142.87.160.96 at 17:21, 2 February 2006

2006-02-02T17:21:56Z

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''Technology... is a queer thing. It brings you great gifts with one hand, and it stabs
you in the back with the other.'' - C.P. Snow, New York Times, 15 March 1971

== ED 5164 Learning with Technology in Adult Education ==
January - April 2006

Instructor: Patrick Ledwell

Course Outline

This course will take an applied approach to technology as a support for teaching. It
will focus on the use of accessible tools-- on-line resources, visual presentations,
web pages, and audiovisual media-- in creative and sustainable ways. Seminars will
involve demonstrations of technologies, discussions of their educational potential,
and shared strategies for incorporating them into the learner’s own educational
environment.

Through project-based learning, class participants will mentor one another in
different applications of computer-supported instruction. Readings will draw from
educational and popular sources to frame not only the how, but also the why, behind
the technologies considered. An important theme will be the use of social software
to support learning communities within, and outside, the institution.

== Course Readings ==
On reserve at Holland College Resource Centres (Charlottetown, Slemon Park,
Tourism and Culinary)

== Instructor Contact ==
[[Patrick Ledwell]], MA MSc CAE (UNB)
Learning Manager, Interactive Multimedia
Second floor, Atlantic Technology Centre, 90 University Avenue
(902) 566-9661
pledwell@hollandc.pe.ca

== Course Resources ==
An important resource throughout the course will be the course collaborative web
page, located on [http://weblogs.hollandcollege.com/hcedtech Weblogs@HollandCollege]. This weblog page is designed so that all
members of the class have a common access point to find out course news and
items of interest. More importantly, the blog is collaborative, and will allow you to
login and post your own questions and ideas. You can attach files to share your
resources, and even post comments on what others have contributed.
http://weblogs.hollandcollege.com/hcedtech

If you have a question or observation on the course readings, or on a technological
point, chances are that you are not alone. The instructor strongly supports shifting
these conversations to the blog. If the question or concern is of a more individual or private nature, e-mail is the best channel.

== Course Goals==
The goals of this course are to:
*facilitate and enhance collaboration between instructors, building an
informal ‘edutech’ group that can resources and support
*support the development of technology-based resources immediately
relevant to your present teaching
*encourage instructors to look critically at the technologies they incorporate,
and to use the available tools in a creative and confident way
*build a perspective on how the media we choose can affect the message we
convey, and how new media change the way some students learn
*invite instructors to reflect upon and articulate their individual philosophies
of education and technology, and where students fit into this equation

==Course Schedule and Readings==
All classes are face-to-face on Saturdays from 9:00 a.m. – 4:00 p.m., at the Atlantic
Technology Centre

A note on the readings: With a group, you will be presenting on one of the listed
readings. For the other sessions, you can either read or photocopy the articles from
reserve, based on your available time and interest. I hope that they’re interesting
enough that you will both want to read and keep many of them.

Session 1- January 14
Battleground EduTech
Gates, Bill (2000, March) Enter ‘Generation I’. Instructor. Retrieved January 1, 2006,
from website: http://www.microsoft.com/presspass/ofnote/03-00instructor.mspx
Gates, Bill (1999, October) Everyone, Anytime, Anywhere. Forbes ASAP. Retrieved
January 1, 2006, from website: http://www.microsoft.com/presspass/ofnote/10-
04forbes.mspx
Gates, Bill (2000, December) Shaping the Internet Age. Microsoft.com. Retrieved
January 1, 2006, from website:
http://www.microsoft.com/billgates/shapingtheinternet.asp
Birkerts, Sven (1994). The Gutenberg Elegies: The Fate of Reading in an Electronic
Age. New York: Fawcett Colombine.
3
Session 2- February 4 Who is the Digital Student?
Negroponte, Nicholas (1995). Being Digital. New York: Vintage Books. Excerpts
retrieved January 1, 2006, from website: http://archives.obsus.
com/obs/english/books/nn/
Seely Brown, John (2000, March/April). Growing Up Digital: How the Web Changes
Work, Education, and the Ways People Learn. Change, 10-20. Retrieved January 3,
2006, from website:
http://www.usdla.org/html/journal/FEB02_Issue/article01.html
Session 3- February 11 The Medium is the Message

Johnson, Steven (1997). Interface Culture. New York: Basic Books.
Postman, Neal (1985). Amusing Ourselves to Death. New York: Penguin.
Session 4- February 25 It’s a Visual World
Parker, Ian (2001, May 28). Absolute Powerpoint. New Yorker. Retrieved January 3,
2006, from website:
http://www.physics.ohiostate.edu/~wilkins/group/powerpt.html
Postman, Neal (1985). Amusing Ourselves to Death. New York: Penguin.
Tufte, Edward (2003, September). PowerPoint is Evil. Wired, 11(9). Retrieved January
3, 2006, from website: http://www.wired.com/wired/archive/11.09/ppt2_pr.html
Session 5- March 11 The Learner-Centred College
O’Banion, Terry (1997). A Learning College for the 21st Century. Westport,CT: Oryx
Press. pp. 19-80.
Session 6- April 1 Collaboration and Technology
Petraglia, Joseph (1998). Reality By Design: The Rhetoric and Technology of
Authenticity in Education. Mahwah, NJ: Lawrence Erlbaum and Associates.
Pea, Roy (1996). Seeing What We Build Together: Distributed Multimedia Learning
Environments for Transformative Communications. In T. Koschmann (Ed.), CSCL:
Theory and Practice of an Emerging Paradigm (pp.171-186). Mahwah, NJ: Lawrence
Erlbaum and Associates.
4
Course assignments
1. Creative presentation on reading
description
The aim of the presentation is to capture and convey the major points of the one of
the readings, using technology as a creative means of expression. The presentation
should last approximately 15 minutes. Within that time, the group (either 2 or 3)
should outline the article’s major points and ideas verbally, but also enhance this
discussion with a visual or media technology of their choice.
In the presentation, plan your efforts so that the visual and media technology
contribute something additional and different to what you’re saying, rather than
echoing it.
Some examples/possibilities might include:
• use digital pictures, rather than text, to accompany the verbal message with a
visual one
• create a visual diagram, or mind map, of the article’s main arguments
• create a set of web links offering further information on the topic (either
introduced in class or after)
• find/make a short video or audio clip that reflects the points under
discussion; could be either delivered via the computer or other media
• use non-digital methods (overheads or flipcharts) to respond to class
feedback, and compare their merits to digital presentations
Evaluating and criticizing technology is a theme of the course. You should look
critically at the technology you choose and how it enhances the discussion.
Do not feel second-rate if you think your technology skills are not on par with other
course participants. Be ready to positively state the merits of your present methods,
rather than their shortfalls.
requirements
The requirements for the presentation are:
• prepare a half- to full- page outline (single-spaced) of the article’s main
points for the Thursday preceding the Saturday class
• if you select key quotations, please note their page number (if available)
• post the outline to the class blog under Educational Technology, either as an
attachment or as a posting, so that fellow students can familiarize
5
themselves with the main points
• deliver a half-page discussion (single-spaced) on why you selected your
particular instructional technology for your presentation. The discussion
should mention:
> why you selected the technology
> what you see as its advantages and drawbacks
> address the cone of experience (learning styles) to argue the benefits of
your approach
N.B.: Please contact the instructor previous to the Saturday session if you have
particular technology/media needs, outside of a laptop and LCD projector.
note on technology
Please take advantage of the early check-ins for your technology resources. All files,
disks, and media that you bring for a presentation should be tested before the
scheduled start time. We can re-schedule your presentation if there’s an issue.
2. Technology presentations
description
One of the core ideas behind the course design is to provide you with a set of
educational technology strategies, which you can take directly back to the
classroom. The technology presentations will be the engine behind an educational
archive which we can build and share during the course. Designed so that you can
develop and exchange instructional materials on technologies that you know, the
presentations will allow us to mentor each other along the technology learning
curve.
No matter how inexperienced you feel with technology, it’s almost a guarantee that
you can teach something about a tool or process you use often. You can also devote
the time to collect resources other instructors can use, either for their own learning
or for their classes. In the course, you will be able to choose the subjects of your
technology presentation from a spectrum of possible topics, focusing on those areas
you either already use or want to hone.
Technology only makes sense when we have an immediate need for the techniques.
No one needs to be learning web design when he or she is still mastering good
searches for web resources. As a result, you will be able to select the presentations
that you attend from several happening concurrently. In other words, you will design
your own learning path each Saturday. By allowing you to self-select your sessions,
the groups will be smaller and the topics more relevant to where you find yourself
technologically.
6
Before the course, respondents to a course questionnaire indicated a set of
technologies that they’d find most relevant to their immediate classroom use. The
initial sessions proposed are based on that feedback. If you want to present on a
topic not there, or take a different approach to the same subject, please consult with
the instructor to clear the topic.
During the course, you will be responsible for two 40 minute presentations. Some of
the topics will repeat themselves once within the course. With this design, you will
have a second chance to attend a session that you either missed, or didn’t feel
informed enough about, in the first half of the course. Also, if you take a session and
are really interested in that technological area, you should consider actually
delivering that session in the second half, as a way of advancing your learning.
Please note: If you’re presenting in an area already delivered, your presentation
should differ in its materials, approach, and direction from the previous delivery.
Develop something to complement the existing material. Use the accessible
resources for learning purposes, but don’t simply repurpose them.
The instructor will consult with students to encourage them to present on one topic
they know, and one topic which they do not know, but find relevant. Please keep this
idea in mind when selecting your topics.
instructions
The goal of the technology presentation is threefold. The aims are to provide other
students in the class with:
• an overview of an educationally relevant technology
• a short working demonstration or hands-on activity, and
• some resources to support them (and yourself) in successfully implementing
the learning
To help achieve these goals, the presenter is asked to prepare and deliver a 35-40
minute presentation on the technological topic. The time may be used differently for
different presentations. A general guideline would be to spend 10 minutes in an
overview, 25 minutes in a designed activity, and 5 minutes outlining the resources.
The requirements for the technological presentation are:
• prepare a properly formatted and clearly written learning plan for your
activity, including a topic or theme; a set of objectives; a set of activities with
times; a list of materials and equipment required; and a note on any
accommodation to learning styles
• please submit your learning plan to a blog posting under ‘Holland College
Educational Technology,’ no later than the Thursday before the Saturday
session when you present, to ensure that you have the media aids you need
7
• prepare a one-page handout (double-sided if necessary), including
information on the technology, steps for the activity, and helpful graphics
• after your presentation, attach your handout to the blog posting on your
learning plan (the same posting)
• also attach any digital files (Powerpoint, pictures, Word) you think would be
helpful to anyone working with this technology in the future
note on assessment
Because of the number of people presenting concurrently, most of the assessment
on your presentations will be peer assessment. Those who attend your
presentations will be given access to an on-line rubric (see model) to provide
feedback, in both numeric and comment form, on how beneficial they found your
presentation. The assessment on the presentation itself will be the average of all
submitted rubrics.
The instructor will provide written feedback, and a grade, for your lesson plan and
submitted materials.
During the course, you will be able to access all feedback via a student login unique
to you.
note on technology
Please take advantage of the early check-ins for your technology resources. All files,
disks, and media that you bring for a presentation should be tested before the
scheduled start time. We can re-schedule your presentation if there’s an issue.
3. ‘My Educational Technology Credo’ reflection paper
In the readings for this course, you may discover that many commentators about
technology (and technology in education) speak in large, unchecked terms about
change. Even when they talk about the future, many of the writers proclaim how
things will be, whether they feel positive or negative about these changes.
In education, we’re constantly making decisions about learning. It’s challenging to
make choices in this climate when we hear— almost daily— that technology is going
to completely change what we do.
However, we’re not the first educators to live through times of technological shift.
The late 19th century educational thinker, John Dewey, lived through times when
there were increasing pressures for education to begin responding to the demands
of an industrial workplace. In response, he wrote many detailed essays about what
changes could happen in the classroom, immediately and realistically.
8
He also wrote one of his most famous pieces, “My Pedagogic Creed,” which has a
significantly different tone. In this piece, he clearly declares what he thinks
education is, what role he thinks the school should perform, and how students can
best learn. The purpose of the piece, as a credo, is not so much to answer those with
different opinions. The purpose is to declare and clarify his own operating principles,
so he can make good choices within times of change.
The goal of your reflection paper will be to write “My Educational Technology Credo,”
after having considered the readings and discussions of the class.
You can use Dewey’s example to the extent that it helps you as a model. It is his
tone, more than the exact content of what he says, that you can emulate. In a credo,
you state your philosophy as clearly and responsible as possible, and do not
necessarily have to answer to the many possible alternate positions.
Writing this statement should help to articulate your present outlook on educational
technology, and offer some basis against which you can make good choices in times
of change. In other words, it’s a declaration of your standpoint, for future action.
due date
The reflection paper is due on March 11. Papers submitted by March 11, and returned
with feedback, can be re-submitted for April 1. April 1 will be the last day the papers
will be accepted.
requirements
The requirements for the reflection paper are:
• the paper should be at least 4 pages (1000 words) in length, and printed
double-spaced
• Dewey divides his credo into 5 sections: what education is, what the school
is, the subject-matter of education, the nature of method, and the school and
social progress
• your credo should be divided into 5 sections, addressing 5 key questions in
times of technological change:
> What is educational technology?
> Who is the ‘new student,’ and who does that exclude?
> How does technology change learning?
> What do students need to know about technology?
> How will technology change your classroom?
• in each, write to define your clearest, most succinct answer to the question;
feel free to use the first person: it’s a credo
• your responses should reflect an understanding and engagement with the
discussions that surround educational technology (i.e. no Luddites— who just
reject technology automatically)
9
• refer to at least three course readings that you found relevant to points you
address; the readings you use should be properly referenced using APA
format
• please write in complete, grammatical sentences, rather than point form
• use correct essay formatting (numbered pages, cover page) and pay careful
attention to spelling
Course evaluation
The course evaluation will be based on your completion of 4 assignments, and the
quality of your contributions to class conversations and peer feedback.
20% Creative presentation on reading (group)
50% Two 40 minute technology presentations (25% each)
- peer and instructor evaluation
20% ‘My Educational Technology Credo’ essay
5% quality of class contributions (on-line and off-line)
5% quality of peer feedback on presentations
A typical course day
8:30 morning presentation tech check-ins
9:00 Presentation on reading (30 m.)
10:00-
11:30
two sets of 3 presentations (40 m.)
11:30
peer evaluation on presentations
11:45 afternoon presentation tech check-ins
1:00 Presentation on reading (30 m.)
2:00-
3:30
two sets of 3 presentations (40 m.)
3:30 peer evaluation on presentations
4:00 wrapup: questions and answer session
10
Course information and policies
Please review the following guidelines and information:
• Saturday, April 8 is the last day for the acceptance of course material for
marking.
• The Atlantic Technology Centre provides an ideal setting for this class. That
said, the building is a security building, and on weekend, these policies will
not create the freest access into and out of the building.
Please arrive at the Fitzroy doors before 9:05, or give notice of your
prospective arrival time. At lunches and breaks, we’ll share the responsibility
for making sure people get out and back in.
The instructor’s Smart Card will be the primary means to access into—and out
of— the building. It can be loaned to anyone who needs to leave the building.
There is a security guard on duty from 8 AM until 1 PM, but ATC policy dictates
that they should not be regularly admitting people from street level.
The instructor will have a cell phone on, if anyone is left outside. The number
is 393-3220.
• Please provide notice via e-mail when you know you will miss all or part of a
class session.
• In cases on inclement weather, listen to local radio (CHTN or Magic93) after 6
AM for news about cancellations.
• Please review the enclosed notes on grading criteria for papers and
plagiarism.
11
Sample Instructional Plan
Topic or Theme:
Objectives:
1.
2.
3.
4.
Activities:
Activity Time
Handouts:
Materials/resources needed:
Accommodation:
12
Answers to questionnaire
At this point, what do you think is the one most significant way in which technology
might assist your educational involvements?
> I'd like to be able to incorporate technology in a variety of learning activities or
provide alternate delivery methods for content
> Enhance the delivery of the lesson by making it more interesting and interactive.
> It will give some visual stimulus to the classroom setting, and it is a lot better than
my drawings on the board. The students this year will be doing on-line testing for
the resources.
> To gather up to date information, and to speed up my daily evaluation records.
> I feel pretty comfortable with technology, and find it fun… so I would like to
enhance my knowledge further in the areas of using digital audio and video
primarily.
> The internet would be a very significant factor
> I would like to teach some on line components in my courses
> The development of web based distance modules would be of great benefit to our
program in preparing us to expand our distance offerings and enhance training.
> Organization, I would like to develop an on-line documentation system that will
allow students to keep records of their progress in the laboratory and allow me to
track multiple projects they will be working on. I would also like it to become fairly
effortless for them to submit progress reports.
> digital pictures
> time management; timely communication with learners;
> keep current with the fast and ever-changing technology that effects industry and
jobs.
13
What is the one most significant drawback, obstacle, or frustration with the
technologies that you currently use?
> Lack of knowledge, support, equipment, time
> Like any technology, only good if it works right.
> No traiining provided for new teachers coming into Holland College on the different
programs that are used in the facility. We are dropped into a class and told to make
due with no understanding of the new systems that are out there.
> I know there is so much more I can do with technologies, but I don`t have the time
or patience to figure them out.
> That we don't have our own LCD projector in the program which means we don't
always get the same one each time. I'd like to be able to problem solve better with
the LCD machines.
> Nothing other than the occacianal server problems.
> Technology has assisted and frustrated me at the same time. Our lack of
equipment for power point usage and computer lab time are barriers in course
delivery.
> The ability to modify images for training, evaluation purposes is difficult due to a
lack of appropriate software on the HC server. I had to purchase my own lap top and
soft ware to try to get past this obstacle.
> Lack of compatibility, the movement of material from power point, to document, to
web often requires reformating, tables and equations are difficult to work with.
> lack of knowledge
> periodic wonkiness
> out dated and buget restraints to update equipment and software
In one sentence, how could you express your goal in taking a class in educational
technology?
> To learn how to use technology in education, to engage students and involve them
in the content, and to enhance the content that I'm trying to deliver.
> To become more aware of the latest technology tools out there.
14
> To learn how to better use the programs, find the learning resources that go with
new programs so that I can learn how to use them properly, to become better
aquainted with the programs that are used at the college so that I am better able to
do the things that I want to with the programs.
> To become more computer literate, and be able to use this tool in the classroom.
> To enhance and expand on the knowledge that I already have.
> Learn how to use current technology available to me better and to greater capacity.
> My goal is to be more comfortable with technology and learn how to get around our
limitations at TCC and incorporate technology into some of my classes.
> My goal is to expand my abilty to use web based teaching capability through such
things as webct, whiteboard, Blog set up etc. I have already had a good deal of
training in powerpoint and use of media in instruction from my seven years of
teaching at an Ontario medical school. Whooops two sentences!
> Efficient use of computer technologies so that they actually become labour and
time safers and also to improve documentation and record keeping (to assist with
certification of program).
> to become comfortable using digital and computer technology in the class room
> to remain open-minded (minor luddite) and gain useful tools for my work as an
adult educator
> learn and develop methods to organize and teach technology so it is at a level
comprehensive to all students and at the level they understand
15
Proposed presentation topics
Choose one or the following topics, and sign up for an upcoming technology
presentation. Write your name and the number of the presentation you’re requesting
in the available session.
1. Improve your web searching techniques
2. Using, evaluating, and collecting web resources
3. Writing for the small screen: web, e-mail, powerpoint
4. Wrangling e-mail attachments
5. Tech gear tricks: LCD projectors and other AV issues
6. Better file management on Windows
7. Open Windows: 5 useful things about the operating system
8. Broken Windows: when your system crashes
9. When computers attack: spyware and viruses
10. Getting the most out of Microsoft Word
11. Graphical layouts in Microsoft Word
12. The 5 most useful spreadsheet maneuvers
13. Creating get-to-the-point Powerpoint
14. Including rich media in your Powerpoint
15. Managing Powerpoint: importing and exporting content
16. Digital pictures: camera to computer
17. Preparing digital pictures for the Web
18. Creating simple digital graphics: text
19. Creating simple digital graphics: diagrams
20. Basic web page: formatting and displaying text
21. Intermediate web page: including pictures and links
22. Advanced web page: developing a small site
23. Knowing your courseware options: Moodle, WebCT
24. Developing a course blog
25. What is RSS (syndicated feeds) anyway?
26. Finding affordable software: freeware, shareware, opensource
27. Filming with a digital video camera
28. Capturing digital video on your computer
29. Basic editing for digital video: cuts
30. Intermediate editing for digital video: titles
31. Compressing digital video
32. Recording digital audio
33. Basic editing for digital audio
34. What is podcasting anyway?
35. Teaching using simple video games
16
Presentation schedule
Session 2: Feb. 4
People
Topic number
10:00 to 10:40 1.
2.
3.
10:50 to 11:30 1.
2.
3.
2:00 to 1:40 1.
2.
3.
2:50 to 2:30 1.
2.
3.
17
Session 3: Feb. 11
People
Topic number
10:00 to 10:40 1.
2.
3.
10:50 to 11:30 1.
2.
3.
2:00 to 1:40 1.
2.
3.
2:50 to 2:30 1.
2.
3.
18
Reading presentations
Session 2- February 4 Who is the Digital Student?
AM
Negroponte, Nicholas (1995). Being Digital. New York: Vintage Books. Excerpts
retrieved January 1, 2006, from website: http://archives.obsus.
com/obs/english/books/nn/
Group:
PM
Seely Brown, John (2000, March/April). Growing Up Digital: How the Web Changes
Work, Education, and the Ways People Learn. Change, 10-20. Retrieved January 3,
2006, from website:
http://www.usdla.org/html/journal/FEB02_Issue/article01.html
Group:
Session 3- February 11 The Medium is the Message
AM
Johnson, Steven (1997). Interface Culture. New York: Basic Books.
Group:
PM
Postman, Neal (1985). Amusing Ourselves to Death. New York: Penguin.
Group:
Session 4- February 25 It’s a Visual World
AM
Parker, Ian (2001, May 28). Absolute Powerpoint. New Yorker. Retrieved January 3,
2006, from website:
http://www.physics.ohiostate.edu/~wilkins/group/powerpt.html
Group:
PM
Postman, Neal (1985). Amusing Ourselves to Death. New York: Penguin.
Tufte, Edward (2003, September). PowerPoint is Evil. Wired, 11(9). Retrieved January
3, 2006, from website: http://www.wired.com/wired/archive/11.09/ppt2_pr.html
Group:
19
Session 5- March 11 The Learner-Centred College
AM
O’Banion, Terry (1997). A Learning College for the 21st Century. Westport,CT: Oryx
Press. pp. 19-80.
Group:
PM
O’Banion, Terry (1997). A Learning College for the 21st Century. Westport,CT: Oryx
Press. pp. 19-80.
Group:
Session 6- April 1 Collaboration and Technology
AM
Petraglia, Joseph (1998). Reality By Design: The Rhetoric and Technology of
Authenticity in Education. Mahwah, NJ: Lawrence Erlbaum and Associates.
Group:
PM
Pea, Roy (1996). Seeing What We Build Together: Distributed Multimedia Learning
Environments for Transformative Communications. In T. Koschmann (Ed.), CSCL:
Theory and Practice of an Emerging Paradigm (pp.171-186). Mahwah, NJ: Lawrence
Erlbaum and Associates.
Group:

Course Syllabus - Revision history

142.87.160.96: /* Course Goals */

142.87.160.96 at 17:21, 2 February 2006

←Older revision		Revision as of 17:22, 2 February 2006
Line 48:		Line 48:
	== Course Goals==		== Course Goals==
	The goals of this course are to:		The goals of this course are to:
-	*facilitate and enhance collaboration between instructors, building an	+	*facilitate and enhance collaboration between instructors, building an informal ‘edutech’ group that can resources and support
-	informal ‘edutech’ group that can resources and support	+	*support the development of technology-based resources immediately relevant to your present teaching
-	*support the development of technology-based resources immediately	+	*encourage instructors to look critically at the technologies they incorporate, and to use the available tools in a creative and confident way
-	relevant to your present teaching	+	*build a perspective on how the media we choose can affect the message we convey, and how new media change the way some students learn
-	*encourage instructors to look critically at the technologies they incorporate,	+	*invite instructors to reflect upon and articulate their individual philosophies of education and technology, and where students fit into this equation
-	and to use the available tools in a creative and confident way	+
-	*build a perspective on how the media we choose can affect the message we	+
-	convey, and how new media change the way some students learn	+
-	*invite instructors to reflect upon and articulate their individual philosophies	+
-	of education and technology, and where students fit into this equation	+

	==Course Schedule and Readings==		==Course Schedule and Readings==