COURSE TITLE:
ONLINE INTERACTIVE READING
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
INSTRUCTOR:
CHARITY STAUDENRAUS, M.A.T.
charity.heritage@gmail.com
WA CLOCK HRS: 50
OREGON PDUs: 50
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
Give your students the power to access their reading assignments online and interact with text
through questions and comments that lead to increased engagement. In Actively Learn, an online text
reading platform for teachers, course participants can access a catalog with core content across all
subjects or they can display their own PDF’s, Google Docs or web articles and be able to embed
assignment questions, notes and responses to students. Your students will complete readings inside your
Actively Learn space from their laptop, tablet or desktop computer. Educators in this course will learn how
to use Actively Learn and will develop and implement several lessons that include the use of this platform.
Actively Learn is integrated with Google tools such as Drive, Docs, Classroom, and Gmail, and
can be used for joint teacher projects.
This course is recommended for any K-12 teacher or administrator looking to better their
technology skills and literacy in the classroom.
There is no textbook for this class, all references and materials are located on-line.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Understand how Actively Learn works and how to use Actively Learn.
2. Understand how to use Actively Learn in the classroom and general education environment.
3. Be able to create classes, create and assess assignments via Actively Learn.
4. Understand how Actively Learn will enhance collaboration both inside and outside of the
classroom.
5. Understand how Actively Learn increases productivity.
6. Instantly apply course learning to your professional situation.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
Online Interactive Reading
1
Revised 1/3/2016
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into all degree programs. Prior to registering
determine with your district personnel, department head or state education office the acceptability of these
credits for your purpose.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS:
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXT
There is no required text and all reading is done online.
GETTING STARTED
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions for both the
www.hol.edu site and for the course readings. Your Actively Learn course code will be emailed to
you upon registration for the course.
• Access each assignment listed and enter your responses in the online course environment. Write
your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED’ button. The
instructor will be notified that you have completed all assignments.
• After the instructor reviews your work and enters her responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of your assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present online specific days or times. You may work at your own pace.
• All responses must be posted online. Large documents, files, photographs or PowerPoint
presentations may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructor’s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
Online Interactive Reading
2
Revised 1/3/2016
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1:
Introduce Yourself
Briefly introduce yourself (1-2 pgs.) including your professional situation, your reasons for being interested
in this course, what you expect to learn from taking this course, and your general level of experience and
proficiency with using technology in the classroom.
Post in the online response box.
Assignment #2:
Getting Started with Actively Learn
Welcome to Actively Learn. This is where you will become familiar with Actively Learn and the options
available to you with this exciting new resource. You should be able to get around Actively Learn and be
familiar enough to explain what Actively Learn is to a colleague or to students in another teacher’s
classroom. After you complete the tasks listed below, in a 1-2 page paper, discuss what you believe will
be most useful about Actively Learn, what innovation you have discovered, what you want to know more
about, and how you will use Actively Learn with your classes.
• Go to the Actively Learn website: http://www.activelylearn.com/
• Review the tabs: “Our Approach” and “Where we Fit”
• Sign In to Actively Learn using the code emailed to you upon registration for the course.
• Once you have signed in watch the “Getting Started Tour”
• Next view the videos and slide decks available at: http://www.activelylearn.com/resources.
• In addition, I highly recommend checking out the “What’s New” page as the folks at Actively Learn
are constantly adding to content and capabilities.
Post in the online response box.
Assignment #3:
Lexile Level
Actively Learn allows teachers the opportunity to assign readings to students in a variety of subject areas
according to lexile level. For example, if you are a middle school science teacher studying the Periodic
Table, you can assign students a reading on the Periodic Table at various different lexile levels to
maximize learning and provide acceleration for students who need it. Real the article I have assigned in
Actively Learn on Lexile Levels. Plan an assignment and determine at least three (3) different lexile level
readings that you can assign to your students. Complete a 1-2 page paper including screen shots
discussing your choices on the lexile groups that you have chosen for your class and the corresponding
texts. Post in the online response box.
Assignment #4:
Embed Questions, Notes, and Videos
Students often need additional resources to exceed expectations in your class and on specific
assignments. Actively Learn provides the opportunity to chunk text so that students must answer
questions, take notes, or view a video prior to continuing onto the next section of text. Meanwhile,
teachers can monitor and assess student progress. Using what you learned in Assignment #2, Ccreate
an assignment in which students must answer embedded questions, take notes, and watch at least one
video. Complete a 2-3 page paper, including screen shots, discussing the questions you chose to
embed, the notes that students took on the assignment (please protect student privacy), and the video(s)
you attached to the text.
Post in the online response box.
Online Interactive Reading
3
Revised 1/3/2016
Assignment #5:
Peer Learning & Collaboration
Notes can be shared with classmates, creating an opportunity for shy students to “speak up” and
discussions to occur outside the walls of the classroom. Students can compare their responses to those
of their peers so they monitor comprehension and spend more time processing the content. With proper
pre-teaching, students will surprise you with their insight! Assign a text to students with an assignment to
complete notes that can be shared with classmates. Go to your “Student Reading Settings” and allow
students to share their notes with other students in the class. After students finish the assignment,
complete a 1-2 page paper including screen shots discussing the assignment, student notes, and lessons
learned from the experience. Post in the online response box.
Assignment #6:
Chunking & Assessment
Actively Learn creates the opportunity for teachers to chunk the text by stopping students from continuing
to read until they respond to questions, allowing you to help them focus their attention in the most critical
portions of text. You can use formative assessment (either multiple choice or short answer) to help you
see where comprehension is breaking down. Using what you learned in Assignment #2, assign a text to
your students and use either multiple choice or short answer questions to chunk the text in at least three
(3) critical points. After students finish the assignment, complete a 2-3 page paper, including screen
shots, discussing the assignment, student comprehension, and lessons learned from the experience.
Post in the online response box.
Assignment #7:
Annotation
Fears of student doodles in textbooks are eliminated as students annotate their readings on-line. Assign
a text in which you give students the ability to take notes on their text. Require students to embed videos,
images, and/or links to help them collect their thoughts in one place. After students finish the assignment,
complete a 1-2 page paper, including screen shots, discussing the assignment, student comprehension,
and lessons learned from the experience. Post in the online response box.
Assignment #8:
Feedback & Grades
Feedback has the most impact for students when it is targeted and timely. Since you can watch student
comprehension unfold using Actively Learn, your real-time grades and comments will motivate students to
improve their work. Assign a text to students and allow them to see their grades on multiple choice
questions as they work through a text. Complete a 1-2 page paper, including screen shots, discussing
the assignment, student comprehension, and whether providing students with feedback mid-way through
an assignment has changed your thinking on student grades and assessment. Post in the online
response box.
Assignment #9:
Tailor Instruction
With Actively Learn you can easily access data on which concepts students were able to comprehend
from a specific assignment and you can tailor your instruction to the class, text, or an individual student.
Following a difficult text assignment, access student data and assign students varied instruction
depending on their individual comprehension of the text. After students have finished their assignment,
complete a 1-2 page paper, including screen shots, discussing the assignment, student comprehension,
and whether providing varied instruction based on comprehension of the earlier text impacted student
engagement and proficiency. Post in the online response box.
Online Interactive Reading
4
Revised 1/3/2016
Assignment #10:
Whole Class Reading
Actively Learn can be used in a variety of modes. In this lesson Actively Learn is used while reviewing a
reading as a whole class. This article gives some great suggestions for different reading strategies. I
highly encourage you to try “choral” or “echo” reading. If you are feeling brave, the “crazy professor
reading game,” can add some spice to a dull text. Students can read and connect with the material while
they are reading as a class. After the class has finished the text, and you have had a chance to review
student notes, complete a 2-3 page paper, including screen shots, discussing the assignment, student
comprehension, and lessons learned from using Actively Learn to review a text as a whole class.
Post in the online response box.
Assignment #11:
Small Group Reading
In this lesson Actively Learn is used to setup workgroups for subsets of the classroom to work together
and collaborate on assignments. Students can read and connect with the material while they are working
in small groups. Assign students text to read in small groups. After the students have finished their
assignment and you have had a chance to review student notes, complete a 1-2 page paper, including
screen shots, discussing the assignment, student comprehension, and lessons learned from using
Actively Learn to review a text in small groups. Post in the online response box.
Assignment #12:
Independent Reading
In this lesson Actively Learn is used to facilitate and track independent reading. Rather than selecting a
specific text, let students select from a large catalog of high interest books and articles or provide a batch
from which to choose. Students can read and connect with the material while they are working
independently. After the students have finished their reading assignment, and you have had the chance to
review student notes, complete a 2-3 page paper, including screen shots, discussing the assignment,
student comprehension, and lessons learned using Actively Learn to facilitate independent reading.
Post in the online response box.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
Online Interactive Reading
5
Revised 1/3/2016
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning), or with students in another teacher’s summer classroom.
Assignment #13
Actively Learn enables teachers to put all of their resources for a lesson in one place. With this
assignment teachers will experiment with creating a “flipped classroom” where students complete their
readings and watch lectures/videos outside of class time and complete their homework in class where
you can give them the assistance they need. Set up a lesson for students to complete outside of class
time including a reading, readings, and/or videos i.e. the “learning” portion of the lesson. Then have
students apply the knowledge during class time via a discussion, lab, etc. After students have finished
the assignment complete a 1-2 page paper, including screen shots, discussing your experiences with a
“flipped classroom” including student comprehension and lessons learned from the experience.
Post in the online response box.
Assignment #14
Actively Learn allows you to capture the middle of the process. You can access each student’s
assignment and provide feedback to him/her mid-way through an assignment. Assign students a text and
give students feedback on their short answers mid-way through their assignment. Complete a 1-2 page
paper, including screen shots, discussing the assignment, student comprehension, and whether providing
feedback mid-way through an assignment has changed your thinking on student grades and assessment.
Post in the online response box.
Assignment #15 (Required for 400 and 500 Level)
You have become a proficient Actively Learn Teacher! In this lesson you are asked to reflect on the
experience and give students a survey using Actively Learn’s poll feature as to how they felt about the
experience of using Actively Learn. After you have reviewed the student data complete a 2-3 page paper,
including screen shots, discussing the poll, student comments, and how you can use the polling feature in
the future.
Post in the online response box.
Online Interactive Reading
6
Revised 1/3/2016
500 LEVEL ASSIGNMENT
Assignment #16: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Prepare a presentation or an in-service for other teachers on what you learned through this course.
OR
Option B)
Complete an entire unit in a paperless environment. Write 2-3 pages, including screen shots and
examples discussing how you were able to eliminate paper from your classroom for an entire unit.
OR
Option C)
Use Actively Learn to create a “flipped” unit. Write 2-3 pages, including screen shots and examples
discussing how you were able to “flip” your classroom for an entire unit.
OR
Option D)
Another assignment of your own choice, with the instructor’s prior approval.
Post in the online response box.
ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #17:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Post in the online response.
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
CHARITY STAUDENRAUS, M.A.T, received her BA from Willamette University, her MAT from Willamette
University. Charity has experience teaching math, science, social studies, business, and language
courses at the middle and high school level. She is currently serving on the 2014-2017 Oregon Science
Content and Assessment Panel as well as the Oregon Instructional Materials Criteria Development
Committee. In addition Charity is consulting on a Rutgers University and WPI project funded through
multiple Department of Education and National Science Foundation Grants.
Online Interactive Reading
7
Revised 1/3/2016
ONLINE INTERACTIVE READING
BIBLIOGRAPHY
Arney, L. (2015). “Go blended!: A handbook for blending technology in schools” (1st ed.). San Francisco,
CA: Jossey-Bass.
Alice Keeler. http://www.alicekeeler.com/teachertech/2015/07/16/google-classroom-creating-adiscussion-board/
Alice Keeler has a fantastic blog “Teacher Tech” that I highly recommend following. She is tech savvy
and the tips she gives save significant time and headaches.
“International Society for Technology in Education.” 2011. http://www.iste.org/welcome.aspx
This website is the premier membership association for educators and education leaders engaged in
improving learning and teaching by advancing the effective use of technology in PK-12 and teacher
education.
“Northwest Council for Computer Education.” 2011. http://www.ncce.org/
NCCE is a non-profit organization dedicated to supporting effective uses of technology in education. In
addition to hosting the largest educational technology conference in the Pacific Northwest, NCCE
provides its members with resources and professional development opportunities throughout the year.
The mission of NCCE is to promote and support the effective use of technology in all aspects of education
as Technology plays a fundamental role in lifelong learning and is used in all aspects of education such
as teaching, learning, assessment, evaluation, record keeping, personal productivity, and communication
systems.
Online Interactive Reading
8
Revised 1/3/2016