KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name EDL 9530/Education Doctorate in Educational Leadership –
Concentration in Technology Leadership
Department
Educational Leadership
Degree Title (if applicable)
Education Doctorate
Proposed Effective Date
Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
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
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
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
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 9530______________________
Course Title ____ Principles and Practices of Online Learning___
Credit Hours
3
Prerequisites
Admission to EDS or Ed.D. Program or Permission of
Instructor
Description (or Proposed Degree Requirements)
In this course, candidates will review theory and research which serves as a foundation for high-quality
online learning experiences. Various models of virtual instruction and the unique issues surrounding the
design and implementation of online learning will be discussed. Policy and program management issues
will be highlighted.
III.
Justification
Today’s educational leaders must understand how state, local, and private virtual schools can augment or
transform traditional educational programs. They must also understand how online learning can be
integrated into classroom practice and to professional learning for educators. This course helps leaders
build a framework for decision-making in their own educational programs. It also helps them tackle the
unique issues such as supporting online interaction, assessing online learners, adhering to copyright laws,
and ensuring a safe online learning environment for teacher and students.
IV.
Additional Information (for New Courses only)
GOALS AND OBJECTIVES: (aligned to Content STandards)
Candidates will support the adoption and effective use of online in education. (ELCC Standards 1-6; Nets A
Standards II-VI, ISTE/NCATE TL Standards I-VIII).
In pursuit of these goals, the learning objectives of this course include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Developing, articulating, implementing, and stewarding a vision of how online learning can improve
instruction and support the school or district’s overall vision, mission, and goals. (ELCC I; Nets-A.I; TL
VIII)
Understanding basic theoretical principles related to the design and delivery of high-quality online
instruction (ELCC 2; NETS-A.II; TL II, III)
Applying the basic theoretical principles to design developmentally appropriate, high-quality online
learning (ELCC 2; NETS-A.II; TL II, III)
Locating and evaluating current research on online learning (ELCC 2; Nets-A II; TL-II, III)
Categorizing and understanding the different types of virtual learning experiences available to K-12
students and educators (ELCC 2; NETS-A II; TL II, III
Understanding and articulating how online learning can support the diverse needs of learners (ELCC 2,
Nets-A-II, ISTE-TL-II, IV)
Understanding the history of virtual learning in education (ELCC 6, NETS-A-6; TL-VII)
Locating and synthesizing current legislation, trends, and policy on online learning (ELCC 6; Nets-A-6; TL
VII)
Projecting future developments of online learning for education (ELCC 6, NETS-A-6; TL-VII)
Understanding the basic differences between face-to-face and virtual instruction (ELCC 2; NETS-A-2; TLII, III)
Developing the ability to use technology, including distance learning opportunities, to provide learning
opportunities for students, teachers, administrators, and staff (ELCC 2; NETS-A-2; TL-I, II, III)
Developing the ability to use of telecommunications tools and resources to foster and support information
sharing, remote information access, and communication among students, school staff, parents, and local
community (ELCC 4; NETS-A-IV, TL-V)
Applying instructional design principles to develop and analyze online learning environments (ELCC 2;
NETS-A-II; TL-V)
Understanding and proposing solutions to various social and legal issues that surround virtual learning
(ELCC 2, 5, 6; NETS-A-VI; ISTE/NCATE TL VI)
Researching and recommending systems and processes for implementing online learning facilities and
infrastructure (ELCC 3; NETS-A IV; TL-VII)
Understanding how to manage student learning in a virtual environment (ELCC 2; NETS-A-II, V; TL II)
Evaluating the potential of online learning experiences to enhance student learning and professional
learning (ELCC 2; NETS-A-V; TL I, IV)
GOALS AND OBJECTIVES – aligned to Program Standards
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of
these courses, the candidate will demonstrate the following outcomes:
Course objective
Doctoral
KSDs
Distributed
School
Leadership
PSC/NCATE
Standard
1. Developing, articulating,
implementing, and stewarding a vision
of how online learning can improve
instruction and support the school or
district’s overall vision, mission, and
goals.
2. Understanding basic theoretical
principles related to the design and
delivery of high-quality online
instruction
3. Applying the basic theoretical
principles to design developmentally
appropriate, high-quality online learning
2c, 4a
1a, 4c
1a, 4c
4. Locating and evaluating current
research on online learning
1a, 5a
5. Categorizing and understanding the
different types of virtual learning
experiences available to K-12 students
and educators
1a, 1b, 4e
Roles*
Performance
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
1.5
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5
1.2, 1.5, 1.8
6a, 6c, 6d
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5, 1.8
7. Understanding the history of virtual
learning in education
1c
1.2, 1.5
8. Locating and synthesizing current
1c, 2a, 1b
Learning &
Development
Leader
Learning &
Development
Leader
Change Leader
6. Understanding and articulating how
online learning can support the diverse
needs of learners
1.5
legislation, trends, and policy on online
learning
9. Projecting future developments of
online learning for education
1c, 2a, 1b
10. Understanding the basic differences
between face-to-face and virtual
instruction
4e
11. Developing the ability to use
technology, including distance learning
opportunities, to provide learning
opportunities for students, teachers,
administrators, and staff
12. Developing the ability to use of
telecommunications tools and resources
to foster and support information
sharing, remote information access, and
communication among students, school
staff, parents, and local community
13. Applying instructional design
principles to develop and analyze online
learning environments
3c, 4e, 5f
Performance
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 3c
Learning &
Development
Leader
1.2, 1.5
4e
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5, 1.8
14. Understanding and proposing
solutions to various social and legal
issues that surround virtual learning
15. Researching and recommending
systems and processes for implementing
online learning facilities and
infrastructure
16. Understanding how to manage
student learning in a virtual environment
1c, 4a
17. Evaluating the potential of online
learning experiences to enhance student
learning and professional learning
5f
5a, 4e
4e
Learning &
Development
Leader
Performance
Improvement
Leader
Operations
Leader
Curriculum,
Instruction &
Assessment
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
1.5
1.5
1.2, 1.5, 1.8
1.2, 1.5, 1.8
Development
Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1.
Overview of various forms of online learning currently used in K-12 settings
2.
Overview of the types of technologies, including online portals and learning management systems,
currently used in online learning
3.
Review of theory that currently informs online learning design and practices
4.
Review of research and trends pertaining to online learning
5.
Overview of the benefits and challenges of online learning
6.
Review of the history of online/distance learning in K-12 settings
7.
The projected future of online learning
8.
Comparison of online learning to face-to-face learning
9.
Comparison of adult online learners to K-12 online learners
10. Characteristics of successful online learners and teachers
11. Social, ethical, and legal issues related to online learning and teaching
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
2.
3.
Candidates will participate in a series of online discussion forums and in-class activities responding to
assigned readings, recommended websites, and critical issues related to the online learning. Candidate
responses should relate not only to the question(s), but also to the comments made by classmates and/or
instructor. These responses should clearly demonstrate that candidates have read the required articles,
thoroughly examined recommended websites, and participated fully in course assignments and exercises.
Responses should be relevant to the topic and should serve to move the discussion forward—not simply
agree or disagree with what has already been stated. Candidates should interact with classmates
constructively and respectively, allowing for everyone to participate. Candidates should follow the rules of
netiquette to be provided in class.
Candidates will propose a research area related to online learning. Upon approval of the instructor,
candidates will write a research paper on the topic. Papers will not exceed 15 pages in length. Papers must
include an annotated bibliography of at least five academic references. Content of paper will be presented
to the class. Candidates are encouraged to present paper or submit paper for publication.
Based on the theoretical principles presented in this class, candidates will review and compare online
portals, learning management systems and courses. Results of their comparisons will be presented in class.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (30% of grade)
Research paper on online learning (45%)
Comparison of online portals, LMS, and courses (25% of grade)
A:
B:
C:
F:
92% - 100%
84%-91%
75%-83%
74% or lower
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
* Resources and Funding addressed in a comprehensive manner in the comprehensive proposal
for the umbrella Ed.D degree.
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
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
Educational Leadership – Concentration in
Technology Leadership
EDL 9530
Principles and Practices of Online Learning
3__________________________________
Fall 2006
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus