COURSE TITLE:
GOING TO THE MOVIES ONLINE
NO OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTORS:
ANN AMBERG, M.Cs.
360/221-2037
annamberg@whidbey.com
WA CLOCK HRS:
OREGON PDUs:
CEUs:
30
30
3.0**
COMPLETION DATE:
6 months from your registration date.
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted by
The Heritage Institute.
COURSE DESCRIPTION:
Your lesson planning can now take advantage of the growing variety of online videos, which can be
used by educators in almost every subject area. The course bibliography of online educational media simplifies
your job of finding classroom appropriate, short video clips and podcasts concerning culture, travel, science,
the environment, history, current events and news. Many of the listed resources also have teacher curriculum
materials available.
Short films include those produced by respected media including National Geographic, NOVA and
PBS, New York Times, Google, UTube, EarthTalk TV, TEDTalks, The Smithsonian Natural History Museum,
Species Alliance, The Compassion Charter, Green Schools Initiative, Edutopia, The Water Project, the Global
Oneness Project, and many more. In this online course, you will choose 10 videos to view and summarize, and
write a short plan on how you’ll incorporate these in your teaching situation. Those taking the course for credit
will have additional options for on-line reading and additional resource research. If needed, Quicktime, Flash,
or WindowsMedia players can be downloaded free online. No materials fee.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Gain a broader understanding of the current educational, scientific, cultural and global issues they
research.
2. Develop greater skill in how to use short online videos for teaching purposes, and how to formulate
primary questions and associated lessons to promote critical student thinking.
3. Develop a brief plan for a teaching unit in an area (science, culture, technology, economy, current
events, arts, environment, social justice, education) that applies to their teaching.
4. Pursue extended online reading and resources research if the credit option is chosen.
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 30 Washington State Clock Hours, 30 Oregon PDUs or 3 CEUs (**Continuing
Education Units), which translates to 30 hours. The Heritage Institute is an approved provider of Washington
State Clock Hours, Oregon PDUs, and CEUs by IACET (International Association of Continuing Education and
Training, an official national and international certifier of CEUs).
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UNIVERSITY QUARTER CREDIT INFORMATION
 UNIVERSITY QUARTER CREDIT OPTION 400 & 500
Teachers may opt to register for three (3) Antioch University, Seattle, 400 or 500 level quarter credits, instead
of hours, and will be required to:
1. Complete all assignments for clock hours/CEUs (Section A: Information Acquisition)
2. Complete the extra reading/viewing, writing and classroom application assignments specified in the
syllabus for the 400 or 500 level credit option (Section B: Learning Application)
3. Complete an Integration Paper by answering the five (5) questions (Section C: Integration Paper)
 REQUIREMENTS FOR UNIVERSITY QUARTER
Antioch University Seattle 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 of work submitted
as well as the quality of work as determined by each instructor
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Self-Reflection & Integration assignments
30%
 CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither
letter grades nor numeric equivalents will show on a transcript. At the 400 level credit granted is equal to a “C”
or better, and at the 500 level credit granted is equal to a “B” or better. This information is stated on the back
of the transcript.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS:
You will need high-speed (DSL) Internet access and audio in order to easily view online resources.
Occasionally you may need to download the appropriate free video player (Quicktime, WindowsMedia, or
Flash). 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, if it is not already on your computer.
REQUIRED READING (for 400/500 Level Credit only):
• “The Hidden Price of What We Buy”, from Goleman, D. (2009). Ecological Intelligence. Broadway
Business. Download the PDF document in the online Associated Files section in Assignment #7.
MATERIALS FEE:
• No material fee to be paid to the instructor.
GETTING STARTED:
• Once you have registered for the course, you will be sent an email that contains the website address,
password and course key that you need to access your online course, along with instructions on how to
log into the online system.
• The assignments listed in this syllabus are also listed at the bottom of each online course document.
Access each assignment and enter your responses online. We suggest that you write your responses in a
WORD document and then do a copy/paste function into the Responses box.
• When you have completed all assignments for the course, CLICK the 'ALL ASSIGNMENTS COMPLETED'
option. The instructor will be notified that you have completed all assignments.
• The instructor will review your work and enter her responses online. You will be notified by email when the
instructor has marked the course completed, and you will be instructed to log in and view the instructor’s
comments. At that time, you can also SAVE a complete copy of the course assignments and responses.
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NOTES TO ALL PARTICIPANTS:
• Unlike a live workshop, you are not required to be present (i.e. online) at specific days or time, participants
will work at their own pace.
• All responses will be posted online. Large documents or files may be attached as part of your response by
using the “Share A File” option.
• 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”.
ASSIGNMENTS for CLOCK HRS/PDUs, CEUs, 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Please complete one (1) option below:
Option 1: Topics in education for sustainability and nature
Click on one (1) of the links below and read the article:
• Interview with author and speaker David Orr; “Conversation: David Orr discusses ecological instruction
in the 21st century.” Earth Island Journal (January, 2008).
http://www.thefreelibrary.com/Conversation%3a+David+Orr+discusses+ecological+instruction+in+the+
21st...-a0172801397
• Interview with author and speaker Richard Louv: “Leave No Child Inside”. Orion Magazine (March/April
2007).
http://www.orionmagazine.org/index.php/articles/article/240/
Option 2: Topics in current events, global issues, science, health, arts, poetry, economics, business,
technology and culture
Click on one (1) of the links below and read the article:
• Chapter excerpt from the book entitled Bottlemania by Elizabeth Royte
http://www.bottlemania.net/excerpt.html
• The New York Times “Times Topics”
http://topics.nytimes.com/topics/reference/timestopics/index.html
Choose a topic from the alphabetical list and read two or more short articles on the topic of your
choice.
When you’ve finished reading one of the four choices, respond to the following questions in the online
response box. Your response should be 1-2 paragraphs for each question.
a) Why did you choose this course?
b) Introduce yourself and describe your teaching situation.
c) What kinds of themes and subjects are you looking for in online videos?
d) Provide some brief thoughts on the article(s) you read.
Assignment #2:
• Refer to the “Video and Educator Resources Bibliography” which you can download to your desktop as a
.pdf from the online Associated File section for this assignment.
• In this assignment you will review and then choose ten (10) videos which best suit your teaching needs.
(You may also research and choose short videos not on this list). You may choose from subject areas that
are similar to the article you read in Assignment 1, or choose videos from multiple subject areas. The short
videos are all online and can be accessed with a high-speed internet connection.
• Once you’ve viewed all ten videos write a 1 page statement about which of these you found most
informative and useful and why.
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Assignment #3:
In the online response box post your response to the following. Your response should be 1-2 pages.
a) List the titles and briefly summarize the content of your first five video selections, making note of the
information in the videos that is relevant to what you want to convey to students. Are they helpful to
you as an educator? Why?
b) Do the videos also hold meaning and value for you personally? Do they raise questions which you wish to
research further? Why?
c) If the videos you chose are in diverse topic areas, can you describe how you might synthesize and connect
these topics in the context of current global issues?
Assignment #4:
In the online response box post your response to the following. Your response should be 1-2 pages.
a) List the titles and briefly summarize the content of the remaining five video selections, making note of the
information in the videos that is relevant to what you want to convey to students. Are they helpful to
you as an educator? Why?
b) Do the videos also hold meaning and value for you personally? Do they raise questions which you wish to
research further? Why?
c) If the videos you chose are in diverse topic areas, can you describe how you might synthesize and connect
these topics in the context of current global issues?
Assignment #5:
Describe in general terms in a 1-page statement how you plan to use any of the videos in your teaching.
Indicate your grade level and the course or theme you are teaching. Make a list of key questions you would
pose to your students given the films you would choose to show.
Assignment #6:
Research and view an additional (11th) short video, online article or poem that is in a topic area that you may
not be familiar with or normally interested in. Summarize in a 1-page response the content and describe your
response to the video/article/poem. Is it complimentary or linked to the subject areas you teach? If you
choose to include this video/article/poem in a lesson, how might it be useful to your students?
This completes the assignments required for Washington Clock Hours, Oregon PDUs, or CEUs.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
Assignment #7:
(Required for 400 and 500 Level Credit)
Complete ONE (1) of the following:
1. Research current online news and articles regarding health issues, social or environmental
responsibility and review 1-2 articles in a 1-2 page summary. How are these issues interconnected?
For example how might climate change affect regional economic sustainability, or what are the
implications of natural resource shortages on human and non-human health?
OR
2. Read “The Hidden Price of What We Buy”, the first chapter of Daniel Goleman’s new book Ecological
Intelligence. This article discusses industrial ecology and uncovers vast inconsistencies between what
we buy and our knowledge of how these products are harming ourselves and our environment.
Download the pdf document in the online Associated Files section for this assignment.
Write a brief (1-2 paragraphs) summary of what you found most compelling about the stories of
industrial ecology and ecological intelligence and reflect as well how you might bring this into your
teaching.
Assignment #8:
For 400 Level – Complete Part A only
For 500 Level – Complete Part A and Part B
Part A: (400 & 500 Level)
Choose ONE (1) of the following:
1. From all your video and article reviews and online research, prepare a unit of 2-3 lessons you can
implement with your students. Describe any suggested texts or other reading students will do. You
may use your school or district’s own lesson plan format or the Lesson Plan Template provided in this
document and online. To preserve formatting of your unit plan, please upload your document using the
“Share A File” option in the online system. Save your file as a .pdf before uploading. If you include
HTML links to web pages, online videos etc, please also upload the raw text so that your instructor may
click the active links.
OR
2. Instruct students in how to conduct a Conversation Café, explained in greater depth at this web site
http://www.conversationcafe.org/. Use this discussion method to explore in depth one particular issue
related to this course. The file CCHostManual at the following link
http://www.conversationcafe.org/Docs/Host_kit/HostManual.doc will provide a guideline for you to host
a Conversation Café in your classroom or school. Keep in mind that these instructions were prepared
with a general audience in mind, so please feel free to adapt these methods to suit your needs.
When the discussion has been completed, use the online response box to indicate:
a) Subject discussed.
b) How this activity was received.
c) A few student comments or (if you prefer) have students write brief evaluative comments.
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Part B: (500 Level only)
Choose ONE (1) of the following:
1. Using PowerPoint, Word or other visual presentation format, design a 5-10 minute audio/visual learning
module that offers an accessible, in-depth synopsis of a specific topic, and that contains multiple
related or complimentary short videos, images and explanatory copy. Upload your presentation using
the “Share A File” option.
OR
2. Secondary level teachers: ask your students to work in small groups to research online video resources
and create a short visual presentation that provides a summary of a specific topic. The presentation
should contain multiple related or complimentary short videos, images and explanatory copy. Have the
groups share their presentations in class. Either upload a copy of one of the student projects here, or
alternatively write a one page summary of the content of the student’s projects.
OR
3. View the documentary film Food, Inc. http://www.foodincmovie.com/ that investigates America's
industrialized food system and its effect on our environment, health, economy and workers' rights.
Write a brief summary of the film, how you might use it in your teaching and make a list of key
questions to ask students. (DVD is available from Netflix, Amazon or video stores)
OR
4. Develop another assignment of your own choosing provided you have the instructor’s prior approval.
ADDITIONAL ASSIGNMENT REQUIRED for 400 or 500 LEVEL UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
Assignment #9: Integration Paper
(Required for 400 and 500 Level Credit)
Complete the requirements for university quarter credit by submitting a final Integration paper (1-2 pages). A
heading is required; please use the following format.
Your Name:
Date:
Course Name:
Course Number:
# of Credits:
Level: (400 or 500)
Advisor Name:
Respond 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?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment as this
will notify the instructor that you have completed the course.
Upon receiving notification of your completion of all course assignments, your instructor will provide written
comments online.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Ann Amberg, M.Cs. was the Director of Special Programs at The Heritage Institute from 2007-2009. She has
degrees in Environmental Studies/Integral Ecology and Contemporary Spirituality, has created arts/ecology
curriculum and designed and facilitated integral ecology courses in England and the U.S. Ann is a facilitator
for the Be the Change Symposium and Joanna Macy’s The Work That Reconnects. She is instructor for the
World We Want self-design online courses and The Universe Story online course through The Heritage
Institute.
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GOING TO THE MOVIES ONLINE
BIBLIOGRAPHY & RESOURCES
Required for 400 and 500 Level Credit
Goleman, D. (2009). Ecological Intelligence. Broadway Business.
Read Chapter 1, “The Hidden Price of What We Buy”
Ecological Intelligence uncovers vast inconsistencies between what we buy and our knowledge of how these
products are harming ourselves and our environment.
Books, Publications
Brown, L. (2005). Outgrowing the Earth: the Food Security Challenge in an Age of Falling Water Tables and
Rising Temperatures. W.W. Norton and Company.
An insightful review of the effects of economic and population growth and their impact on ecosystems and the
world’s food supply.
Seymour, M. (2004). Educating For Humanity: Rethinking the Purposes of Education. Paradigm Publishers.
The purpose of educating young people for character, compassion, purpose and commitment is integral with
the mastery of intellectual skills and life competencies.
Stone, M. and Barlow, Z. eds. (2005). Ecological Literacy. San Francisco: Sierra Club Books.
One of the Bioneer's 2005 Ecological Literacy trilogy, editors Michael Stone and Zenobia Barlow have
collected case studies of school and successful, creative educational programs that are providing real life
solutions to questions of sustainability in a context of systems: family, society, and bioregion. The
Center for Ecoliteracy and the Rethinking School Lunch Program are highlighted.
YES Magazine
http://www.yesmagazine.org/
Inspirational stories and articles connected to social justice, environment, peace and human rights, local
economies, and more. Free one-year subscription to the magazine for educators.
Articles
Louv, R. Leave No Child Inside. Orion Magazine (March/April 2007).
http://www.orionmagazine.org/index.php/articles/article/240/
Orr, D. Conversation: David Orr discusses ecological instruction in the 21st century. Earth Island Journal
(January, 2008).
http://www.thefreelibrary.com/Conversation%3a+David+Orr+discusses+ecological+instruction+in+the+21st...a0172801397
Sadinsky, R. and Tuke, G, (2003). Powerful Schools. Online article from New Horizons for Learning.
http://www.newhorizons.org/trans/sandinsky.htm
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Online Video Resources (partial list)
Edutopia
http://www.edutopia.org/social-emotional-learning
Edutopia’s wide-ranging multimedia educator resources cover topics about what works in public education,
including comprehensive assessment, social and emotional learning, science and sustainability, and more.
Global Oneness Project
http://www.globalonenessproject.org/
The Global Oneness Project explores through short documentaries and video interviews how the notion of
oneness can be lived in our world today. There is an outstanding, multi-cultural array of speakers and heartwarming stories.
Link TV
http://www.linktv.org/documentaries
Link TV features a wide variety of current event video including short documentary films on many subjects—
civic actions in various countries, tours of different regions of the world, interviews of leaders in change
movements. You will need to do some searching and review of the material to find what you need.
New York Times
http://video.on.nytimes.com/
After enduring short corporate ads, see hundreds of informative videos highlighting all topics in the New York
Time’s comprehensive archived video library.
PBS Nova videos
http://www.pbs.org/wgbh/nova/programs/
http://www.pbs.org/wnet/nature/
PBS has video portions of two outstanding shows—Nova and Nature.
Nature covers the world of animals and features a teacher section with teacher guides by topic and grade
level. Nova covers science topics (chemistry, earth science, anthropology, health & life sciences etc) and also
has teacher guides.
TeacherTube
http://www.teachertube.com/
TeacherTube is YouTube’s attempt to make navigating their videos easier for teachers by creating a sub-site
just for teachers. A menu on the right side of the page provides some sorting (Elementary, Fine Arts, High
School, Health Channel, Math etc.), but you may still need to wade through a lot of videos before you find
something you can use.
TED Talks
http://www.ted.com/index.php/themes
TED stands for Technology, Entertainment, Design. The annual conference brings together the world's most
fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes). This site
makes the best talks and performances from TED available to the public, for free. More than 200 talks
covering science, technology, entertainment, education, culture, arts and global issues.
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THE HERITAGE INSTITUTE
ONLINE COURSE
LESSON PLAN TEMPLATE
Grade Level:
Subject:
Theme/Topic:
Student Outcomes: (with Connection to State Standards)
Required Materials and Equipment:
Agenda: (The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks,
surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so students
can manage their time with you.)
Warm Up: (A one to two sentence task, written or drawn on the board, to be completed alone or in groups
prior to the beginning of the lesson. At the elementary level it would be used for classroom transitions, and in
grades 7-12 to define one content area from another. The warm-up is designed to access learning from the
previous lesson and settle students into the flow for the present lesson on hand.)
Anticipatory Set: (Attention Getter to kindle student interest)
Direct Instruction (10-20 mins): (Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins): (Under teacher’s direct supervision, students individually apply or practice what
they have just learned and receive immediate feedback)
Closure (x mins): (Actions designed to cue in students that they have arrived at an important point in the
lesson or at the end of the lesson; often closure consists of review and clarifying key points)
Independent Practice: (Student directed, may be incorporated before closure or as outside assignment. The
aim is repetition in enough different contexts so that the learning may be applied to any relevant situation, not
only the context in which it was originally learned.)
Assessment and Follow-Up: (Self-reflection, collaborative rubric, other rubric, anecdotal evidence, teacher
created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))
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