I've added an electronic version of our syllabus so that you will be able to click on any links to go the the websites. This class is going to be great fun! Do not get nervous about all the assignments they are enjoyable and we are here to help you.
Cardinal Stritch University
1 Graduate Credit
Web 2.0 Tools
January 2009
Instructor:
Christine Longe/Deb Tryggestad
Email:
longc@wawm.k12.wi.us trygd@wawm.k12.wi.us
Phone:
414-604-3330 414-604-3430
Availability:
Office hours available upon request
Dates & Times:
Tuesdays – 4:15 to 7:30 pm; January 6, 13, 20, and 27
Location:
Frank Lloyd Wright Intermediate School -- IMC
Introduction
In this course we will be using a hands-on approach to learn how the “Web 2.0 Tools” can be used by educators in their classrooms. Participants will increase and improve their classroom materials. The instructors will model educational uses of various Web 2.0 tools and their features.
Course Description
Teachers today need to be able to use technology in their classrooms to create curricula that address Wisconsin Academic Standards, provide authentic learning experiences and improve communication with parents and community members. Participants in this course will advance their use of technology and further identify materials to integrate into their instructional units and programs.
Conceptual Framework of the College of Education
The College of Education is devoted to bridging knowledge, practice and service.
Program Standards
The Wisconsin Teacher Standards
Program Outcomes are tied to the Wisconsin Standards for Teacher Development and Licensure:
1. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
2. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Measurable Course Objectives
Each of the following Course Objectives is linked to one of the Program Standards listed above and is followed by Assessments and Criteria.
Course Objectives:
1.Participants will explore and use technology to enhance student learning
2.Participants will integrate a variety of technological tools into their curriculum and instruction.
Methods of Assessments
Attendance is required. (If the weather is questionable, please check to see if
WAWM regular classes or afterschool activities are cancelled. If they are,
the class is cancelled, otherwise class will be held.) 25%
Participation in class activities (Observed by instructor.)
Register and create accounts at the recommended Web 2.0 sites.
Complete a Blogger.com entry after each class period. Each entry should relate to
The class content……questions or comments. 20%
Create Web 2.0 projects 50%
Present 1 Web 2.0 idea to the class/Written feed back will be given to each student from
instructors and peers. 5%
Grading Guideline:
100-93=A
92-91=A-
90-88=B+
87-85=B
84-82=B-
81-78=C+
77-75=C
74-70=C-
69-67=D+
66-64=D
63-60= D-
Lower than 60=F
Text
Due to the dynamic nature of this course, a textbook will not be used.
Suggested Support Materials:
· Internet Web 2.0 Tools
General Course Expectations
· Because of the collaborative nature of this program, it is crucial that students attend all classes. If an absence is deemed necessary, it will be handled on an individual basis. See attendance policy below.
· Active class participation is expected.
· It is expected that all work will be turned in or presented on the assigned dates. Any deviation from the assigned dates must be cleared with the instructor. All work will be completed and turned in by the end of the course on the last night of class. The last blog entry should be made within 24 hours of the last class.
Policy on Attendance
Due to the collaborative nature of this course, attendance is extremely important. Participants will lose points based on the number of classes they have missed. Participants are responsible for making up any missed work.
Policy on Late or Missing Assignments
All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes.
University Policies:
Statement of Academic Integrity:
Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student’s actions reflect their moral character and, by extension, the University’s reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook.
Statement of compliance with the Rehabilitation Act of 1973:
Cardinal Stritch University and this instructor wish to positively affirm the intent of Federal Law, Section 504 of the Rehabilitation Act of 1974. Any person enrolling in the course who may require alternative instruction and/or evaluation procedures due to a handicapping condition should feel free to discuss these needs with the instructor so that appropriate arrangements can be made.
Class Activities and Content
Note: Due to the nature of this content, the instructor may adjust course content and activities to insure continuity and coherency.
Class Activities and Content:
Tuesday, January 6, 2009
Introduction to Course
Syllabus
Explanation of Requirements
Music Sites:
- Pandora
- AOL Music
- MP3.com
- Slacker.com
- MeeMix
- BLIP.fm
(Check 30+ Awesome Sites for Streaming Music for more sites and information) Ask us about Soundz Abound subscription!
Google Suite: Notebook, Documents, Calendar, iGoogle, Book search, etc.
Introduce “Blogger.com” that will be used to ask questions, share information and give feedback.
Blogging Sites: Wetpaint and Blogger
Wiki Sites (create your own): Pbwiki, Wikispaces, Ning
Wiki Sites (read what others are writing about education and technology): Classroom 2.0, How We Use Wikis in Class: http://wikisineducation.wetpaint.com/page/How+we+use+wikis+in+class, WetPaint Forum for Educators: http://wikisineducation.wetpaint.com/thread/953469/Adding+powerpoints
Social Bookmarking sites: Delicious and Diigo
Assignments:
Music sites: research the sites and blog about which one you will choose to use and why
Google Suite: Create your iGoogle homepage for class next week. Include a clock, dictionary, weather and whatever apps you will find useful. Blog about any apps you discovered that you particularly like. Create a notebook with all your web 2.0 sites and their registration information (user id and password.) Create a calendar with all our class meeting times on it.
Find a wiki or a blog to read and introduce to the class in this week’s blog entry. Be sure to include the url.
Compare the social bookmarking sites, Delicious and Diigo, and set up the one you like best. Include a comment in your blog about which site you chose and why. Be sure to include Chris and me on your network!
Create a Voki and a Wordle that you could use in your class. Overachievers: embed the voki in your blog entry!
Tuesday, January 13, 2009
Miscellaneous Tools: CuePrompter
Free Online Stopwatch
Screencast-o-matic
Surveymonkey (others are polleverywhere and polldaddy)
Communication Tools: Twitter: 140 characters
Skype: Videophone calls
DimDim: conferencing with computer screen view
Research Tool: RSS aggregator (There are several but we will use Google Reader)
Find educators to follow in Twitter: http://www.c4lpt.co.uk/socialmedia/edutwitter.html
Assignments:
Try out the miscellaneous tools above. Include in this week’s blog any ideas for incorporating them in your class.
Set up a Twitter account and add Chris and me as friends. Tweet a few times!
Think and blog about ways you might use Skype and DimDim in your curriculum (or in your personal life—got any children or friends living abroad?)
Follow the steps in this blog about setting up an RSS feed: https://dougjohnson.wikispaces.com/rssguide
Set up Google Reader to aggregate according to your interests. Be sure to find several blogs written by educators at your grade level or in your curricular area. We will talk next week about what information you collected but also blog about any interesting information you find.
Tuesday, January 20, 2009
Digital Photographs:
- Flickr
- TagGalaxy
- Picnik
- FotoFlexer
- SnapFish
- PhotoBucket
- Shutterfly
- Picasa
- MagMyPic
Communication Tools:
- VoiceThread
- Animoto
- SmileBox
- Facebook
Assignments:
Take 3 photos and upload them to Flickr (be sure to tag them and include our class tag of trygglonge) Use one of the editing programs to alter a photo you took. Embed your altered photo into this week’s blog.
Create your own voicethread and invite the rest of the class to comment. Create an Animoto. Create a project using SmileBox. Register for Facebook and create a profile. Invite Chris and me to be your friends on facebook! Blog this week about how you might use these communication tools in your classes. What are your thoughts about Facebook? Talk to a teen who uses Facebook about what features he likes.
Tuesday, January 27, 2009
Discuss our results from researching lesson ideas and helpful tips from other educators.
Google Reader: what ideas did you collect here?
Other examples for finding useful blogs:
DEN blogs: http://streaming.discoveryeducation.com/ e.g. http://kchichester.edublogs.org/
Technorati http://www.technorati.com/
http://oedb.org/library/features/top-100-education-blogs
National and international connections for the classroom:
Skype in Schools http://skypeinschools.pbwiki.com/
Edublogs http://edublogs.org/
http://theedublogger.edublogs.org/check-out-these-class-blogs/
2008 Edublog Winners http://edublogawards.com/and-the-2008-winners-are/
Assignments: Show one lesson that you will teach using web 2.0 tools during tonight’s class.
Course evaluation
Attendance
- Google account -- including: iGoogle homepage with widgets; notebook; and calendar with entries
- 4 Blogger entries (relating to class topics -- comments or questions)
- Social bookmarking account
- Class participation Projects
- Specific Projects:
- Wordle
- Voki
- Twitter Tweets
- VoiceThread
- Flicker Photos and one edited photo
- MagMyPic
- Animoto
- SmileBox
- Create Facebook account and connect to our accounts (friends)
- Demonstrate a connection with someone at your grade level -- Blog address as an example.
- Short (3-5 min.) presentation on one lesson idea you have using a Web 2.0 tool.
General Grading Criteria For Technology Application Assignments
Exemplary = The assignment demonstrates a complete and thorough understanding of the material covered. Ideas are fully and coherently developed. There are very few (if any) mechanical problems and only minor ones present in the assignment. The assignment exhibits originality in conception and execution and is not merely the fulfillment of a directed mechanical task.
Proficient = The assignment has a clearly recognizable purpose. Ideas are substantially developed. The assignment covers its topic adequately but perhaps not fully. Ideas may not be fully integrated into the overriding purpose of the assignment, or there may be occasional problems with coherence. The assignment may leave out an important aspect or fail to follow through on the implications of its own ideas even though the rest of the effort itself is excellent. The assignment has few mechanical and stylistic problems. The assignment approaches the subject material in an appropriate but perhaps conventional or predictable way.
Partially Proficient = The assignment accomplishes the assigned task adequately. It may do so, however, in an awkward, unoriginal, superficial, or simplistic way. The ideas and approach may be conventional, unimaginative, superficial, or perfunctory. The assignment may lack a discernible, controlling purpose or focus, or its focus may change as it goes along. The assignment may be presented without an awareness of the needs of its audience. The assignment’s important ideas may be buried under details or facts of lesser importance or consequence. Important themes or ideas may not be sufficiently announced and differentiated from subordinate material. Connections between ideas may be unclear. The assignment may simply be underdeveloped, leaving the grader with questions and a desire for more explanation or elaboration. The assignment’s style may include awkwardness or inaccurate use of language, and it may contain numerous grammatical and mechanical errors.
Emerging = An assignment is poor if it has not fulfilled the minimum of the developing criteria.
Missing assignments = 0 points
Adapted from College Of Business grading criteria for written assignments.
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