Syllabus

Timothy R. Weaver Teacher @ C-A/Student @ Walden University Phone # 810-280-0058 University Email – timothy.weaver@waldenu.edu Personal Email – weave1fsu92@comcast.net Skype – timothy.weaver7 Course Grade Book - [|Engrade] (User Name: **weave1** / Password: **smokecan**)
 * Syllabus for Introduction to Online Learning – 6**
 * Course number –** IOL6
 * Credits** – Certificate of completion
 * Faculty Contact Information**

Monday through Friday for two weeks. One hour per day. Total of 10 class hours.
 * Course Schedule**

Plagiarism can be difficult to monitor in online learning environments. C-A Middle School has adopted weekly assessment and a balanced copyright model that allows students to build on the intellectual work of others using technology. Creative commons of multimedia is allowed from the Internet with use of required citations.
 * Academic Honesty Policy**

My role to you is as the lead-facilitator and liaison between you and the Carman-Ainsworth district resources. No office hours –Feel free to Email anytime, hit me on Skype, or call after 6 p.m. at night. I commit to return a response to you usually within 24 hours or shortly after.
 * Instructor Roles and Commitments**

Introduction to Online Learning – 6 is a two-week crash course in inquiry-based learning using computers. Learners will become a part of a cyber community to participate in discussions and complete assignments in an online capacity.
 * Course Description**

**Course Learning Objectives & Measurable Outcomes** After completing this course, learners will be able to:


 * 1)** Define the three facets of content, communication, and collaboration of the engaged online learner by researching and discussing them interactively. **2)** Define the Web tools of Google, databases, discussion boards, Email, wiki’s and blog’s through instructor and peer discussion.
 * 3)** Recall the proper Web tools to use for participation and acquisition of the three facets of online learning which include content, communication, and collaboration through instructor and peer discussion.
 * 4)** Locate these proper Web tools via the Internet and course interface by delivering a group presentation to other peers and the instructor.
 * 5)** Demonstrate how to use these Web tools that facilitate the engaged learner through participation in all of the assignments and discussions.
 * 6)** Contrast why specific Web tools in question are better than the others for the three facets of online learning by delivering a group presentation to other peers and the instructor.

(User Name: **weave1** / Password: **smokecan**)
 * Course Resources - [|GoogleDocs] [|Google Presenter] [|Discussion Area]** Discussion area is in Engrade grade book.


 * Assignment Information –** The assignment information includes descriptions of assignments and how these are assessed. There are asynchronous discussions, an individual assignment, and a group project. Rubrics and grading scales are included.


 * Individual Project (IP).** The IP assignment for this course is a paper that will be created on GoogleDocs word processing tool. The 6th grade students will write a five paragraph paper on the topic of the three facets of the engaged learner which include content, communication, and collaboration. The assignment posting on the CMS will include specific instructions, clearly defined parameters, and identifiable student objectives and outcomes, a rubric, and submission instructions. They will be entitled to us provided resources along with Web-sites they find on the Internet. This will employ strategies of critical thinking and engagement during this inquiry. The assignment will be realistic and contextual to the real world application of learning in an online capacity.

**IP Goals & Objectives.** By the end of this week, students will be able to define the three facets of content, communication, and collaboration of the engaged online learner through written assessment. Furthermore, observational assessment will occur for participation by the submission of the IP assignment to GoogleDocs in the Wiki-CMS context. **IP Description.** In this first week, you will write a five paragraph paper using the GoogleDocs program you will use in your computer lab. This paper will define the three facets of the engaged online learner. This individual project will include the following: Please follow the rubric provided for you in the Rubrics tab on the left side of the Wiki-CMS. Hit the IP-1 Rubric Link. Follow to achieve the maximum points possible for this assignment. **This Assignment is Due by 11:59 on Day 7 of Week 1:** Save the assignment as Your Name-IP in the GoogleDocs account set up for the class on the class Wiki-CMS. **IP-1 Rubric Link** The IP Assignment rubric is as follows: The collaborative group project assignment (GP) for this course is a presentation that will be created on Google Presenter program. The groups of five students will collaborate with each other and discuss the Wiki-CMS interface, location of six Web tools, and determine which are best for content, communication, and collaboration and why? The assignment posting on the CMS will include specific instructions, clearly defined parameters, and identifiable student objectives and out comes, a rubric, and submission instructions. They will be entitled to use provided resources along with Web-sites they find on the Internet. This will employ strategies of critical thinking and engagement during this inquiry. The assignment will be realistic and contextual to the real world application of learning in an online capacity. Lastly, it is recommended that groups immediately elect a leader and get the team Wiki set-up for the GP. The Instructor will work hand-in-hand with the group leader to accomplish this task so all group members can get involved in the wiki as soon as possible. This assignment is due at the end of the course, but it is a good idea for teams to get familiar with their wiki in the first week of the course. **GP Goals & Objectives** By the end of this week, students will be able to locate the six proper Web tools via the Internet and course interface. Additionally, students will be able to contrast why the specific Web tools in question are more appropriate than the others for the three facets of the engaged, online learner. Student assessments will be measured through the presentation rubric. Furthermore, observational assessment will occur for participation by the submission of the GP assignment to the group Wiki and its context. **GP Description** In this second week, your group will create a minimum 10 slide presentation using the Google Presenter software program you will all use in your computer lab. This presentation will locate the six appropriate Web tools on the Internet and the course Wiki-CMS interface. Furthermore, this presentation will contrast and differentiate which of the six specific Web tools are best for the three facets of the engaged online learner. **GP Assignment (week 1 & 2)** This collaborative group project will include the following: Please follow the rubric provided for you in the Rubrics tab on the left side of the Wiki-CMS. Hit the GP - 2 Rubric Link. Follow to achieve the maximum points possible for this assignment. **This Assignment is Due by 11:59 on Day 7 of Week 2:** Save the assignment as Your Group Name-GP and embed it in the group wiki. Your instructor will help you hand-in-hand with this portion if necessary. **GP – 2 Rubric Link** The GP Assignment rubric is as follows: Discussions in this online learning environment occur weekly and are necessary for student and instructor assessment. Follow the rubric below then read into Discussion 1. Respond to the three prompts by Wednesday of Week-1. Your response will cover all of the bullets and needs of the rubric in 250 words or less. Do your research online and include the web-sites in the references. Finally, respond to a minimum of two of your peer’s primary posts. Feel free to ask questions. Responses to classmates need to be in by Sunday of Week-1.
 * A title page, abstract, body of work (five paragraphs), and references
 * An introduction paragraph, one paragraph per definition of facet of the engaged online learner, and a conclusion in the body of the paper
 * A minimum of 300 and a maximum of 500 words in the body of work.
 * The IP Assignment defines the three facets of the engaged, online learner thoroughly in a concise manner. Poorly Defined-3 points **/** Inadequately Defined-6 points **/** Adequately Defined-9 points **/** Defined Well-12 points **/** Exceptionally Defined-15 points --**(15 Points Total)**
 * The IP Assignment has a title page, abstract, and references from the course resources and at least one (1) Web-site that you found on the topic. One (1) point deduction for any missing parts of the paper --**(5 points)**
 * The IP Assignment delivers a minimum of five (5) paragraphs which include an Introduction, three (3) for the facets of the engaged, online learner, a conclusion, and has a minimum of 300 and a maximum of 500 words. One (1) point deduction for missing paragraph and/or out of min/max words --**(5 Points)**
 * The IP Assignment has excellent grammar and spelling. One (1) point deduction for 1 – 2 words misspelled **or** bad grammar / Two (2) point deduction for 3-5 words misspelled / Three (3) point deduction for over 5 words misspelled with good grammar / All five (5) points deducted for over 5 misspelled words **and** bad grammar --**(5 Points).** There is a total of 30 points available for this assignment.
 * Collaborative Group Assignment (Weeks 1 & 2)**
 * Title, introduction, conclusion, and reference slides for the presentation
 * Six slides to give information on the six Web tools that facilitate the three facets of the engaged online learner
 * The bulk of the narrative in the notes section at the bottom of each slide
 * A minimum of two paragraphs describing the slide with a minimum of three sentences per paragraph
 * A quality design that is pleasing to the eye with graphics as well as words.
 * The GP Assignment is well thought out, discussed, and pre-planned on group wiki prior to production. This is a 0, 5, or 10 point premise. GP is well planned – 10 Points **/** GP is moderately planned – 5 Points **/** GP lacks planning – 0 Points **(10 Points)**
 * The GP Assignment includes the 10 slides of a Title, Introduction, six content slides, conclusion, and references. One (1) point deduction for any missing slides in the presentation. **(10 Points)**
 * The GP Assignment has narrative in the notes section with a minimum of two paragraphs and three (3) sentences per paragraph. Web-tools are recalled, contrasted, and differentiated to the appropriate facet of the engaged online learner. One point deduction for insufficient narrative for each slide of the presentation. **(10 Points)**
 * The GP Assignment is pleasant to the eye and all slides match the presentation. One point deduction for every recognizable difference in text, basic slide graphics, and/or lack of graphics. **(5 Points)**
 * The GP Assignment will have excellent spelling and grammar. One point deduction for 1 – 2 misspelled words and good grammar **/** Two point deduction for 3 – 5 misspelled words and good grammar **/** Three point deduction for 3 – 5 misspelled words and bad grammar / Five point deduction for over 5 misspelled words and bad grammar. **(5 Points).** There is a total of 40 points available for this assignment.
 * Discussion Board**

Response is strong and reflective of research. (5 points) Minimum of two responses to other colleague’s primary responses and your responses are reflective. (5 points) Resource references, spelling, and grammatically strong. Posts are on time. (__5 points__)_ 15 Points. **Discussion 1** Web tools are commonly used by teachers and students for many reasons in online learning environments. The assignment for Week -1 asks for identification of the three facets of engaged online learning. In this discussion, start to think and research the most common Web-tools utilized in online learning environments. Wonder about how they are used and what for and then answer these prompts. **Discussion 2** Last week you investigated the three facets of online learning and the different Web tools that are available for students and teachers in online learning environments. Your group-assignment for Week -2 asks you to create a presentation about how the different facets and Web tools work together most appropriately. For this discussion, recall all that you have learned from last week and answer the following prompts. **Grading Scales –** The grading scales of all discussions and assignments listed below. **IP Grading Scale** **A =** 27 – 30 Points**B** **=** 24 – 26 Points
 * Discussion Rubrics**
 * Give a minimum of five common examples of most common Web tools used in online learning environments.
 * What do you think the tools you identified can be used for?
 * Explain how you have used some of these tools in the past at home or school.
 * Reiterate what the three facets of online learning are that engage learners.
 * Pick two Web tools that are available and most appropriate for each facet.
 * Argue why each Web tool is appropriate for the facet you linked it with. (Only one sentence per argument or six (6) sentences.)
 * C** = 21 – 23 Points
 * D** = 18 – 20 Points
 * F** = 17 Points or Below


 * GP Grading Scale**


 * A** = 36 – 40 Points
 * B** = 32 – 35 Points
 * C** = 28 – 31 Points
 * D** = 24 – 27 Points
 * F** = 23 Points or Below

**Overall Course Grade Scale**

30 Points – IP 40 Points – GP 30 Points – Discussions 1 & 2 __5 Points – Course Participation__
 * Total = 105 Points**


 * A** = 90 – 105 Points
 * B** = 80 – 89 Points
 * C** = 70 -79 Points
 * D** = 60 – 69 Points
 * F** = 59 Points or Below

As students of this blended learning environment, students are expected to follow the roles and expectations the same as you do in the normal, traditional settings. In the cyber-world of education, participation is key and potentially the substantial majority of student final grades. Students are expected to practice online etiquette (Netiquette), participate in online and classroom discussions, and to collaborate with instructor and peers using multimedia tools. Please feel free to use the Student Handbook as a resource if you have any questions.
 * Student Roles and Expectations**

PDF of the Student Handbook: []

CAMS URL: [] C-A District URL: [] Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. //College Teaching//, //54//(1), 190-193. Retrieved from Educational Research Complete database. Passerini, K. (2007). Performance and behavioral outcomes in technology-supported learning: The role of interactive media. //Journal of Educational Multimedia and Hypermedia//,16(2),183-210. Retrieved from ProQuest Central database.
 * Resources and References**