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CIS 2 Computers and the Internet in Society - Syllabus

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CIS 77X Learning Literacies - Syllabus

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CIS 50: Introduction to Computers, Data Processing, and Applications

[DeAnza CIS50] WELCOME to CIS 50: Introduction to Computers, Data Processing, and Applications

Teaching, Learning and Retention

Catalyst Training

Valerie Taylor
taylorvalerie@deanza.edu

Terms of Service

Technology Supported Learning and Retention (TSLR)

TEI.2007 - Technology Enhanced Instruction

CIS 2 Computers and the Internet in Society - Syllabus
De Anza Icons

CAOS 131 - Quick Presentation

CAOS 132 - Quick Web Site
CAOS 132 Notes for DeAnza Faculty

CAOS 133 - Using Email in Instruction

Basic Education Online Project

WIKIS for Knowledge
CIS2 at wikia.com

The Digitals are coming...
MEET Grant Update

RESOURCES

* De Anza Icons
* Games
* Supervising and Evaluating Online Teaching : Online Instructor Evaluation
* Engineering Women
* Learning Objects and Open Courses
* Group Projects and Online Collaboration, Group Project Project, Group Projects Overview
* Online Learning Blogs
* Syllabus Guidelines
* CIS 2 Computers and Society meets Moodle, Catalyst / Moodle, Moodle - faculty review
* Excellence in Online Teaching and Learning, Evaluating Online Courses
* DL Course Management Support, Learning Management
* TEI - Online Teaching and Learning, TEI-3 Main
* Accessibility in Web-delivered Teaching
* HTML in 90 Minutes

TEI 6. High Expectations

Bus/CS Project - Technology Enhanced Instruction (TEI) 2007

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Setting High expectations for students lets them know that this important and interesting. Being clear about what you are asking them to do directs their actions. Students coming to higher education at a community college vary enormously in background, recent academic experience and motivation for learning the subject.

Expectations can be presented and reinforced through evaluation, communication, and modeling.

Learning objectives

  • review communication tools
  • understand grading options and displays
  • review tracking features
  • discuss student expectations and instructor's role in setting course expectations
  • participate in communication activities - asynchronous and real-time
  • explore grading options and setting in own course
  • discuss evaluating student participation and performance

Introduction

Hold high but realistic expectations for your students.

Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so.

Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success.

from Motivating Students
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

Students say...

  • I learned that online groups can actually work pretty well using discussion board. I think since you can see who's participating on the discussion board, everyone feels the need to participate in some way.


ENHANCING INSTRUCTION

There are a number of ways to communicate your expectations to students. Anything web-based will help. Students appreciate having online access to the course syllabus, assignment information, grading criteria. While they may not actually read the information, at least they have access to it if the need arises.

Grading Rubrics

Rubrics or explicit descriptions of grading criteria help students determine what is expected of them for a particular assignment, and can determine if they have adequately fulfilled the requirements. Rubrics take the guess work out of the assignment definition and grading process. Publishing the rubric along with the assignment helps set expectations.

Discussion Participation

Defining requirements for discussion participation is important.
  • counting posts - "I agree" doesn't count
  • grading a few individual posts as mini essays
  • checking for critical thinking in reply to a prompt

Required Regular / Frequent Access to the Course

Asynchronous discussion is one of the important technology-supported learning activities. To be effective, students must participate regularly and often. Requiring frequent access is essential to keep discussions moving and to ensure that all student contribute.

There is a tendency for students to assume that "anytime, anywhere" assignments means the 20 minutes before the due time and date. Establishing guidelines for participation frequency is key to successful discussion.

Academic Integrity

I ask students to find sites that address academic integrity and discuss their findings. Here is an example.
http://www.lib.umich.edu/acadintegrity/students/index.htm

This website gives a range of plagiarism by dividing the academic dishonesty into four categories of fraud, patchwriting, failure to cite, and failure to quote. These four actions fall under three branches of consciousness of plagiarizing, which include intentional, unintentional, and non-attribution. It can occur because of lack of understanding or inexperience with citations and sources.

I think that academic integrity is an issue at any school, especially with up to date technology. I think that DeAnza's distance learning and switching questions on different quizzes is the right step in preventing academic dishonesty.


TEACHING AND LEARNING

Online presentation and course navigation contribute to students' success. Students need to be able to locate information and understand how it relates to them. Help students by describing your expectations and placing them where students will access them.

@ONE Scholars Research in Instructional Technology

The @ONE Scholars Program is a fellowship for California Community College (CCC) faculty to conduct research on the impact of instructional technology on student learning in their own classrooms. Faculty members study the characteristics of their students, their own changes in pedagogical practices using technology, and changes in student learning in technology-enhanced learning environments.
http://www.cccone.org/scholars/index.htm

Course Settings

Appearance is important. Students are sophisticated consumers of tech-based presentation. The general "look" - background colors, font, icons, ... are all controlled by the Theme for the course. Even within the same course management system, if individual courses are set to different themes, they may look a lot different. This may be desirable as it allows students to tell courses apart at a glance and keeps them from being confused. Some organizations want to "brand" their courses so they can be easily identified by their "look" and consistent layout reduces the student "learning curve."

Catalyst - In the Settings page, near the bottom, is a pull down menu for Force theme - you can change that and your whole course automatically looks different. I use chameleon for CIS 2 and orangewhite for something else I'm working on. The option "do not force" is the plain mostly white theme.

Note - You can only change your settings in catalystdev, not the live server. However, settings in your Master course on the development system will be copied along with the rest of your course to the live course.

Hybrid courses

In "hybrid" classes, a significant amount of the course learning activity has been moved online, making it possible to reduce the amount of time spent in the classroom. Traditional face-to-face instruction is reduced but not eliminated.
http://www4.uwm.edu/ltc/hybrid/index.cfm

Ten Questions to consider when redesigning a course for hybrid teaching and learning
http://www4.uwm.edu/ltc/hybrid/faculty_resources/questions.cfm

Tracking Students

Tracking student participation is made easy. Tracking access to course content, responses to quiz questions, discussion participation, grade point totals - all are readily available for viewing and analysis.
  • attendance - not logging in for 10 days "counts" as 3 or more unexcused absences
  • log of messages to students - record of conversation
  • quiz response report - are students understanding the concepts that this question test? Should the questions be changed? Should the teaching be changed?

Students have expectations too...

Are YOU and your course meeting your students' expectations? Do you know what students are expecting from a technology enhanced instructor? Ask them. Including frequent surveys or critical thinking assignments that ask students about their own learn experience in your course environment are wonderful sources of information and insight. You are not required to act on their suggestions, as some may not be practical or support your course objectives, but some are really useful.


Learn more...

Moodle Teacher's Manual - online book format
http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=92

Moodle Teacher documentation
http://docs.moodle.org/en/Teacher_documentation

Assessing Teacher Technology Projects
http://ldt.stanford.edu/~tacyt/projectrubric.html

Rubrics
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/rubric.htm

Hybrid courses
http://www4.uwm.edu/ltc/hybrid/index.cfm



6. High Expectations :: Activities

  1. Remember: You have the power. Students are sophisticated consumers of tech-based presentation. If your course looks technically proficient and professional, then your students are more willing to accept your high expectations of them.

  2. In Setting expectations (Learn) forum, discuss the differences in students - transfer, career enhancement, lifelong learners. How do you set and communication your expectations to students? Are you considering offering your course as a "hybrid" or full online? How will that affect your expectations for students learning?

  3. In Student expectations (Learn) forum, discuss student expectations. Are you the "sage on the stage" or the "guide on the side" for your course? To what extent is your presence expected/required? Should students expect to "see" a lot of the instructor? Are there situations where instructor presence can negatively impact student-student cooperation?

  4. Review the rubric provided Assessing Teacher Technology Projects http://ldt.stanford.edu/~tacyt/projectrubric.html and compare your course and your progress with the rubric. In the Technology rubric forum, discuss this rubric and how you see your own work in this light. How are you doing? Do you see some areas where you might rework the technology enhancements in your own course?

  5. Review the Catalyst Student Guide for information about viewing other forms of communication - chat, messaging.

  6. Review the information provided about the Moodle course management system in
    Moodle Teacher's Manual
    http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=92
    and Moodle Teacher documentation
    http://docs.moodle.org/en/Teacher_documentation.

    In Moodle can... (Explore) forum, describe some of the teaching and learning strategies and how Moodle features are used to support them. Did you get any new ideas for using technology in your course?

  7. Review the Catalyst Up-And-Running for Faculty at De Anza College "course" in Catalyst Development. Specifically, review the section on tracking student progress and participation - student profiles, activity reports, posting summary.

  8. In your own class, access student profiles and review the information available about student participation and activity within the course.

  9. Look at the options for the feature that allows rating of discussion forum postings. Review the online documentation by clicking in the questions mark "?" in the circle.

  10. In Features and options (Apply) forum, discuss the breadth of options provided for each function. When you set up an activity, how do you determine what options to select? How do the options support your learning objectives for the activities?

  11. In Tracking participation (Evaluate) forum, discuss how tracking activity and rating student discussion posts support setting high expectations. Do these features help you assess if your expectations for student participation are being met?

  12. In the I think... forum, discuss students expectations of higher education? What role does technology enhanced instruction play in meeting their expectations?

  13. Special project (optional) : The new Portfolio Lab in ATC will be opening shortly. To assist Bus/CS faculty in making good use of the facility, TEI participants are invited to help compile guidelines and suggest activities for lab sessions.

    In the Portfolio Lab activities forum, outline your suggestions - interesting ideas, complete lesson plans, learning objectives, instructions for completing the assignment, submission guidelines, grading rubrics... All contributions will be appreciated.

 Updated Wednesday, August 15, 2007 at 6:27:23 AM by Valerie Taylor - taylorvalerie@fhda.edu
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