KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 7480 Facilitating Online Learning
Department Proposed: Instructional Technology and Educational Foundations
Degree Title (if applicable) Instructional Technology
Proposed Effective Date Fall, 2007
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
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Department Chair
Date
School Curriculum Committee
Date
School Dean
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GPCC Chair
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Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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President
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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 __ITEC 7480___________________
Course Title Facilitating Online Learning _
Credit Hours 3
Prerequisites Admission to M.Ed. program in Instructional Technology
Description (or Proposed 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.
III.
Justification
Today’s instructional leaders must understand how to facilitate online learning for K-12
students and for practicing educators. This course provides a fine-grained analysis of
current online learning practices and helps candidates build a framework for decisionmaking 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)
Instructor:
Text: Dede, C. (2006). Online Professional Development for Teachers: Emerging
Models and Methods. Harvard Education Press.
Ko, S. & Rossen, S. (2004). Teaching Online: A Practical Guide. (2nd edition) Houghton
Mifflin.
Prerequisites:
Admission to M.Ed. program in Instructional Technology
Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-II.A. Design developmentally appropriate [online] learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of learners.
1. Provide resources and feedback to teachers as they create developmentally appropriate
[online] curriculum units that use technology. (TF-II.A.1)
Consult with teachers as they design methods and strategies for teaching computer/technology
concepts and skills within the context of classroom learning. (TF-II.A.2)
2. Assist teachers as they use technology resources and strategies to support the diverse
needs of [online] learners including adaptive and assistive technologies. (TF-II.A.3)
TF-II.B. Apply current research on teaching and learning with technology when planning
[online] learning environments and experiences.
3. Assist teachers as they apply current research on [online] teaching and learning with
technology when planning learning environments and experiences. (TF-II.B.1)
TF-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability.
4. Assist teachers as they identify and locate technology [online] resources and evaluate
them for accuracy and suitability based on district and state standards. (TF-II.C.1)
5. Model technology integration using [online] resources that reflect content standards. (TFII.C.2)
TF-II.D. Plan for the management of technology resources within the context of [online] learning
activities.
6. Provide teachers with options for the management of [online] technology resources
within the context of learning activities. (TF-II.D.1)
TF-II.E. Plan strategies to manage [online] student learning in a technology-enhanced
environment.
7. Provide teachers with a variety of strategies to use to manage [online] student learning in
a technology-enhanced environment and support them as they implement the strategies.
(TF-II.E.1)
TF-II.F. Identify and apply instructional design principles associated with the development
of[online] technology resources.
8. Assist teachers as they identify and apply instructional design principles associated with
the development of [online] technology resources. (TF-II.F.1)
TF-III.B. Use technology to support learner-centered strategies that address the diverse needs of
students.
9. Use methods and strategies for integrating technology resources that support the needs of
diverse learners including adaptive and assistive technology. (TF-III.B.1)
TF-III.C. Apply technology to demonstrate students' higher order skills and creativity.
10. Use methods and facilitate strategies for teaching problem solving principles and skills
using technology resources. (TF-III.C.1)
TF-III.D. Manage student learning activities in a [online] technology-enhanced environment.
11. Use methods and classroom management strategies for teaching technology concepts and
skills in individual, small group, classroom, and/or lab settings. (TF-III.D.1)
TF-III.E. Use current research and district/region/state/national content and technology standards
to build [online] lessons and units of instruction.
12. Describe and identify [online] curricular methods and strategies that are aligned with
district/region/state/national content and technology standards. (TF-III.E.1)
13. Use major research findings and trends related to the use of technology in education to
support integration throughout the curriculum. (TF-III.E.2)
TF-IV.A. Apply technology in assessing [online] student learning of subject matter using a
variety of assessment techniques.
14. Model the use of technology tools to assess student learning of subject matter using a
variety of assessment techniques. (TF-IV.A.1)
15. Assist teachers in using technology to improve learning and instruction through the
evaluation and assessment of artifacts and data. (TF-IV.A.2)
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of
technology resources for [online] learning, communication, and productivity.
16. Assist teachers in using recommended evaluation strategies for improving students' use of
technology resources for learning, communication, and productivity. (TF-IV.C.1)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology
facilitators and/or directors.
17. Examine components needed for effective field-based experiences in instructional
program development, professional development, facility and resource management,
WAN/LAN/wireless systems, or managing change related to technology use in school
based settings. (TF-VIII.E.1)
Instructional Method
The instructional method will blend traditional face-to-face lecture, professional
readings and class discussions with online exercises, discussion forums and
collaborative activities.
Evaluation and Grading
Online Learning Module
Online Portals Research
In-Class Final Examination
Discussion Forums
40 points
20 points
20 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
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 16 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
Instructional Technology
ITEC 7480
Facilitating Online Learning
3 credit class
Fall 2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructors:
III.
Class Meetings:
IV.
Required Text:
ITEC 7480
Facilitating Online Learning
Bagwell College of Education
Dede, C. (2006). Online Professional Development for Teachers: Emerging Models and Methods. Harvard Education Press.
Ko, S. & Rossen, S. (2004). Teaching Online: A Practical Guide. (2nd edition) Houghton Mifflin.
Required Readings:
V.
NSDC Standards for Staff Development available at:
http://www.nsdc.org/standards/index.cfm
Catalog Course Description: ITEC 7480. Facilitating Online Learning. 3-0-3
This course provides an introduction to the field of distance learning and prepares instructional technology leaders to design and facilitate highquality 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.
VI.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is a portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects on each of the proficiencies on the CPI and the TF standards with regard to what evidence the candidate has selected
for his/her portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and reflective writing in which you
reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency,
using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.
VII.
Purpose and Rationale:
Today’s instructional leaders must understand how to facilitate online learning for K-12 students and for practicing educators. This course
provides a fine-grained analysis of current online learning practices and helps candidates 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.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
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 are 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.
Field-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and schoolbased activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings,
leading or presenting professional development activities at the school or district level, and participating in education-related community events.
As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
VIII:
Goals and Objectives:
This course is designed to meet the following objectives. Candidates will:
TF-II.A. Design developmentally appropriate [online] learning opportunities that apply technology-enhanced instructional strategies to support
the diverse needs of learners.
18. Provide resources and feedback to teachers as they create developmentally appropriate [online] curriculum units that use
technology. (TF-II.A.1)
Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of
classroom learning. (TF-II.A.2)
19. Assist teachers as they use technology resources and strategies to support the diverse needs of [online] learners including adaptive
and assistive technologies. (TF-II.A.3)
TF-II.B. Apply current research on teaching and learning with technology when planning [online] learning environments and experiences.
20. Assist teachers as they apply current research on [online] teaching and learning with technology when planning learning
environments and experiences. (TF-II.B.1)
TF-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability.
21. Assist teachers as they identify and locate technology [online] resources and evaluate them for accuracy and suitability based on
district and state standards. (TF-II.C.1)
22. Model technology integration using [online] resources that reflect content standards. (TF-II.C.2)
TF-II.D. Plan for the management of technology resources within the context of [online] learning activities.
23. Provide teachers with options for the management of [online] technology resources within the context of learning activities. (TFII.D.1)
TF-II.E. Plan strategies to manage [online] student learning in a technology-enhanced environment.
24. Provide teachers with a variety of strategies to use to manage [online] student learning in a technology-enhanced environment and
support them as they implement the strategies. (TF-II.E.1)
TF-II.F. Identify and apply instructional design principles associated with the development of[online] technology resources.
25. Assist teachers as they identify and apply instructional design principles associated with the development of [online] technology
resources. (TF-II.F.1)
TF-III.B. Use technology to support learner-centered strategies that address the diverse needs of students.
26. Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and
assistive technology. (TF-III.B.1)
TF-III.C. Apply technology to demonstrate students' higher order skills and creativity.
27. Use methods and facilitate strategies for teaching problem solving principles and skills using technology resources. (TF-III.C.1)
TF-III.D. Manage student learning activities in a [online] technology-enhanced environment.
28. Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group,
classroom, and/or lab settings. (TF-III.D.1)
TF-III.E. Use current research and district/region/state/national content and technology standards to build [online] lessons and units of
instruction.
29. Describe and identify [online] curricular methods and strategies that are aligned with district/region/state/national content and
technology standards. (TF-III.E.1)
30. Use major research findings and trends related to the use of technology in education to support integration throughout the
curriculum. (TF-III.E.2)
TF-IV.A. Apply technology in assessing [online] student learning of subject matter using a variety of assessment techniques.
31. Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. (TFIV.A.1)
32. Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
(TF-IV.A.2)
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for [online] learning,
communication, and productivity.
33. Assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning,
communication, and productivity. (TF-IV.C.1)
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.
34. Examine components needed for effective field-based experiences in instructional program development, professional development,
facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based
settings. (TF-VIII.E.1)
IX.
Requirements/Assignments:
ONLINE LEARNING MODULE:
Candidates will design online learning experiences to augment face-to-face instruction in a K-12 classroom. Specific learning standards,
assessments, and assignments/deliverables must be included in the online learning experiences. Candidates must provide instructor and
peers with a rationale of how the online learning activities are supported by theory, research, best practice in the field. The online learning
experiences and supporting materials must be made available to the instructor and peers at the end of the semester.
ONLINE PORTALS RESEARCH:
Based on the theoretical principles presented in this class, candidates will review and compare online portals, learning management systems,
courses, and web-based learning resources. Results of their comparisons will be presented in class.
IN-CLASS FINAL EXAMINATION: During the last class session, students will be given one hour to explain how they would deploy technology
to encourage professional learning communities to emerge, evolve and expand. Readings, discussions, and reflection papers are designed to
prepare students for the exam.
DISCUSSION FORUMS:
Participate in a series of four online discussion forums responding to professional readings and exploring online learning. Student positions on
each issue should be shaped by facts and research gathered from professional readings and validated through professional experiences.
Postings should include specific examples drawn from professional practice. Students will read and review submissions by other students and
provide an analytical response to at least two of their peers.
X:
Evaluation and Grading:
Online Learning Module
Online Portals Research
In-Class Final Examination
Discussion Forums
40 points
20 points
20 points
20 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
XI.
Policies
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 age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. 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 (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural
variables outlined above.
Academic Honesty: 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 represent 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.
XII.
Course Outline
(subject to change)
Topics
Overview of Current Findings on Online Teacher Professional Development
Piaget Goes Digital
E-Mentoring for Student Success
Teaching Online: The Basics
Online Classroom Management
Integrating Online Elements
XIII.
References/Bibliography
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Conrad, R. & Donaldson, J. (2004). Engaging the Online Learner : Activities and Resources for Creative Instruction. San Francisco: JosseyBass.
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