KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number: ITEC 7480 – Facilitating Online Learning
Program Name: Master’s Degree in Instructional Technology; Online Teaching Certification;
Online Teaching Endorsement
Department: Instructional Technology
Degree Title (if applicable):
Proposed Effective Date: Spring 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X_ Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog: Pg. 283 (2010-2011 archive); Pages not
available in current catalog.
___
Course Prefix and Number: ITEC 7480 __________________________
Course Title: Facilitating Online Learning
___
Class Hours
3 ____Laboratory Hours___0____Credit Hours___3_____
Prerequisites Admission to the M.Ed. in Instructional Technology ___
Description (or Current Degree Requirements)
This course provides an introduction to the field of distance learning and prepares
instructional technology leaders to design and facilitate high-quality online
learning. Course includes the examination of basic concepts and principles of
online learning, the theoretical underpinnings of the field, research and
application literature, and distance education delivery technologies. A systematic
approach to the design, development, delivery, and evaluation of instruction for
online learners is emphasized.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __ITEC 7480________________________
Course Title _Introduction to Online Learning____________________
Class Hours
____Laboratory Hours_______CreditHours________
Prerequisites Admission to the M.Ed. in Instructional Technology, admission to
the Online Teaching Certification/Endorsement program or approval by
Instructional Technology faculty
Description (or Proposed Degree Requirements)
This course explores principles for effective online learning and provides an
introduction to key terms, issues, policies, challenges, and emerging trends in
the field. Topics include published standards for quality online teaching and
course design, accessibility to online courses, online assessment principles,
accommodations for students with disabilities, strategies for supporting cultural
and linguistic diversity, internet safety, student privacy and copyright.
Candidates learn pedagogical strategies for use in an online learning
environment. This course is a content pedagogy course in the candidate’s
certification field.
III.
Justification
The Department of Instructional Technology is in the process of seeking
approval for an Online Teaching Certification/Endorsement program.
This course is the first course in the sequence of 3 courses in the program,
and the title and course description need to be updated to reflect its
position in the sequence. The course title changed from Facilitating
Online Learning to Introduction to Online Learning, and the description
changed to remove the emphasis on facilitating online learning. The
prerequisite also changed to include admission to the new Online
Teaching Certification/Endorsement program. Since graduate students in
other programs may wish to take this course as an elective, the
prerequisite was expanded to allow admission to the course with the
approval of the Instructional Technology faculty.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
ITEC
7480
Introduction to Online Learning
3-0-3
Spring 2012
Regular
N/A
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
BAGWELL COLLEGE OF EDUCATION
Department of Instructional Technology - ITEC 7480
Introduction to Online Learning
Kennesaw State University
Bagwell College of Education
Semester:
Credit Hours: 3
INSTRUCTOR: Instructor Name
e-mail: xxxxxx@kennesaw.edu or GeorgiaVIEW email
Office Phone:
###.###.####
Home Phone: ###.###.####
CLASS SESSIONS:
TEXT:
Online
Cavanaugh, C. & Blomeyer, R. (2007). What Works in K-12 Online Learning.
International Society for Technology in Education. ISBN: 978-1-56484-236-7
Readings as assigned
LAST DAY TO WITHDRAW WITHOUT ACADEMIC PENALTY:
COURSE CATALOG DESCRIPTION:
Prerequisites: Admission to the M.Ed. program in Instructional Technology, admission to the
Online Teaching Endorsement program or approval by Instructional Technology faculty
This course explores principles for effective online learning and provides an introduction to key
terms, issues, policies, challenges, and emerging trends in the field. Topics include published
standards for quality online teaching and course design, accessibility to online courses, online
assessment principles, accommodations for students with disabilities, strategies for supporting
cultural and linguistic diversity, internet safety, student privacy and copyright. Candidates learn
pedagogical strategies for use in an online learning environment. This course is a content
pedagogy course in the candidate’s certification field.
PURPOSE/RATIONALE:
Online learning is growing and evolving rapidly across the United States at all levels of
education. Across most states and all grade levels, students are finding increased opportunity,
flexibility, and convenience through online learning. Teachers are discovering a new way to reach
students, many of whom were not successful in traditional schools and courses. Administrators
are exploring ways to offer a wider range of courses to students and professional development
opportunities for teachers. Online learning is expanding also because technology in education is
an appropriate, and perhaps necessary, way to educate the many digital students of this
generation. For this millennial generation, technology is an integral part of their lives, essential as
a tool for locating information, communicating, and as a way to entertain themselves. They expect
their education to be in line with their every day technology-rich experiences (Wicks, 2010).
KSU CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, and create WWW resources.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (770-4236443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
Field Experience Statement:
In the Master’s Degree in Instructional Technology, candidates are required to engage in 40 hours of field
experiences in each ITEC course. (This does not include the 3 elective courses.) Thirty (30) hours of the field
experience will involve completing field-based course assignments required in each ITEC class. The course
assignments will be identified in each course syllabus with [Field Experience] beside the assignment name. This
means you must complete a field experience log for that assignment. The log documents the activities you engage in
to complete the assignment, the number of hours it took you to complete, the diverse populations you worked with
while completing the assignment, and a reflection of what you learned. The field experience log will be provided to
you by your instructor in a Word document. You are required to submit the field experience log at the same time you
turn in your assignment.
In addition to the 30 hours of structured field experiences described above, candidates are required to complete 10
hours of UNSTRUCTURED field experiences. Each candidate should work with their mentor and other
school/district personnel to identify technology-related activities that the candidate could complete in the
school/district. For example, you may offer a professional learning session on whiteboards to your grade-level team.
You might work on the school website. You might develop a class website for an upcoming unit you are teaching.
For additional ideas, candidates are encouraged to review the PSC standards and evaluate areas of weakness in order
to determine what types of field experiences to complete. Candidates are particularly encouraged to focus on
standards involving diversity. A field experience log should also be completed to document the 10 hours of
unstructured field experiences. This log should be turned in to the instructor by the end of the semester. Candidates
are required to include all field experience logs in their portfolio.
Candidates are required to complete field experiences in diverse settings with diverse populations and at all P-12
school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these requirements, you should complete several of your
field experiences in diverse settings at other schools. You are required to document in your field-experience log the
diverse settings and various P-12 school levels in which you complete your field experiences.
Portfolio Statement:
In the Master’s Degree in Instructional Technology, candidates are required to complete an electronic portfolio. A
portfolio is an organized, goal driven documentation of a candidate’s professional growth and achievement
experience. Although it is a collection of documents, a portfolio is tangible evidence of a wide range of knowledge,
skills, and dispositions that a candidate possess as a growing professional (Campbell, Cignetti, Melenyzer, Nettles,
& Wyman, 2001). The portfolio serves to demonstrate the candidate’s mastery of the PSC Instructional Technology
standards. For complete details on the portfolio requirement, please consult the Portfolio Handbook.
GOALS AND OBJECTIVES:
This course is designed to meet the following goals and objectives:
PSC Online Teaching Standards:
Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology
(i) The program shall insure that the candidate possesses knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National Educational Technology
Standards for Teachers) as well as competency in technology specific to an online learning
environment.
I. effectively use and assist others in word-processing, spreadsheet, and presentation
software.
II. effectively use Internet browsers, email applications and online etiquette. Candidates
additionally can design and maintain a module using an online course learning management
system.
IV. utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat
tools, electronic whiteboards, etc.).
V. troubleshoot typical software and hardware problems.
VII. demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
VIII. model appropriate strategies essential to continued growth and development of the
understanding of technology operations and concepts.
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage
active learning, interaction, participation and collaboration in the online environment.
II. apply current research on teaching and learning with technology when planning
learning environments and experiences.
X. apply technology to increase productivity.
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(ii) The program shall prepare candidates to proactively lead an online classroom in a manner
that enhances the likelihood of student success, through regular feedback, prompt responses to
student questions and concerns, and clear expectations.
I. consistently model effective communication skills and maintain records of applicable
communications with students.
III. provide an effective online syllabus that lays out the terms of the class interaction for
both teacher and students, defines clear expectations for both teacher and students, details the
grading criteria and appropriate and inappropriate behavior for students, and explains the course
organization to students.
IV. provide an online syllabus with objectives, concepts, and ideas, and learning
outcomes in a clearly written, concise format. (Also includes key components in syllabus:
expectations for interactions, grading criteria, inappropriate behavior criteria, class organization,
etc.)
VII. provide clearly defined statements informing students what to expect in terms of
their response time.
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(iii) The program shall prepare candidates to model and encourage legal, ethical, safe and healthy
behavior in an online environment.
I. establish standards for student behavior that are designed to ensure academic integrity
and appropriate uses of the Internet and written communication.
II. clearly identify the risks of academic dishonesty in online testing and creates
assessment opportunities, which limit this risk.
III. demonstrate an awareness of technology impact on student testing performance.
IV. provide a copyright statement or disclaimer which clearly identifies the owner(s) of
the course and the source(s) of the material students are about to use.
V. inform students of the significance and responsibilities associated with Acceptable
Use Policies (AUP).
VI. use appropriate strategies and resources for dealing with student issues arising from
inappropriate use of electronically-accessed data or information.
VII. inform students of their right to privacy and the conditions under which their names
or online submissions may be shared with others.
Standard II: Online Teaching and Learning Methodology, Management, Knowledge,
Skills, and Dispositions
(vi) The program shall prepare candidates to be responsive to special education and cultural
differences among students in the online classroom, and to encourage intercultural interaction
and inclusive learning.
I. Candidates will respect diverse talents and use strategies designed to include all
students.
II. Candidates will provide activities, modified as necessary, that are relevant to special
education modifications, student age, cultural background and experiences.
PSC Instructional Technology Standards:
1. Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content,
and learning networks to support and extend student learning and expand opportunities and
choices for professional learning for teachers and administrators. (PSC 3.3)
2. Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student
needs, enhance cultural understanding, and increase global awareness. (PSC 4.3)
3. Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging
technologies and apply them to improve personal productivity and professional practice. (PSC
6.1)
4. Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to
improve and strengthen their ability to effectively model and facilitate technology-enhanced
learning experiences. (PSC 6.2)
5. Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and
professional knowledge, skills, and dispositions identified in these standards.
ISTE Technology Coaching Standards:
Candidates will:
1. Digital-Age Learning Environments
Coach teachers in and model the use of online and blended learning, digital content, and
collaborative learning networks to support and extend student learning as well as expand
opportunities and choices for online professional development for teachers and administrators.
(ISTE, 3C)
Course Assignments:
1. MODULE ASSIGNMENTS (960 pts ) (~56%)
1. Review of Online Learning National Standards – Candidates will compare and
contrast the SREB Standards for Quality Online Courses with the iNACOL Standards for
Quality Online Courses. (50 points)
2. Florida Virtual School (FVS) Course Tour – Candidates will evaluate the strengths and
weaknesses of three (3) course offered through the FVS. (75 points)
3. Legal Issues WebQuest – [FIELD EXPERIENCE] Candidates will complete a
WebQuest on legal issues associated with online learning. (150 points)
4. Georgia Virtual School (GVS) Course Tour - Candidates will evaluate the strengths
and weaknesses of three (3) course offered through the GVS. (75 points)
5. Communications Guide – Candidates will complete a Communications Guide to
distribute to an online classes. (75 points)
6. Welcome Announcement – Candidates will develop a welcome announcement for their
online class. (50 points)
7. Welcome Email – Candidates will develop a welcome email to send to students in an
online class. (50 points)
8. Technology Requirements & Technology Support – Candidates will describe the
technology requirements and technology support needed for an online class. (75 points)
9. Technology Tips – Candidates will create technology tips for an online class. (50 points)
10. Synchronous Online Teaching – Candidates will create a 5-10 minute lesson in their
content area that will be delivered in an online, synchronous classroom environment.
11. Course Syllabus – [FIELD EXPERIENCE] Candidates will develop a syllabus for an
online class. (160 points)
12. Online Teacher Evaluation Rubric – [FIELD EXPERIENCE] Candidates will create
a rubric to evaluate an online teacher. (150 points)
2. STUDY GUIDES: (30 points each (6) – Total of 180 points) (11%)
Candidates will complete a study guide over the assigned readings in each module. Questions
may ask students to summarize main points of the readings; reflect on the essential questions
related to the readings; and/or reflect on how the readings could be applied in their local
settings.
3. DISCUSSION FORUMS (25 pts) & 2 PEER RESPONSES (5 pts per peer – 10 total pts):
6 Discussion Forums (150 pts) + 6 Peer Responses (60 pts) for a Total of 210 points (12%)
Candidates will respond to weekly online discussion forums (25 points each). In addition,
students will read and respond to two of their peers’ online postings each week (5 points per
peer – 10 points each week). Since responding to all class members during online sessions
would be impossible, students will only respond to 2 different class members each week, if
possible.
To get full credit for responses, please remember to follow the protocol below when
responding to your peers. 1. Clarify - Clarify any ideas that do not seem clear or information
that is missing. 2. Value - Express your appreciation for their ideas. 3. Offer Concerns –
Perhaps you see problems or don’t agree with the ideas or actions under discussion. Use nonthreatening phrases like, Have you considered…What I wonder about is. 4. Suggest – Offer
suggestions or ideas related to the discussion.
4. BLOG POSTS (25 pts each) & 2 PEER RESPONSES (5 pts per peer – 10 total pts):
6 Total Blog Postings (150 pts) + 6 Peer Responses (60pts) for a Total of 210 pts (12%)
Candidates will post to their blogs each week on topics assigned by the instructor. In this
interactive class, students will also read and respond to 2 of their peers’ blog postings each
week. Since responding to all class members during online sessions would be impossible,
students are only asked to respond to 2 different class members each week. Do not respond
to the same class members week after week.
To get full credit for responses, please remember to follow the protocol below when
responding to your peers. 1. Clarify - Clarify any ideas that do not seem clear or information
that is missing. 2. Value - Express your appreciation for their ideas. 3. Offer Concerns –
Perhaps you see problems or don’t agree with the ideas or actions under discussion. Use nonthreatening phrases like, Have you considered…What I wonder about is. 4. Suggest – Offer
suggestions or ideas related to the discussion.
5. QUIZZES (25 points per quiz (6) – Total of 150 points) (9%)
Quizzes will be given in each module to ensure course content is understood and
synthesized. If a student is absent or late and misses a quiz, a zero may be assigned.
EVALUATION AND GRADING:
A:
B:
C:
F:
92% - 100%
84% - 91%
75% - 83%
74% or lower
1,564 – 1,710 points
1,427 – 1,563 points
1,281 – 1,427 points
1,281 points or less
Grades for each assignment will be posted in the GeogiaVIEW gradebook within
one week after submitting the assignment.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these
expectations will be subject to disciplinary action.”
REFERENCES AND BIBLIOGRAPHY:
Asayesh, G. (1993, Summer). Staff development for improving student outcomes. Journal of
Staff Development, 14(3), 24-27.
Bender, T., (2003). Discussion-Based Online Teaching to Enhance Student Learning: Theory,
Practice and Assessment. Sterling, VA: Stylus Publishing.
Central Regional Educational Laboratory. (n.d.) Professional development: Learning from the
best. http://www.ncrel.org/pd/toolkit.htm.
Collison, G., Elbaum, B., Haavind, S., & Tinnker, R. (2000). Facilitating online learning:
Effective strategies for moderators. Madison, WI: Atwood Publishing.
Conrad, R. & Donaldson, J. (2004). Engaging the Online Learner : Activities and Resources for
Creative Instruction. San Francisco: Jossey-Bass.
Wicks, M. (2010). A National Primer on K-12 Online Learning, Version 2, International North
American Council for Online Learning.