about online courses is the flexibility it provides participants for accessing the course and submitting assignments when it is convenient for the learner. National Educational Technology Standards for Teachers The Course Objectives directly addresses The National Educational Technology Standards for Teachers (http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx) in all five areas. 1. 2. 3. 4. 5. Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-age Learning Experiences and Assessments Model Digital-age Work and Learning Promote and Model Digital-Age Citizenship and Responsibility Engage in Professional Growth and Leadership

National Board for Professional Teaching Standards In an effort to enhance the learning experiences, as well as demonstrate knowledge, skills, abilities, and commitment, teachers will infuse the five core propositions set forth by The National Board for Professional Teaching Standards in their teaching practices. This will be accomplished as teachers successfully implement appropriate activities in their classroom and reflect upon the experience. In addition, teachers will be networking with their colleagues as part of a learning community. (http://www.nbpts.org/) 1. 2. 3. 4. 5. Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities.

Instructor: Mary Bennett Leading Edge Certification Syllabus

In addition, course participants will explore and identify how the online environment supports standards-based learning as identified in national guiding documents. iNACOL. National Standards for Quality Online Teaching These standards are designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online teaching and offer an important tool to help teachers, schools, and parents across the nation evaluate quality and implement best practices.(http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Qualit y%20Online%20Teaching.pdf) The Student Learning Outcomes for this course address iNACOL Standards for Quality Online Teaching C, D, E, F, G, H, I and K. Student Learning Outcomes Upon successful completion of this course, you will be able to: 1. Plan, design and incorporate strategies to encourage active learning, interaction, participation and collaboration in the online environment. (iNACOL C) 2. Provide online leadership in a manner that promotes student success through regular feedback, prompt responses and clear expectations. (iNACOL D) 3. Model, guide and encourage legal, ethical, safe and healthy behavior related to technology use. (iNACOL E) 4. Understand the online learning experience from the perspective of a student. (iNACOL F) 5. Understand and be responsive to students with special needs in the online classroom. (iNACOL G) 6. Demonstrate competencies in creating and implementing assessments in online learning environments. (iNACOL H) 7. Develop and deliver assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of learning goals. (iNACOL I) 8. Demonstrate effective strategies that enable both teacher and students to complete self-assessments. (iNACOL K) 9. Collaborate with colleagues through the use of web-based technologies. (iNACOL L) 10. Arrange media and content to help students and teachers transfer knowledge most effectively in the online environment. (iNACOL M)

Instructor: Mary Bennett Leading Edge Certification Syllabus

Schedule of Topics, Pacing Guide and Assignments Schedule of Topics and Pacing Guide Assignments Face-to Welcome to the Leading Attend the Session at Fresno Pacific University Face Edge Certification! Kickoff July 29th 9:00am 3:30pm Module 1 Introduction and Activity 1.1 (Pass/No Pass) Overview Module 1 Discussion July 30th through August 5th Online versus Face to Face Teaching July 30th through August 6th

Module 2

Activity 2.1 (Signature Assignment 3 points) Create a Class Discussion SLO 1, 4, 7 Activity 2.2 Educational Research (Pass/No Pass 1 point) SLO 3, 7, 9, 10 Module 2 Discussion SLO 1,2,4,7 Activity 3.1 Venn Diagram (Pass/No Pass 1 point) SLO 1,7,9,10 Activity 3.2 Blooms Taxonomy Activity (Signature Assignment 3 points) SLO 1, 3,7,10 Module 3 Discussion SLO 1,4,10 Activity 4.1 and 4.2 Syllabus (1 point) SLO 1, 2, 3, 4, 5,7, 10 Module 4.3 and 4.4 Discussion SLO 1, 2 3, 4, 5,7, 10 Activity 4.5 Four Roles of the Online Coach (Signature Assignment 3 points) SLO 1,2,3,4,5,7,9,10 Module 5.1 Discussion SLO 1, 2, 4,7,10 Activity 5.2 Establishing Social Presence: Engaging with Video (Signature Assignment 3 points) SLO 1, 2, 4, 9,10 Activity 5.3 Online Teaching and Learning Ning, Diagramming a Professional Learning Network (Signature Assignment 3 points) SLO 1, 2, 9, 10 Activity 6.1 Project Based Assignment 6

Module 3

The Online Teacher August 6th through August 13th

Module 4

Setting The Stage August 13th through August 20th

Module 5

Building Community August 20th through August 27th

Module 6

Assessment

Instructor: Mary Bennett Leading Edge Certification Syllabus

Schedule of Topics and Pacing Guide August 17th through September 3rd

Assignments Conversion (Pass/No Pass) SLO 4,6,7,8,10 Activity 6.2 Project Based Assessment (Signature Assignment 3 points) SLO 4,6,7,8,10 Module 6. 3 Discussion - SLO 4,6,7,8,10 Module 7.1 Improving Instruction Reflection (10 points) SLO 1-10

Module 7

Pedagogy September 3rd through September 10th Portfolio Practicum

Module 7 Discussion SLO 1-10 Final Submission September 17, 2011

Evidence of Learning Student demonstrated their ability to design a class discussion based on best practices. Course instructor observed evidence of understanding of course objectives as demonstrated through students presentation of relevant educational research. Course instructor observed evidence of understanding of course objectives as demonstrated through students presentation of relevant educational research. Course instructor observed evidence of understanding of course objectives as demonstrated through students implementation of online tools that assess higher order thinking skills as identified in Blooms Taxonomy. Student demonstrated understanding of course objectives through the development of an effective online course syllabus. Course instructor observed evidence of understanding of course objectives as demonstrated through students self-reflection and knowledge of their role of an online coach. Student demonstrated their ability to design a class discussion based on best practices. Student demonstrated their ability to create a purposeful and informative Welcome video. Student demonstrated their ability to design and build a Professional Learning Network. Student demonstrated their ability to design an online assessment using Web 2.0 tools.

Instructor: Mary Bennett Leading Edge Certification Syllabus

Student demonstrated reflective teaching practices through connections to course assignments and primary learning outcomes as described in a reflective essay. Student demonstrated their ability to participant in a community of learners through their contributions to asynchronous discussion forums. Course instructor observed evidence of understanding of course objectives as demonstrated through students Signature Assignments submitted into an ePortfolio.

Grading Policies and Rubrics 25 total points possible 25 22 =A 22 20 = B or Credit Grade Below 20 points = no credit The discernment between an A or a B is at the discretion of the instructor based on the quality of work submitted (see assignment rubrics). Coursework falling short of a quality equaling a B or a Credit Grade will be returned with further instructions. All assignments must be completed in order to receive a grade. In addition, all assignments are expected to reflect the quality that teacher-training institutions require of professional educators. If completed assignments do not meet this standard, students will be notified with further instructions from the instructor.

Major Assignments Signature ePortfolio Assignments 1. Create a Class Discussion 2. Blooms Taxonomy Activity 3. Four Roles of the Online Coach 4. Creating Presence with Video 5. Diagramming a Professional Learning Network 6. Designing an Online Project Based Assessment Activities 1. Educational Research Presentation 2. Online vs. Face to Face Venn Diagram 3. Syllabus 4. Project-Based Assignment Conversion 5. Improving Instruction Reflection

3 points 3 points 3 points 3 points 3 points 3 points

1 point 1 point 1 point 1 point 3 points

Discussions You will be participating in discussion forums as you progress through the course. There is one grade for all of the forums which is based on the Discussion Assignment Grading Rubric.
Instructor: Mary Bennett Leading Edge Certification Syllabus

Rubrics for Assignments Each assignment will be assessed with the use of a rubric. Rubric for ePortfolio After all assignments have been assessed, an overall rubric will be used to assess the portfolio Signature Assignments. The average or overall rubric scores needs to be a 3 for your portfolio to pass. Writing Requirements Superior: Writing is clear, succinct, and reflects graduate level expectations. Standard: Writing is acceptable with very few mistakes in grammar and spelling. Sub-standard: Writing contains noticeable mistakes in grammar and spelling. Grading Options Course participants have the option of requesting a letter grade or a credit/no credit when submitting the online grade form. Students will submit grade form when coursework has been completed. Instructor/Student Contact The Leading Edge Certification course kicks off with a face-to-face meeting and then in an online environment. Throughout the course students will be communicating with the instructor and their classmates on a regular basis through the use of asynchronous discussion forums. In addition to the initial face-to-face meeting there is one scheduled synchronous class meeting in which students will have an opportunity to communicate and collaborate with both the instructor and their classmates. A Virtual Office is utilized for class questions and students are provided with an 800 number the event they want to make phone contact. In addition, students are encouraged to email the instructor at any time. Students will also receive feedback on the required assignments as they are submitted. References/ Resources Blooms Taxonomy Blooms Digitally (http://www.techlearning.com/shared/printableArticle.php?articleID=196605124) iNACOL. National Standards for Quality Online Courses (http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Onl ine%20Courses%202007.pdf) The standards selected are based on the results of a research review and survey of online course quality criteria. These quality standards were evaluated and assembled into an easy to use document for evaluating online courses with common benchmarks. The standards are designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management. iNACOL. National Standards for Quality Online Teaching (http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Onl ine%20Teaching.pdf)
Instructor: Mary Bennett Leading Edge Certification Syllabus

These standards are designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online teaching and offer an important tool to help teachers, schools, and parents across the nation evaluate quality and implement best practices. National Educational Technology Plan. Transforming American Education: Learning Powered by Technology (http://www2.ed.gov/about/offices/list/os/technology/netp.pdf ) National Educational Technology Standards for Teachers (www.cnets.iste.org/teachers/t_stands.html) Policy on Plagiarism All people participating in the educational process at Fresno Pacific University are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, will be handled according to the procedures set forth in the Fresno Pacific University Catalogue. Fresno Pacific University Desired Student Outcomes Graduate level course work reflects Fresno Pacific Universitys Desired Student Learning Outcomes as it applies to professional development to demonstrate the following: Oral and written communication in individual and group settings Content knowledge, and application of such knowledge in the students area of interest to affect change Reflection for personal and professional growth Critical thinking Computational/methodological skills to understand and expand disciplines, including an understanding of technological systems

Instructor: Mary Bennett Leading Edge Certification Syllabus

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