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Curriculum & Instruction: Learning, Design & Technology

EDCI 321 OL1 (CRN: 61176)

3 Credit Hours

About EDCI 321 OL1

This course examines the relationship between learning theory and technology integration in K-12 classrooms and integrates backward design in standards-based units of study. Prerequisite: Teaching experience.


Dates: May 22 - June 30, 2017 Students need to log on to Blackboard to participate in class; Open to both CDE and Degree students

Section Description

This online course explores learning-theory research and its applications for technology-enriched standards-based units of study. Students will study theories of constructivism, multiple intelligences, and research related to how people learn. Participants will learn how technology applications can be used to create learning environments that strengthen 21st century problem-solving skills, and encourage communication, collaboration, and reflection. Using the instructional design strategies explored in this course, participants will develop a standards-based unit of study that strategically integrates technology and meets 21st century skills along with national and state educational technology standards and assessments. Books to buy: Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High- Quality Units. Alexandra, Va., ASCD. Sousa, D. A. (2006). How the brain learns. Thousand Oaks: Corwin Press Jacobs, H.H., (2010). Curriculum 21: Essential Education for a Changing World. Alexandra, Va. ASCD.

Section Expectation

The following are necessary for successful completion of this course: • Active participation in online class discussions of readings and literature throughout the week (visit Blackboard site at least 5-6 times a week and make several postings per week. One response to the discussion question and at least 2 responses to your colleagues in the class per discussion prompt) • Completion of readings • Completion of assignments Typically, students should expect to devote 20-25 hours per week in reviewing online lessons and resources, reading required texts and articles offline, creating and completing assignments, and participating in discussions. Discussion postings should reflect a student’s understanding and transfer of concepts contained in the lessons and readings. Online participation in Blackboard each week to complete assignments and post discussion messages is required. Students are expected to visit the Blackboard site multiple per week and actively participate in class discussions of readings and literature.


Description of Class Assignments: The following performance tasks and activities will be used to evaluate/assess student performance in this course: 1. Active Participation and Thoughtful Discourse The success of an online course relies heavily on each person's active participation. Each student will be expected to post his/her thoughts about activities and class readings each week. In addition, students will be expected to respond to the postings of others, to ask in-depth questions, and to help all of us probe deeper. At times, I may ask students to work in small groups or to post and facilitate discussion questions. I will also ask students to review the work of others in the class and provide thoughtful and constructive feedback. 2. Social Bookmarking and Annotated Bibliography Throughout the course, you are expected to conduct individual research and maintain a social bookmarking site that contains links to useful resources and web sites accessed during the course. Students must share this social bookmarking site with the instructor. Students must tag the web resources they have selected and write a brief annotation about each entry to remind them why the resource was useful and/or meaningful. 3. Learning Essays During the course, each of you will write two learning essays and submit them in Blackboard. Each essay should provide evidence that you have completed the required lessons and readings. You will need to synthesize, analyze, and reflect on the information required for the essay. Learning essays also provide you the opportunity to ask specific questions or to voice any concerns as the course progresses. 4. Multimedia Presentation of a Technology Proposal You will choose one of two scenarios (or if you want connect with an authentic situation that could possibly occur at your school with prior approval). You will create a multimedia presentation for a proposal about purchasing new technology tools in order to enhance student learning/achievement. You will reveal your personal beliefs about the use and applications of educational technology in teaching. In your presentation, you will explain: how technology use enhances student learning--substantiating it with current research; how the proposal meets state and local standards for technology; instructional strategies that support the use of laptops, ipads, apps, computer programming languages, or other technology tools; and the professional development teachers will need to implement your new technology tools successfully. You will want to include at least one example that illustrates/demonstrates an effective model of technology integration. You will create a multimedia presentation describing the proposal that would hypothetically be presented to a superintendent, school board, colleagues in department, etc. 5. Standards-based Unit of Study Each student will create a standards-based unit using the UbD process. Students will be asked to complete this task in stages -- corresponding to the UdD process. In this process, students will write drafts of their units in a web-based resource utility, such as Google Sites, Weebly or other public website building programs Percentage Contribution of Each Assignment: Learning Essays (2) 15% Standards-based/Understanding by Design Unit in Google Sites or equivalent site 30% Multimedia Presentation of a Technology Proposal 30% Social Bookmarking and Annotations 5% Discussion and Collaboration 20%




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