COURSE TITLE:
WEB 2.0: Powering Up With Latest Web Technology
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
WA CLOCK HRS: 60
OREGON PDUs: 60
INSTRUCTOR:
MICHAEL BOLL, M.A.
541.241-6938 (USA)
LEARNING ENVIRONMENT:
All assignment modules can be viewed by heading to my website, http://smarturl.it/powerupoverview,,
however, this course requires assignment responses to be posted in a password-secured ONLINE
website hosted by The Heritage Institute.
COURSE DESCRIPTION:
COURSE DESCRIPTION:
Twitter, Delicious, Wordpress, Wikis, blogging, RSS; these terms may sound familiar, but are you
using them to enhance your classroom and learning opportunities as a professional? If the answer to that
question is no, maybe, or not as much as I would like, then this course is for you.
Come along and join the fun as we explore how to wrap many powerful web 2.0 technologies into
a useable and functional system that will support you as an educator. This course will ultimately change
how you view technology and enable you to design a website and personal learning network (PLN) to
benefit you and those you educate.
Many assignments are packaged into individual modules that build upon each other. Modules
become more complex as you proceed, but each previous module prepares you for the next one.
This course is appropriate for all grades, K- 12 including teachers, administrators, paraeducators, counselors, and other support personnel.
LEARNING OUTCOMES:
As a result of taking this course, participants will learn how to:
1. Understand what web 2.0 is/means and how to use it in an educational setting,
2. Become proficient with social bookmarking, online document collaboration, Twitter, blogging, RSS,
personal learning networks (PLN) and creating your own Wordpress website.
3. Understand how today’s students interface with technology and each other.
4. Understand how web 2.0 concepts work conceptually so as to take advantage of future changes in
technology.
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
participants their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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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 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 reading
materials may be provided online 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 needed.
REQUIRED TEXTS SEE HTTP://SMARTURL.IT/POWERUPOVERVIEW FOR LINKS ON WHERE TO
PURCHASE THESE TEXTS.
• Tapscott, Don. Grown up Digital: How the Net Generation Is Changing Your World. New
York: McGraw-Hill, 2009. Print.
• Horton, Anthony. "Easy WP Guide V3.0 (PDF) Archives - Easy WP Guide." Easy WP
Guide. Self Published, n.d. Web. 17 Dec. 2014.
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.
• Access each assignment listed here in the online course environment and enter your responses.
• 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'. The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• Unlike a live workshop, you are not required to be present (i.e. online) at specific days or times,
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.
• Do not use specific student names. Rather, refer to individuals as “Student A”.
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
CREDIT
A.
INFORMATION ACQUISITION
All assignments in this section are broken into separate modules. All modules can be found by heading
to my website. This enables me to keep the course content updated and fresh. You can find all the
assignments here: http://smarturl.it/powerupoverview
Assignment Modules
Assignment #1:
Understanding Today’s Students http://www.innovativepd.com/lesson/understanding-todays-students/
Assignment #2:
How Web 2.0 Impacts our Future http://www.innovativepd.com/lesson/how-web-2-0-impacts-our-world/
Assignment #3:
Social Bookmarking http://www.innovativepd.com/lesson/social-bookmarking/
Assignment #4:
Online Document Collaboration http://www.innovativepd.com/lesson/online-document-collaboration/
Assignment #5:
Twitter http://www.innovativepd.com/lesson/twitter/
Assignment #6:
Blogging http://www.innovativepd.com/lesson/fun-with-blogging/
Assignment #7:
Wikis http://www.innovativepd.com/lesson/collaborating-with-wikis/
Assignment #8:
RSS http://www.innovativepd.com/lesson/control-the-flow-with-rss/
Assignment #9:
Personal Learning Network (PLN) http://www.innovativepd.com/lesson/personal-learning-network/
Assignment #10:
Creating a WordPress Site http://www.innovativepd.com/lesson/creating-a-wordpress-website/
Assignment #11:
Analyzing the Course Book, http://www.innovativepd.com/lesson/book-reflection/
This completes the assignments required for Washington Clock Hours or Oregon PDUs.
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
(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 in session.
Assignment #12
Option A) Now that you have a strong grip on web 2.0, put together a series of lessons on your
Wordpress sites for your student’s to use. Try to incorporate as much web 2.0 as possible. Remember,
web 2.0 is so much more than just the tools we have learned so far.
You are welcome to look at my site: www.mrboll.com for ideas. One of my favorite units is Romeo and
Juliet. You can find that here: http://www.mrboll.com/?page_id=983
OR
Option B) Another assignment of your own design, with the instructor’s prior approval
Assignment #13:
Option A) iTunes has a section called iTunes U. In there you will find a section called Edutopia with a variety
of educational technology videos. Download and watch any three videos and provide a 250-word summary/
reflection on each of the three.
OR
Option B) Find at least three articles that relate to education and web 2.0. Write a 250-word review of each
one. Include your personal views on the topic, the message it sends, and the potential impact the content of the
article will have on education. View this link for some suggested articles:
http://delicious.com/mrboll/hol_reading Post your responses in the online response box or upload your response as a WORD document.
500 LEVEL ASSIGNMENT
Assignment #14:
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A) Write a 750-word paper that (in your view) defines web 2.0 and suggests what it holds for the
future of education. Provide a bibliography.
OR
Option B) Technology is moving into the classroom and it does not appear to be going away anytime
soon. The issue of balance, social interaction, distance learning, and other topics often comes up in
conversations about the future of our students. In a 750-word paper, discuss technology and its
relationship to education. What are the upsides and downsides of its intrusion and infusion in the lives of
our students? What about balance between yesterday’s teaching techniques and today’s?
OR
Option C) Watch as series of TED videos here http://list.ly/list/Xt3-education-technology-and-our-worldted-videos Write a 750-word paper that discusses the message being sent by one or more of the
presenters and its potential impact on education.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #15:
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?
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.
INSTRUCTOR QUALIFICATIONS FOR TEACHING THE COURSE:
Michael Boll, M.A., is a teacher and Technology Coach at Concordia International School, in Shanghai,
China. He has 20 years of international teaching experience in far-flung places such as The Northern
Marianas Islands, Saudi Arabia, Indonesia and China. A self-confessed computer nerd, Michael has
chosen not to be vindictive about the way he was treated in High School and specializes in helping
teachers reach their technological potential.
Michael’s presence on the web can be found at his home site: http://www.MichaelBoll.Me
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WEB 2.0 IN THE CLASSROOM
BIBLIOGRAPHY
REQUIRED BOOKS
Horton, Anthony. Easy Wordpress Guide. N.p.: Self Published, n.d. 92 Feb. 2012. Web.
<http://easywpguide.com/>.
Anthony Horton presents an easy to follow step-by-step guide to developing and creating a fantastic
Wordpress site.
Tapscott, Don. Grown up Digital: How the Net Generation Is Changing Your World. New York: McGrawHill, 2009. Print.
Horton, Anthony. "Easy WP Guide V3.0 (PDF) Archives - Easy WP Guide." Easy WP Guide. Self
Published, n.d. Web. 17 Dec. 2014.
OPTIONAL BOOKS
Lerman, James, and Ronique Hicks. Retool Your School: the Educator's Essential Guide to Google's
Free Power APPS. Eugene, Or.: International Society for Technology in Education, 2010. Print.
Google Apps is the perfect online (in the cloud) application for all schools. Take the most useful parts of
Microsoft Office or Appleworks and toss it into cyberspace for all to use and share. This very current
book does an effective job explaining the different Google applications and how to take advantage of
them as an educator.
Tapscott, Don. Grown Up Digital: How the Net Generation is Changing the World. 2 ed. New York:
McGraw-Hill, 2008. Print. Available on the Kindle and iPhone/iPod Touch.
An important read that allows you to peer into the minds of our students and how they work. It helps
remind us that our students have never known a world without the Internet and its instant access to
information.
Teeter, Ryan, and Karl Barksdale. Google Apps For Dummies (For Dummies (Computer/Tech)). New
York: For Dummies, 2008. Available on the Kindle and iPhone/iPod Touch. This book is a one-stop
shop for all your questions about Google Apps. Much of this information can be found in various places
on the Internet, but if you prefer one book access, this is for you.
WEBSITES
"2¢ Worth." My 2 Cents Worth. N.p., n.d. Web. 2 July. 2010. http://davidwarlick.com/2cents.
David Warlick, a long time technology educator, keeps an interesting blog about some of the larger ideas
and trends that are shaping (or should be shaping) how we interact with technology in the classroom. As
a senior technology user, Warlick offers a perspective from a person that has not had Internet access his
entire life.
Chapman, Cameron. "The History of the Internet in a Nutshell." Six Revisions - Web Development and
Design Information. N.p., n.d. Web. 18 Nov. 2009. http://sixrevisions.com/resources/the-history-of-theinternet-in-a-nutshell/ - more-1958
This article is a bit techy, but offers a concise look at how the Internet evolved to where it is today. Helpful
if you were curious about how it all works and/or wish to speculate about the future of how we interact
with the Internet.
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Pogue, David (and others) "Technology News - The New York Times." The New York Times - Breaking
News, World News & Multimedia. N.p., n.d. Web. 18 Nov. 2009.
http://www.nytimes.com/pages/technology/index.html.
This powerful section of the New York Times offers an extensive assortment of news and views that
relate to technology. A great resource for keeping up with technology and its impact on society.
"The Thinking Stick | Jeff Utecht – Bangkok, Thailand." The Thinking Stick | Jeff Utecht – Bangkok,
Thailand. N.p., n.d. Web. 2 July. 2010. http://thethinkingstick.com.
Jeff Utecht, a technology educator for an International School in Bangkok, Thailand, enjoys pushing the
envelope with technology and education. Check out his popular blog for a sense of what is the latest
“thing” happening in technology and education. You might find it too far out there, but he surely gives a
window into where things are trending.
hnology. A great resource for keeping up with technology and its impact on society.
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