Space

This week, I decided to use the smart art tools in Microsoft Word to build an image in Fireworks which represented space. In this image I organized information I needed to help students understand calorie, protein, carbohydrate, and fat contents of two different meals.  Each meal is composed of common foods students will have eaten, but the nutrition information for each of the meals is vastly different. Within my unit of instruction, students will be learning about digestion and creating a healthy plate.

It is important to remember that space helps organize information on the page so students can focus attention on specific information. Lohr, 2008, tells us that "space can direct the eye to important information by chunking and separating instructional elements" (p 272).  Using two separate smart art graphics, where each one representing a different meal, has helped me to chunk the information for students.  In addition, the space between the squares within the meal has chunked the nutritional information even further.


This image fits on a 8.5 x 11 inch paper and will be printed for students to compare and contrast in a discussion with peers using the nutrient and calories per day data at the bottom of the image. While some of the text seems small, it is very easy to read once printed out. I'm still torn about how to align the per day calorie and nutrient information at the bottom of the image. Currently I have it center aligned.  (fixed that and put it at the top of the page instead of at the bottom.)

My original image had colorful food and drink graphics with a black and white square beneath it. My reviewer felt it would be neat to give the healthy meal a green color for "go" and the unhealthy meal and red color for "stop".  I had to agree once I used the green and red fill colors for the squares.  Not only does it have visual appeal, but hopefully will direct students to choosing which meal is the best for a healthy body.

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson 

Organization

This week, my task was to create an image with organization in mind.  I found this graphic to be one of the central themes that I want students to walk away knowing when they are finished with this unit.  Knowing that there would be lots of information I needed to address, chunking the information would reduce the cognitive load for students.  According to Lohr, 2008, it's important to keep fewer, rather than more, chunks if we want the learner to process the information, and that chunk sizes vary (p 125).  I've kept the information within each chunk between 5 and 7 bullet points.
The first thing I wanted my learners to notice when they looked at this graphic was the colorful title. Therefore, I decided to list the headings for the major and minor nutrients at the bottom of the chunk so the eye wasn't distracted by them.  I used blue for major and purple for the minor nutrients then repeated that with the headings below to show which were major or minor nutrients.
In addition to the color matching, I've matched the way I organized the information within each of the boxes of chunked information.  Starting with how they are divided, examples, calories, and use. Creating an organization structure is one technique Lohr discusses to show that reading order is important in instruction design messages. (p 133)
My original image did not have colors in the title that matched the headings for the major and minor nutrients.  My reviewer felt it would help the learner understand better which were major nutrients and which were minor nutrients.

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson 

Color and Depth

In the image below, I incorporated several aspects of the instructional functions of color such as labeling and representing reality.  In addition several reasons for using color are represented in the image and include selection, organization, and integration.

Overall goals of my unit include students learning about the processes of digestion, absorption, and elimination. Students will specifically learn the various places where absorption takes place within the digestive tract including the small intestines.  Lohr , 2008, tells us that "The first function of color is to label or differentiate information" (p 265).  In my image, I used color to emphasize and separate not only the divisions of the small intestines, but the name as well.  I've done this in several locations throughout the image.  In addition, color also helps us understand sections or details (Lohr, 2008, p 265).   By using color, students will be able to visualize the duodenum, jejunum, and ileum not only with respect to location, but with respect to size as well.

I chose the color blue because, as explained in our text, middle spectrum colors are associated with greater acuity, facilitating recognition, and perception.  In addition to the blue, the background of my image is slightly orange.  I wanted to play around with the color wheel and incorporate a complementary color.

Finally, after creating several images for my unit, my reviewer really liked my image.  I'm not going to make any changes at this point.  

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson 

Emphasizing Figure and Ground

My task this week has to do with emphasizing figure and ground.  Lohr, 2008, tells us that figure is the important components of the graphic, whereas the ground are the supporting details (p. 108).  My unit of instruction focuses on students creating a healthy plate.  They cannot do this without knowing how much major and minor nutrients our bodies need every day.  Using several principles of figure/ground, I created an organizer for students to record the daily nutrient amounts for both females and males of their age.

Within my graphic, I've included three key characteristics of effective instructional visuals include concise, concrete, and concentrated.  My graphic is concise as it helps the learner distinguish the information.  I've used darker grays on the headings to call attention to them, and to help the learner distinguish between them and the major or minor categories beneath.  In addition to using the grays to highlight the figure, I've also used a different color.  For this unit, my learners are focusing on recommended dietary allowances (RDA) for their age group.  When students use this graphic to research the amounts in each category, they will find many charts that list the RDAs for people of all age categories. The charts can be very overwhelming because they list data for every person. This concentrated graphic will help students to understand what is needed for people in their age group.  Finally, my graphic is concrete because the headings help the students determine that they are interested in finding daily needs of each nutrient.  In addition to that, students will find out that each nutrient will either be a milligram or a microgram.

Initially, I used a light background fill color for each of the different nutrient types. For example, my major nutrient was red, vitamins were blue, and minerals were green. My reviewer found that to be too much color, so I changed it to dark and light grays.

Figure/Ground Organizer  


Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson 

CARP: Contrast, Alignment, Repetition, and Proximity

For this weeks' assignment, we were challenged to create an image that follows the rules of CARP: contrast, alignment, repetition, and proximity.  To say the least, this assignment was very challenging for me.  Again, my unit focuses on the digestive system with students creating a healthy plate as their culminating activity. My audience are students in a ninth grade health and wellness course.  While I know students have a basic understanding of the digestive system, my diagram along with the structures and functions are a bit more detailed than they are used to.  Most body processes can be quite complicated for students to understand, so I've tried to help students easily find the structures in the digestive system by matching the colors on the image to the text.  In addition, I've focused my descriptions to digestive functions only.

The design action contrast shows two or more elements very different from one another. I tried to show contrast in two ways in my image.  I used the background color white and the text color black. In addition, I've tried to use darker, solid colors in the image of the body against the white background.

For each of the descriptions that surround the image of the body, I've aligned the colored text with the black text.  In addition, each of the descriptions are left aligned to the page, and horizontally with each other on the page.

I've demonstrated repetition throughout the image with the descriptions.  Each description has a colored structure along with a black description. Lohr, 2008, explains that "when you employ repetition, you take some element of the visual and use it again. This can create a sense of harmony and unity." (p 203)  The same text is used over throughout the image as well.

Finally, the descriptions are close to the actual structures in the image of the body.  Having these related things close to each other demonstrates the design action of proximity.  Lohr, 2008, explains that "when elements are close together, they seem related; and when they are far apart, they seem unrelated".  (p 203)

The reviewer of my image pointed out that on my original image, the text boxes for the images were not the same size.  It was such a small difference and one that I had never thought of.  My reviewer is our elementary art teacher, and I appreciate his eye for the details in a graphic.  I fixed the description text lengths so that it was aligned on the left and on the right.

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson 

The ACE Model

My instructional unit focuses on creating a healthy plate using information gathered over a period of about two weeks.  Students will be engrossed in learning about the structure and function of the digestive system where they will discover how foods are broken down, why we need certain nutrients, and where those nutrients are absorbed in the body. 

My assignment this week was to use the ACE model to create a visual that supports students’ formation of learning.  During the analyze phase, the A in the ACE model, your main goal is to determine the overall instructional purpose of the visual (Lohr, 2008, p 75) My visual is an organizer where students will gather the main information that will be used to create the healthy plate on their final project.

When I began creating, the C in the ACE model,  I first started with a Venn diagram, much like the example in our textbook, but realized it wouldn’t work because I had too many ideas merging together.  I decided on the table format, because it was simpler and easier for students to understand. All of my food graphics are representational, mainly because my students aren’t learning about a process or trying to interpret something, they are simply learning about foods which have specific nutrients.  I used a couple of tools in fireworks to create the graphics including the glow effect and matching of colors using the color matching tool.  Oftentimes, foods are referred to by their color, for example “green” leafy vegetables or “red” meats.  I used glow colors to represent those colors most often referred to that particular food group or item. 

Finally, I thought about my learners and whether or not it could be effective, efficient, and have appeal to them.  I feel like my visual does a good job helping students to record the information needed for their final project, and the food graphics will certainly help them to make connections to their everyday food choices.  My usual graphic reviewer was very happy with this visual.  The only thing that he suggested I change, was the font I used for headings.  At first I used a decorative font, which he thought was difficult to read.  I changed it to Arial, known for its readability and simplicity.

ACE Model Graphic Organizer

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson

Shape Tools

After I finished reading Chapter 10: Shape Tools,  it was undeniable what image I needed to create. My students, who are freshman, will create a "healthy plate" as their culminating project after participation in my instructional unit on nutrition.  

Students have a difficult time visualizing what a healthy plate looks like, not only with respect to what types of foods go on the plate, but the quantities of the foods as well.  I decided to use an oval for my base shape to model an actual plate.  Lohr, 2008, states that a base shape should be created as an underlying instructional visual with type and other design elements around the shape. (p. 250).  I divided the oval into separate parts, with each of those parts representing the quantities of food students will be putting on the plate in their final project.   I incorporated two font types; Broadway for the bold large text outside the oval and Tempas Sans for the text inside the oval. I also tried to help students visualize the quantities of the different foods by varying the text size based on the amounts of foods within each of the parts on the healthy plate. 

I have incorporated circles and triangles into my graphic as well.  Lohr explains that shape improves instruction through the use of simple shapes such as circles and ovals which imply harmony, show processes, focus attention, and show elements of systems or subsystems” (2008, p. 250) My graphic uses ovals and circles to help students visualize the elements of a healthy meal. 

As usual, I had our elementary art teacher and good friend look at my visual to help me make it better. Initially, my visual was simply black and white, but he suggested I add some color to increase its appeal to students.  I decided to use the glow effect and our school colors of black and orange.

Lohr, L.L. (2008).  Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle, NJ:Pearson

Typography

Type can be a powerful tool when representing concepts.  Lohr, 2008, states that type can even be used to express emotion or to enhance a message (pg. 213). This unit of instruction will focus on the processes involved before food enters the mouth to when its left over products are eliminated, and my images represent important processes students will need to understand.  My learners are freshman with varying reading ability and skill levels.

Lohr explains that type can be aligned to the edges of lines, shapes and pictures to create meaning. I've aligned the word "processes" around a spiral to help the learner understand that some processes are ongoing and don't necessarily begin or end at any one particular spot.  In addition, I've aligned the word absorption with the shape of a semicircle to represent the curves of the stomach and intestines and used color to show how the word absorption seems to dissappear; as if it had absorped into the color black. I've used contrast in my images as well.  In addition to aligning to shapes, Lohr, 2008 explains that contrast can be used to show the "organizational and communicative power of type" (pg. 213). The contrast and dissolved look of the word digestion help to explain the process itself. Proximity is a tool used to show relationships and helps the learner to determine how important the text is to each other and can be found in my last word, elimination.  

My reviewer was a little confused about the first image and wasn't sure what message I wanted my learners to get.  Since processes are ongoing and really don't have a beginning or end, I would probably use a simple circle instead of the spiral effect.  However, the last three words were very easy for my reviewer to understand.  

Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Universal Design For Learning

Universal Design for Learning

After reading and researching about the concept of universal design, it has been a struggle for me to find a picture that exemplifies the true, ever complex meaning and multitude of variables that have an impact on it.  I searched for examples through various websites focusing on universal design for learning but I could not settle on just one; so I created one myself.  My example isn't a technical drawing or a real life picture of universal design in action, however my example is a visual representation of the meaning of universal design.


The small picture of crayons in the center of my image represents the various students in my classroom who come to me with such a wide range of abilities, strengths and weaknesses, likes and dislikes, preferences, and backgrounds.  From the center of the picture I've spiraled the text with the smallest text closest to the picture and the largest text away from the picture.  I did this because with universal design the individual differences, or varying abilities in the classroom should not even been seen in the classroom, so that text is the smallest.  As the words spiral out, the larger the words the more the text moves towards universal design concepts such as accessibility, functionality, clarity, and everyone benefiting.  These words are the largest, and within the classroom, should take precedence over the smaller individual words.  (Lohr, 2008) states that "the goals of universal design focus on making information and learning accessible in the broader sphere of life for all people". (p. 8)

 Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.

Evaluation Assignment One

For our first assignment, we were asked to think about a project we recently were involved in.  The project I chose to focus on was my family reunion of which I am the organizer and planner.  We needed to analyze the project by describing its purpose, goals, and activities, along with expected outcomes.  Then, we were asked to describe which definition of evaluate we most strongly relate to.  I chose to create a PowerPoint and upload to Youtube.  I hope you enjoy my presentation. 










Reference:

Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: Timeless techniques for program and project managers. San Francisco, CA: John Wiley & Sons, Inc.

Introduction Image

This image was taken in my front yard where I have lots of annuals and perennials planted.  My uncle made this particular bluebird box, and every time I peer out of my living room window, I'm reminded that I have such an awesome family of crafters and creators. 
I choose this particular image because of the natural setting and colors, with purple being my favorite.  The descriptive words I've choose represent me and what I do, with the word Mom being central to everything.  Being a mom is hands down my most important job.  I have two daughters who keep me very busy.  My oldest daughter is thirteen, plays soccer, and is in the 8th grade.  My youngest is seven, cheers for the Panthers, and is in the 2nd grade.  Needless to say, we have something to do every evening from homework, to practices, to games. 

EDTECH 505 Course Syllabus

Course Syllabus EDTECH 505

Asynchronous and Synchronous Lessons

Online lessons in the asynchronous and synchronous learning environment

During my time in EDTECH521: Online teaching in the k-12 Environment, two of our main projects include a asynchronous and synchronous lesson.  For my asynchronous lesson, I focused on the health topic of ABCDs of Melanoma.  For this lesson, I created a Power Point presentation with narration and uploaded it as a movie in YouTube.  For my synchronous lesson, I focused on the health topic of Lyme Disease.  For this lesson, I created a power point with narration and uploaded it to Adobe Connect.  Then, I actual taught the lesson in a synchronous learning environment.  Both lessons were fun to create.  The synchronous lesson was extremely fun to facilitate.  Enjoy.

Asynchronous Lesson: The Integumentary system and Melanoma

Synchronous Lesson: Lyme Disease

Follow this link to my synchronous lesson and reflection:

EDTECH Adobe Connect server URL: https://edtech.adobeconnect.com

Login = krice@mail.boisestate.edu

Password = password

Online Course Design Final Project

Health and the Human Body

In the course EDTECH 512: Online Course Design our semester long project was an actual five module course that could be implemented with students.  On the first page you will see a promotional website with a description of the learning outcomes for the course.  Links are provided to the design document and the actual course. 


Enjoy: Health and the Human Body

EdTECH 512 Course Outline

Course Description

This course emphasizes an instructional design approach to the development of online courses that are engaging and effective, and in alignment with standards and research-based best practice. Course participants will create a fully-developed online course. Participants are guided through the process of conducting needs assessments, defining course goals and objectives, designing activities, course materials, and assessments. Consideration is given to various models of online delivery, content organization and presentation, and graphic design principles.

Course Goals

Course goals of EdTech 512: Online Course Design:

• Identify, describe, and apply learning theories and best practices for designing effective online courses.
• Using an instructional design approach to course development, create a fully online course consisting of a syllabus, a minimum of five modules, integrated learning activities and assessments, and implementation ready.
• Apply principles of visual literacy.
• Apply graphic design concepts and principles in all course products.
• Critique and evaluate online courses.
• Collaborate in design teams.

Course Location and Login Information

This is an online course delivered in Moodle. The Moodle login page explains how to login to Moodle. Contact Moodle Support (moodlesupport@boisestate.edu) for assistance logging into Moodle. If you have forgotten your password, click the link below the login box, "lost password?" and you will be able to reset it. When you login to Moodle look for a link to EDTECH 512-4201/4202 Online Course Design (SU15).

Course Materials

Required Textbooks

There are no required textbooks. The readings in each module will instead come from a variety of sources.

Required Hardware & Software

Google Docs* and an up-to-date computer with an Internet connection are required to participate in this course. Other hardware and/or software (e.g., access to a Learning Management System** or Adobe Creative Cloud) may be required to complete your final project.
*Google Docs is used heavily in this course.
**If you decide to develop your final project in a Learning Management System, the EdTech department can set you up with a Moodle instructor account and a blank course shell on our development server (for up to one year after you graduate).

NOTE: If you create a course on the Boise State Moodle development server, keep in mind that the course will be deleted after you graduate and that you are expected to use this as a development server to create your course and not a place to host a course you are teaching.

Assignment Policy and Grading Scale

Assignment Information

Detailed information about assignments is posted in Moodle. The course consists of seven modules. During the fall and spring each module is two weeks long; but during the summer each module is one week long. Most assignments are due on the 1st Tuesday after the module. You are expected to login at least two different days per week; but successful students typically login 4-5 different days each week. Also, check your Boise State email at least once per week for course related correspondence.

Main Assignments

• Design Document: You will work on a design document throughout the semester. You will complete different sections of the design document each week.
• Online Course: You will create a five module fully online course.* There are multiple components to this project.
• Critique a Course: You will critique a fully online course using the Quality Matters rubric (or agreed upon alternative)
• Peer review: You will conduct a formal peer review of students' online courses.
• Evidence of Reading: You will provide evidence of weekly reading during the last module (e.g., open-book test, chapter summaries, write an original chapter on online course design based on the readings).

*Note: The course you develop must be a fully online course; you cannot create a hybrid / blended course for this project. However, the online course you develop might be a component to a face-to-face course.

Here is a tentative list of the assignments and projects for this term:

Assignments*	Points
1. Pre-course Survey (Module 1)	15
2. Bio & Learning Stories (Module 1)	15
3. Project Proposal (Module 1)	20
4. Design Document (five parts total = 325 points)
1. Front-end Analysis (Module 2)	75
2. Course Map (with instructional strategies) (Module 3)	75
3. Course Prototype (Module 4)	75
4. Conduct Formative Evaluation (Module 6)	75
5. Summative Evaluation Plan (Module 7)	25
5. Online Course (three parts total = 350 points)
1. Syllabus & Modules 1 - 2 (Module 5)	100
2. Modules 3 - 5 (Module 6)	100
3. Completed 5 module Online Course (Module 7)	150
6. Critique Online Courses (Module 3)	35
7. Peer Reviews (Module 7)	75
8. Discussion / Participation / Teamwork* (Modules 1 - 7)	75
9. Evidence of Reading (Modules 1 - 7)	75
10. Post-course Survey (Modules 7)	15
Grand Total Points	1000

*Your final participation grade will be based on a self assessment, a instructor assessment, and a peer assessment. You can also apply points earned by attending Happy Hours to your participation grade.

Final grades are based on the following scale.

A	94%-100%
A-	90%-93%
B+	87%-89%
B	84%-86%
B-	80%-83%
C+	80%-89%
C	80%-89%
C-	70%-73%
D	60-69%
F	59% & Below

Assignment Submission

All assignments must be submitted by midnight MDT on the assigned Tuesday due dates.

Asynchronous Discussions: Most of the discussions and your participation will take place with your design team in your "Design Team Workspace" and your Design Team's Design Documents. However, there will an additional small group or full class discussion during certain weeks of the course. Your final participation grade will be a combination of a self-assessment, instructor assessment, and peer assessment calculated during the last week of class. Your timely participation in the asychronous discussions will be taken into consideration for the instructor assessment part of your particpiation grade.

Synchronous Discussions (AKA "Happy Hour"): We will meet three times this semester for "Happy Hour" in Adobe Connect. Happy Hour is a time to meet to talk about the course, the course content, problems you might be having, or anything else that is on your mind. These live meetings are optional; however, you can earn up to 5 points toward your participation grade for each Happy Hour you attend live and participate in. I will record these live sessions and post the recording in Moodle in case you are unable to attend. I will log off of Adobe Connect if nobody shows up during the first fifteen minutes.

• 1st Happy Hour: July 12th, 4:00 - 5:00pm (MDT)
• 2nd Happy Hour: July 21st, 6:00 - 7:00pm (MDT)
• 3rd Happy Hour: July 30th, 5:15 - 6:15pm (MDT)
  Additional happy hours can be added as needed; one-on-one synchronous sessions can also be scheduled as needed.

Grading Cycle

All assignments are graded together as a group to maintain a higher level of consistency. Grading begins on the first day after a due date and is typically completed before the next due date. You may track your progress through "Grades" in Moodle. All of the assignments are listed in Grades and points will be added as we progress through the semester. The type of assignment dictates the level of feedback provided. There are some assignments where I give extensive feedback and others that I simply enter the points earned for the assignment in the gradebook.

Late Work

Penalty for Late Work: Sometimes situations occur that might prevent you from completing your assignments on time. During the course, every student will be permitted one late assignment without losing any points for being late. Any other assignments that are late past this first initial late assignment may be penalized up to 5% per day that the assignment is late. During the last two weeks of class, though, all assignments must be turned in on time and cannot be submitted late. The instructor is not responsible for any text or software that is not obtained in enough time to complete the assignments.

Submitting Late Work: If you will be late for any reason please e-mail me at patricklowenthal@boisestate.edu on or before the scheduled due date. When the assignment is completed you must send a follow-up email to let the me know it is ready to be graded. This is how I calculate the late work penalty. Failure to notify the me could lead to a grade of zero. Further, late assignments are given the least priority when it comes to grading and feedback. In other words, I will not grade late assignments until all other grading is complete and, depending on the circumstances, I might not provide any detailed feedback on the assignment.

Incomplete Grades

Incompletes are rarely given in this course. Be aware that to even be eligible to receive an incomplete grade in a course at Boise State, students need to have completed 75% of the course successfully.

Important!

A three credit graduate course requires 9 - 12 hours per week of work during the fall / spring semesters and 19 - 25 hours per week during the 7-week summer semester. The amount of time actually needed will depend on your entry level knowledge and skill. This is an advanced elective course synthesizing skills and knowledge gained in core classes. A familiarity with HTML, learning objectives, instructional design models, instructional message design, and online teaching provide a good foundation for this course. If you are missing one or more of these areas, anticipate the need to spend more time to synthesize and apply course content. It is in your best interest to start early on each assignment to give yourself time to fix any problems or to get help before a due date. The types of assignments and the level of interactivity vary from week-to-week. This is not a self-paced course and some projects involve collaborating with peers.

Tentative Course Schedule

Topics	Date	Main Activities*
Module 1: Course Introduction & Project Proposal	Wk 1	Introduction to course; Creating a Project Plan
Module 2: Front-end Analysis	Wk 2	Conducting a Front-end analysis / needs analysis
Module 3: Course Design	Wk 3	Creating a Course Map
Module 4: Course Prototype	Wk 4	Developing a Course Prototype; Identifying Instructional & Motivational Strategies
Module 5: Development	Wk 5	Creating a Syllabus and Modules 1-2
Module 6: Development	Wk 6	Creating Modules 3-5 and Conduct Formative Evaluation
Module 7: Implementing, Evaluating, & Sharing	Wk 7	Review Peers Courses, Revise Modules 1-5, Plan Summative Evaluation, Complete evidence of reading*

*Each student decides how he/she documents evidence of reading (details in module 1); the expectation, though, is that students are not waiting until the last module to begin working on documenting evidence of reading.

General Reading Schedule

The following is a general overview of the main readings for this course. There will be additional reading assigned as needed. This is provided for those who like to read ahead. All of the readings assigned this semester are available in Moodle as a .PDF, available as a .PDF from the library, or available as free ebooks from the Boise State library (which is described in more detail in Module 1 in Moodle). However, most of the readings come from the following books:

	Streamlined ID: A practical guide to instructional design by Larson & Lockee		The perfect online course: Best practices for designing and teaching by Orellana, Hudgins, & Simonson (Eds.)
	E-learning by Design by Horton		A guide to authentic e-learning by Herrington, Reeves, & Oliver
	Design for how people learn by Dirksen		Conquering the content: A step-by-step guide to online course design by Smith
	The online learning idea book (vol. 1 & vol. 2) by Shank (Ed.)		eLearning and the science of instruction by Clark & Mayer
	The theory and practice of online learning by Anderson (Ed.)		Engaging the online learner by Conrad & Donaldson

 
If you have not taken EDTECH 503 Instructional Design, you should plan to read chapters 1-6 in Larson & Lockee
 

Module	Required Textbook Reading
Module 1	1. Read one of these two articles: Context Matters: A description and typology of the online learning landscape by Lowenthal et al. e-Learning, online learning, and distance learning environments: Are they the same? by Moore et al. 2. Key instructional design elements for distance education by Zheng & Smaldino 3. Ch. 2 - Towards a theory of online learning by Anderson (in Anderson) 4. Ch. 10 - Development of online courses by Caplan & Graham (in Anderson) Review: Ch. 1 & 2 in Larson & Lockee
Module 2	1. Ch. 1 - What is authentic elearning? in Herrington et al. 2. Learning outcomes in higher education by Allan 3. Ch. 1 - Foundations of Educational Theory for Online Learning by Ally (in Anderson) 4. Ch. 1- What is backwards design? by Wiggins & McTighe/ Review: Chapters 3 - 6 in Larson & Lockee
Module 3	1. Ch. 8 - What works: Student perceptions of effective elements in online learning by Reisetter & Boris (in Orellna) 2. Ch. 4 - Design with organization in mind in Smith 3. Ch. 18 - Organizing instructional content for web-based courses: Does a single model exist? by Moore et al. (in Orellana) 4. Quality online learning. Read two of the following: The Quality dilemma in online education revisited by Parker Establishing a quality review by Chao et al. Using Quality MattersTM (QM) to Improve All Courses by FinleyThree institutions, three approaches, one goal: Addressing quality assurance in online learning by Britto et al. National Standards for Quality Online Courses
Module 4	1. Ch. 5 in Conquering the Content by Smith 2. Development and use of the ARCS model of instructional design by Keller 3. Ch. 8 - Design for motivation by Dirksen 4. Ch. 2-4: Absorb, Do, Connect Activities by Horton 5. Read 5 or more ideas in The Online learning Idea Book (vol 1. or 2)
Module 5	1. Ch. 6 - Design with process in mind by Smith 2. Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education by Garrison et al. 3. Evolution and influence of social presence theory on online learning by Lowenthal 4. Chose one article in Part two: Activities to engage the online learner by Conrad & Donaldson
Module 6	1. Ch. 7 - Design with navigation in mind by Smith 2. Ch. 8 - Evaluating authentic elearning courses by Herrington et al. 3. Ch. 23 - Interaction in online learning environments by Wanstreet (in Orellana) 4. Ch. 24 - Interaction online: A reevaluation by Battalio (in Orellana) 5. Ch. 25 - Online learner' preferences for interaction by Northrup (in Orellana)
Module 7	1. Ch. 4 - Applying the multimedia principle by Clark & Mayer 2. Ch. 13 - Learning together virtually by Clark & Mayer 3. Ch. 14 - Whose in control? by Clark & Mayer 4. Ch. 17 - Applying the guidelines by Clark & Mayer

Old AECT Standards

The assignments in this course have been aligned to the Standards for the Accreditation of School Media Specialist and Educational Technology Programs

Standard	Assignment
Standard 2: DEVELOPMENT
2.4 Integrated Technologies “Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer”	Final Project
Standard 4: MANAGEMENT
4.0 Management “Management involves controlling Instructional Technology through planning, organizing, coordinating, and supervising”	Implementation Plan
4.1 Project Management “Project management involves planning, monitoring, and controlling instructional design and development projects”	Implementation Plan
4.2 Resource Management “Resource management involves planning, monitoring, and controlling resource support systems and services”	Implementation Plan
4.3 Delivery System Management “Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner”	Final Project
Standard 5: EVALUATION
5.3 Formative and Summative Evaluation “Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization”	Formative/Summative Project

New AECT Standards

The assignments in this course are aligned to the AECT standards
This table lists the assignments by number from the previous table and the associated standards

	Standard 1 Content Knowledge	Standard 2 Content Pedagogy	Standard 3 Learning Environments	Standard 4 Professional Knowledge & Skills	Standard 5 Research
Creating	4, 5	4, 5	4, 5	7
Using	4, 5	4, 5	4, 5
Accessing/Evaluating	4, 5, 6, 7	4, 5, 6, 7	4, 5	4	6, 7
Managing	4, 5	4, 5
Ethics	4, 5		5

Technical Difficulties

On occasion, you may experience problems accessing Moodle or class files located within Moodle, Internet service connection problems, and/or other computer related problems. Make the instructor aware ASAP if a technical problem prevents you from completing coursework. If a problem occurs on our end, such as Moodle or EDTECH2 server failure, then an automatic due date extension is granted.

Reasonable Accommodations

Any student who feels s/he may need accommodations based on the impact of a disability should contact me privately to discuss your specific needs. You will also need to contact the Disability Resource Center at 208-426-1583 located in the Administration Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any documented disability.

Academic Honesty

For this course, we will be adhering to the BSU Student Code of Conduct along with generally accepted Strategies for Fair Use. We will also observe U.S. copyright laws in this course.
According to the BSU Student Code of Conduct: "Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s)."
For this course the following standards will be used:

• All students are expected to create original works for each assignment. Projects and papers written for other courses should not be reused for this class. To fairly assess each student, original work is needed in order to assure everybody is receiving the most out of the class and that the concepts are understood.
• All project text should be original text written by each student. Any content that is referenced or has small amounts of material quoted should be cited using APA format.
• Images or other media used in projects should be original, used with permission, or come from public domain. Terms and conditions for usage should be checked before being used.

In the event of academic dishonesty a complaint is filed with the BSU Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, reduction in grade, etc.).

Conceptual Framework

College of Education - The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Department of Educational Technology Mission

The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector.

Course Syllabus

EDTECH 521 - Online Teaching in the K-12 Environment
3 Credit Online Course

Instructor Information
Dr. Teresa Dove
teresadove@boisestate.edu
Office Hours: 9:00 AM – 4:00 PM EST M-F
Availability: I will respond to email within 24 hours except on the weekend. I leave the office at 4 PM EST on Friday and return at 9:00 AM EST on Monday.
Website: http://edtech.boisestate.edu/

Course Description
Examines research-supported practices in online teaching and learning in the K-12 environment. Emphasizes online teaching tools, caseload management, learner engagement, and individualized instruction. Project required.

Course Outcomes
At the end of the course, you will be able to:

• Apply strategies to create and sustain an online community of learners.
• Identify and apply effective written and verbal communication strategies.
• Understand and demonstrate appropriate uses of asynchronous and synchronous online teaching tools (i.e. threaded discussions, wikis, multimedia presentation tools, web conferencing tools).
• Identify and summarize effective ways to manage the virtual student caseload.
• Apply strategies for engaging learners in a virtual environment through reflective and hands-on activities.
• Apply strategies in data analysis techniques designed to assist in individualizing instruction.
• Identify strategies to differentiate instruction (i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation).
• Develop online learning activities that successfully engage learners and are appropriate to their grade level and content area.
• Develop and deliver asynchronous and synchronous lessons that use appropriate and effective multimedia design elements.

Course Location and Login Information
This is an online course delivered in Moodle (http://edtech.mrooms.org/). The Moodle login page explains how to login to Moodle. Contact Moodle Support at moodlesupport@boisestate.edu if you have problems accessing Moodle. If you have forgotten your password, click the link below the login box, "lost password?" and you will be able to reset it.

Course Materials

Required Textbooks

Rice, K. (2011). Making the move to K-12 online teaching: Research-based strategies and practices. Boston: Allyn & Bacon.
ISBN-10: 0132107619
ISBN-13: 9780132107617
Associated Website: http://www.pearsonhighered.com/rice1e

Conrad, R. & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
ISBN: 978-1-1180-1819-4

Pallof, R. M. & Pratt, K. (2004). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
ISBN: 0787976148

Optional Textbooks

Moore, M. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth.
ISBN: 0-534-50688-7

Pallof, R. M. & Pratt, K. (2007). Building online learning communities: Effective Strategies for the Virtual Classroom, 2nd Edition. San Francisco: Jossey-Bass.
ISBN: 978-0-7879-8825-8

Finkelstein, J. E. (2006). Learning in Real Time: Synchronous Teaching and Learning Online. San Franscisco: Jossey-Bass.
ISBN: 978-0-7879-7921-8
 
Internet Connectivity
You need an up-to-date computer with an Internet connection in this course.

Course Assignments
Detailed information about each assignment is posted in Moodle. Check Moodle and your Boise State email regularly each week; announcements and course updates can be posted at any time.

	Assignments	Points
1	Introduction Discussion	50
2	What is Online Learning Discussion	50
3	Interview Tool	50
4	Build-a-Beast Activity	50
5	Community Building Forum	50
6	Community Building Strategies	50
7	Netiquette Forum	50
8	Class Expectations Assignment	50
9	Asynchronous Lesson Draft	50
10	Special Learners Forum	50
11	Asynchronous Lesson	200
12	Synchronous Lesson	200
13	Reflection Journal	100
	Total	1000

AECT Standards
Course assignments are aligned to the Association for Educational Communications and Technology (AECT) Standards, 2012 version.

Assignments are listed by number (based on the assignments list above) in the following table under the standard they are aligned to.

	Standard 1 Content Knowledge	Standard 2 Content Pedagogy	Standard 3 Learning Environments	Standard 4 Professional Knowledge & Skills	Standard 5 Research
Creating	8, 11, 12	8, 11, 12	8, 11, 12
Using	8, 11, 12	8, 11, 12	8, 11, 12
Assessing/Evaluating	8, 11, 12	8, 11, 12	8, 11, 12	9
Managing	8, 11, 12	8, 11, 12	8, 11, 12
Ethics	8, 11, 12	8, 11, 12	8, 11, 12	8, 11, 12
Diversity of Learners			3, 8, 10, 11, 12
Collaborative Practice				1, 4, 5, 6, 9
Leadership				8, 11, 12
Reflection on Practice				8, 11, 12, 13
Theoretical Foundations					2, 5, 7
Method					8, 11, 12

Grade Scale
Final grades are based on the following scale.

Grade	Points Required
A+	1000
A	930
A-	900
B+	870
B	830
B-	800
C+	770
C	730
C-	700
D+	670
D	630
D-	600
F	0

Grading Cycle
I generally wait until the end of the week to grade any assignments due that week. You can expect grades to be posted within 3 days of the end of the week in which the assignment was due; however, larger assignments may require more time and I will post an announcement about any exceptions to the 3-day goal.

Additional Information About Assignments
Although you are encouraged to share your work with your classmates in forums posted throughout the course, all course assignments (except discussions) need to be submitted to the official dropbox for grading.
Late Work Policy
I do not accept late work during the summer term without prior approval.
Technical Difficulties
On occasion, you may experience problems accessing Moodle or class files located within Moodle, Internet service connection problems, and/or other computer related problems. Make the instructor aware if a technical problem prevents you from completing coursework. If a problem occurs on our end, such as Moodle or EDTECH2 server failure, then an automatic due date extension is granted.

Reasonable Accommodations

Students with disabilities needing accommodations to fully participate in this class should contact the Disability Resource Center (DRC). All accommodations must be approved through the DRC prior to being implemented.  To learn more about the accommodation process, visit the DRC’s website at http://drc.boisestate.edu/new-drc-students/.

The Disability Resource Center is located on the first floor of the Lincoln Parking Garage, on the corner of Lincoln Ave. and University Dr. at Boise State University. They are available Monday through Friday 8:00 a.m. to 5:00 p.m. Mountain Time.

 

Phone: 208.426.1583

Email: drcinfo@boisestate.edu

Website: http://drc.boisestate.edu/

Privacy Information
EDTECH courses involves online delivery and for some courses public display of assignments on websites or social media spaces. In the online course, your name, email address, and Moodle profile may be visible to others who have logged into Moodle. You are advised to familiarize yourself with privacy settings on Moodle or social media sites associated with the course. Privacy settings can sometimes be adjusted to restrict certain types of information. Please contact your instructor if you have questions or concerns.

Academic Honesty
Students are expected to create original work for each assignment. Students must follow the Boise State Student Code of Conduct as well as observe U.S. copyright laws in this course.

In the event of academic dishonesty, a complaint is filed with the Boise State Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, grade reduction, expulsion, etc.).

Note: Instructors may append additional course-specific policies as needed.

Policy for Incompletes

Incompletes are not guaranteed. However, when they are given incompletes adhere to Boise State University guidelines as follows:

Instructors can enter a grade of I—for incomplete—if both of the following conditions are present:

• Your work has been satisfactory up to the last three weeks of the semester.
• Extenuating circumstances make it impossible for you to complete the course before the end of the semester.

In order to receive an incomplete, you and your instructor must agree to a contract stipulating the work you must do and the time in which it must be completed for you to receive a grade in the class. The terms of this contract are viewable on my.BoiseState under Your Student Center To Do List. The contract time varies as set by the instructor but may not exceed one year. If no grade other than incomplete has been assigned one year after the original incomplete, the grade of F will automatically be assigned. The grade of F may not be changed without approval of the University Appeals Committee. You may not remove the incomplete from your transcript by re-enrolling in the class during another semester. A grade of incomplete is excluded from GPA calculations until you receive a final grade in the course.

Course Schedule
Please note that students are expected to spend 9-12 hours each week on each EDTECH course during a regular academic session. The workload is approximately doubled during the compressed summer sessions.

The instructor reserves the right to make changes to the schedule as needed.

Week	Start Date	Due Date	Major Assignments and Activities: Check Moodle for Details
1	6/29	7/5	Orientation and the Big Picture:   Introduction Discussion, Online Learning Discussion, Interview Tool Due
2	7/6	7/12	Getting to Know Your Students and Families and Community Building: Build-a-Beast Group Activity, Online Community Discussion, Community Building Strategies Document Due
3	7/13	7/19	Tools for Teaching Online: Netiquette Discussion
4	7/20	7/26	More Tools for Teaching Online: Class Expectations and Scavenger Hunt Due
5	7/27	8/2	Designing Quality Asynchronous Lessons: First Drafts Due
6	8/3	8/9	Special Learners and Assessment/Evaluation: Asynchronous Lessons Due; Special Learners Discussion
7	8/10	8/16	Facilitating Live Sessions: Synchronous Lesson and Journals Due

Boise State University Academic Calendar
Please refer to the Boise State University Academic Calendar for University dates and deadlines: http://registrar.boisestate.edu/academic-calendar.shtml

Graduate Catalog
Graduate Catalogs for present and prior academic years can be found online at: http://graduatecatalog.boisestate.edu/
College of Education - The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.
Department of Educational Technology Mission
The Department of Educational Technology is a diverse and international network of scholars, professional educators and candidates who:

• Lead research and innovations in online teaching and learning
• Model, promote, manage, and evaluate digital-age work and learning resources in educational environments
• Inspire creativity and expertise in digital media literacies
• Design and develop imaginative learning environments
• Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility
• Promote and pattern participatory culture, professional practice, and lifelong learning
• Forge connections between research, policy, and practice in educational technology

Reading Log

Click Here to find my EDTECH512 Reading Log

E-Learning Interview Tool

Module 1: e-learning interview tool

Before conducing any online experience, the facilitator of that course needs to discover information about the students in the class to better meet the needs of that student.  Below is an example of an interview tool I created to accomplish this task.

Interview Tool

EDTECH521 Reflective Journal

An assortment of important quotes, discussion postings, activities, and resources to support online learning in the k-12 environment.

Click here to find my reflective journal: DTECH521 Reflective Journal



Worked Example Screencast

This project was an adventure for me to create.  I wanted to try Captivate, mainly because I've heard so many good things about it and was available through my district.  I hope you enjoy it!

EDTECH513 Learnings

513 Reflection

It would be very difficult to narrow down three things I've learned in this course, because I feel I've learned so much.  EDTECH501 and this course have been my favorite courses so far in the MET program.  I love to create usable instructional materials, and this course has provided me with the opportunity to take what I have learned back to my students.  My students are the reason I'm enrolled in this program, so any time I can bring back what I've learned for their benefit, it an awesome thing. 

I'm going to lump my learning into three categories: tools, principles, and course design.  The digital tools I was able to learn this semester were tools that I can use directly in my classroom.  Creating on PowerPoint, recording on Audacity, uploading to YouTube, discovering podcasting, and struggling through Adobe Captivate are all lessons I can say I've had fun with and had to overcome.  I will be adding these tools to my educational technology tool belt for years to come. The multimedia, contiguity, modality, redundancy, coherence, and personalization principles have transformed how I put together a digital project.  I especially feel these principles are important because they are backed up by solid research. Not a presentation goes by without my critical eye.  I've been able to take three unit presentations to new heights by eliminating extraneous text, and adding graphics that truly support learning.  In the future, I would like to add narration to my presentations as well.  Finally, I really felt this course was laid out well.  I'm working on my k-12 online certificate and feel that the way this course was delivered was seamless.  Every topic had great supporting educational materials, the text was easy to read and follow, and the course itself was easily navigated.  I can thank Dr. Dianne for that!