Course Syllabus

Online Pedagogy, ED F655, 3 credits

Prerequisites

Students must either be admitted to the School of Education M.Ed. program or obtain instructor permission to enroll in this course.

Mee!ng Informa!on
This is an online course. Most work will be completed asynchronously, following weekly deadlines. Students will attend several synchronous check-in meetings in
addition to participating in ongoing discussions.

Instructor

Owen Guthrie
email: obguthrie@alaska.edu
Phone: 907-455-2072
Office hours: By appointment
Office Location: 131 Bunnell Building, or online (Google Hangout, chat, etc.)

Required Texts

Anderson, T., & Elloumi, F. (Eds.). (2008). Theory and practice of online learning (2nd ed.) Athabasca, AB, Canada: Athabasca University. Available for download:
http://cde.athabascau.ca/online_book (http://biblioteca.ucv.cl/site/colecciones/manuales_u/99Z_Anderson_2008-
Theory_and_Practice_of_Online_Learning.pdf)

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

Required Readings
Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation
(http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCUQFjAA&url=http%3A%2F%2Fwww.thejeo.com%2FArchives%2FVolume7Number1%2FBakerPaper.pdf&ei=EujfTpSqEYrR
VQ) . Journal of Educators Online, 7(1), 130.

Benander, R. (2009). Experiential learning in the scholarship of teaching and learning (http://www.google.com/url?
q=https%3A%2F%2Fwww.iupui.edu%2F%7Ejosotl%2Farchive%2Fvol_9%2Fno_2%2Fv9n2benander.pdf&sa=D&sntz=1&usg=AFrqEzfw27_eyQQA9B4syD-eYBAkCMOi9Q)
, Journal of the Scholarship of Teaching and Learning, 9(2), 3641.

Brooks, C. F. (2010). Toward hybridised faculty development for the twenty-first century: blending online communities of practice and face-to-face meetings in
instructional and professional support programmes. Innovations in Education & Teaching International, 47(3), 261-270.

Brown, J. (2006). New Learning Environments for the 21st Century: Exploring the edge (http://www.johnseelybrown.com/Change%20article.pdf) . Change,
38(5), 18-24.

Cox, M. D. (2004). Introduction to faculty learning communities (http://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCIQFjAA&url=http%3A%2F%2Fwww.vcu.edu%2Fcte%2Fprograms%2FFLC%2FIntroductionToFLCs.pdf&ei=GOrfTpjRMOed
W2fLi5ZjMXCVtA6eA) . New Directions for Teaching & Learning, (97), 5-23.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education,
(http://www.sciencedirect.com/science/article/pii/S1096751600000166) The Internet and Higher Education, 2(2-3), 87-105.

Krathwohl, D. (2002). A Revision of Blooms Taxonomy: An Overview. (http://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.unco.edu%2Fcetl%2Fsir%2Fstating_outcome%2Fdocuments%2FKrathwohl.pdf&ei=
TciQKQxOCNDA&usg=AFQjCNE8kOfQ6q0qORagA_ICf_LDXPrgHg&sig2=hiMT6i3DObohx_xKi4MjHA) Theory Into Practice, 41(4), 212.

Siemens, G. (2005). Connectivism: A learning theory for the digital age (http://www.google.com/url?
q=http%3A%2F%2Fwww.itdl.org%2FJournal%2FJan_05%2Farticle01.htm&sa=D&sntz=1&usg=AFrqEzd_wPWANs5R3y9wvTskx9WF3VMjRw) . International Journal of
Instructional Technology and Distance Learning 2(1).
Siemens, G. Gasevic, D, & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, online, and blended learning.
(http://linkresearchlab.org/PreparingDigitalUniversity.pdf) Online: Research funded in part by the Bill and Melinda Gates Foundation.

Stewart, D.P. (2008). Classroom management in the online environment. (http://www.google.com/url?

q=http%3A%2F%2Fjolt.merlot.org%2Fvol4no3%2Fstewart_0908.pdf&sa=D&sntz=1&usg=AFrqEzcZXe0e0kTQ0UlhooGQKXzwqZiiLg) MERLOT Journal of Online Learning
and Teaching, 4(3), 371-374.

Swan, K., Garrison, D.R., & Richardson, J.C. (2009). A constructivist approach to online learning: The community of inquiry framework (http://ui-
springfield.academia.edu/KarenSwan/Papers/374352/A_Constructivist_Approach_to_Online_Learning_The_Community_of_Inquiry_Framework) . In C.R. Payne
(Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (1st edition, pp. 43-57). Hershey, PA: IGI Global.

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-
Analysis and Review of Online Learning Studies (http://www.google.com/url?q=http%3A%2F%2Fwww2.ed.gov%2Frschstat%2Feval%2Ftech%2Fevidence-based-
practices%2Ffinalreport.pdf&sa=D&sntz=1&usg=AFrqEzdvq2-PdX0qS9_ONZJ5BY-ramT6LA) , Washington, D.C., 2010.

Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477-
501.

Course Descrip!on

A study of theory, tools, and methods for teaching online courses. Topics include prominent learning theories, affordances of new technologies, strategies for
assessment, and techniques for classroom management in an online environment. Students will develop and articulate a personal philosophy of teaching and
learning appropriate for the 21st Century.

Alignment with School of Educa!on Mission

This course supports the UAF School of Educations mission by providing students with the skills necessary to design thoughtful individualized instructional
environments utilizing technologies and strategies appropriate to all learners. Students will acquire skills in the management and implementation of technology that
will enhance their professional qualifications based on ISTE and Alaska teacher standards for technology and instructional design.

Wri!ng Standards

Citations and references should adhere to the American Psychological Association (APA) Formatting and Style Guide. Homework and projects will be evaluated
for proper spelling and grammatical usage.

Technology Requirements

This is an online course. Students will use a computer to communicate, to access online multimedia (audio, video, Flash), and to create multimedia. Consistent
Internet access and a computer with the ability to record and broadcast sound via a built-in or external mic or a headset will be required.

Students are expected to be active participants in online exchanges with their cohort and with other colleagues and mentors through a personal learning network.
Additionally, there will be periodic online interaction with the instructor.

Students will be expected to have the most current versions of several applications that will be used in this course, including Google Chrome.

Course Fees

There are no fees associated with this class. Software used in the course will be available as freeware, shareware or trial versions for both Windows and
Macintosh operating systems. A personal web domain will have been established in ED 431 Web 2.0 Fundamentals.

Course Goals

Compare dominant learning theories

Consider evolving literacies and competencies of the 21st Century
Explore instructional methods for online education

Course Learning Objec!ves

Students in the course will:

develop and document their own personal learning network

create a concept map to identify layers of understanding
develop a project-based lesson plan that emphasizes student exploration, interaction, creation, and feedback cycles
compare strengths and weaknesses of online tools and methods
articulate a personal philosophy for teaching and learning
Instruc!onal Methods

A variety of instructional methods will be used in this course, including Internet research, reading assignments, discussion, reflection, presentation, and peer
evaluation.

Course Calendar

nal Learning Network (Twitter, Diigo, Feedly)

Instructor Response Time

I basically live on email and will typically respond to e-mail requests for help within 24 hours. If you dont hear from me after 24 hours, contact me againI may
have missed your message! Due dates for the course are Friday evenings at 6:00 PM; I will do most grading over the weekend. You can expect to receive a grade
and/or feedback within seven days of the assignment due date. Both grades and feedback are provided through the Canvas Gradebook.

Course Policies

Students bring a variety of experiences and knowledge to the class cohort. Each students unique perspective is an important component of the learning
experience for his or her peers and colleaguesstudents will be expected to contribute and collaborate actively.

Assignment Due Dates

This is a cohort-based class with assignment and activity deadlines. Late assignments will be penalized at 10% per day unless an excused exception has been
arranged with the instructor.

Discussion is a very important aspect of this learning experience. For the most part, your initial response to discussion prompts is due by Tuesday evening of a
given week. Please use the remainder of the week for responding to one another's posts. My intent is that all of your work be completed by 6:00 PM Friday in
order for you to have the weekend to relax and/or begin the next unit. Thus, unless otherwise noted, all remaining assignments are due on Fridays at 6:00
PM AST. You can expect feedback on your submitted assignments within seven days of the deadline.

Please Note: Students who do not complete Orientation Assignments in the first two weeks of the semester will be dropped from the course. Students who have
not participated significantly by the sixth week of the course may be withdrawn. Significant participation includes the following minimums: four writing posts, two
research article reviews, and weekly online interaction with classmates.

I do not give No Basis grades.

If you fall behind in the course, please contact me. Under extenuating circumstances, you may request a temporary Incomplete grade and additional time to
complete the course. Be advised that UAF policy only allows an Incomplete grade if you have completed the majority of the coursework and if you have a grade of
C or better.

Plagiarism and Academic Honesty

Plagiarism is representing someone elses ideas and work as your own. Plagiarism includes not only copying verbatim, but also rephrasing the ideas of another
without properly acknowledging the source. As work is prepared and submitted to meet course requirements, whether a draft or a final version of a paper or
project, take care to distinguish personal ideas and language from information derived from sources. Sources include published primary and secondary materials,
electronic media, and information and opinions gained directly from other people. The UAF Student Code of Conduct
(http://www.uaf.edu/register/services/#conduct) is adhered to in this course.

Evalua!on

Final course grade will be calculated using the following formula:

weekly writing: 15%

review of five scholarly articles: 25%
 interaction through discussion, comments, and feedback: 10%
critical evaluation of tools and methods: 10%
project-based lesson plan: 25%
personal philosophy of teaching and learning: 15%

Course Assignments

Assignments will be posted to the Class Blog. You will engage with other students in the class through social media tools:

1. Posting comments and feedback on classmates assignments

2. Using class tags (e.g., in Twitter and Diigo) to share resources and ideas

Weekly wri!ng15%

The instructor will provide weekly writing and activity prompts.

Ar!cle reviews25%
Each student will select and review five relevant scholarly articles.

Personal philosophy15%

Near the end of the semester, each student will publish a personal philosophy of teaching and learning supported by scholarly research.

Discussion, comments and feedback10%

Students will regularly review writing and assignments posted by their classmates, providing constructive comments and feedback. At a minimum, students should
provide feedback to three other students each week. Beyond this minimum requirement, grading will be based on the quality of participation, not on the number of
posts.

Cri!cal evalua!on of tools and methods10%

Tool and method reviews will be negotiated among class members and may be completed as a group study project. Scoring will be based on thoroughness of
testing, pertinent examples, and concise summation.

Project-based lesson plan25%

The culminating project for the course will be a unit-sized lesson plan, complete with learning objectives, learning activities, and an assessment plan with feedback
cycles. Students will write an accompanying paper to describe audience, context, tools, methods, and rationale. Scoring will be based on thoughtful consideration
of outcomes and learning theory, combined with a reasonable defense of tool and method choices.

Por"olio

Students enrolled in the M.Ed. ONID program will transfer key assignments to their degree portfolio. The instructor will review and comment on each assignment.
Most assignments will also undergo a peer review process before they are included in the students portfolio.

Support Services

The Division of Student Services provides student-centered programs and services designed to assist students in achieving their personal, academic and career
goals. In collaboration with the academic deans, we lead the university in recruiting a diverse student body. With the use of ongoing assessment we support and
develop programs and communities that contribute to the retention, success and leadership development of students. Go to http://www.uaf.edu/ses/
(http://www.uaf.edu/ses/) to learn more.

UAF eLearning provides student service support for this online course. See their website at: http://elearning.uaf.edu (http://elearning.uaf.edu/)

Writing support services are available to UAF students through the Writing Center, located in 801 Gruening, 474-5314, online
at:http://www.alaska.edu/english/writing-center/ (http://www.alaska.edu/english/writing-center/) . You are encouraged to use this resource to meet writing
expectations.

Technology support services are available through the OIT Support Center, 450-8300 (Toll Free: 800-478-8226), online
at:http://www.alaska.edu/oit/sc/about/contact.xml (http://www.alaska.edu/oit/sc/about/contact.xml) , and via email to helpdesk@alaska.edu
(mailto:helpdesk@alaska.edu) .

Disabili!es Services

UAF has a Disability Services office that operates in conjunction with UAF eLearning. Disability Services, a part of UAF Center for Health and Counseling, provides
academic accommodations to enrolled students who are identified as being eligible for these services. If you believe you are eligible, please visit the Office of
Disability Services at http://www.uaf.edu/disability (http://www.uaf.edu/disability) or contact a student affairs staff person at your nearest local campus. You can
also contact Disability Services on the Fairbanks Campus at (907) 474-5655, uaf-disabilityservices@alaska.edu (mailto:uaf-disabilityservices@alaska.edu) . The
instructor will work with the Office of Disabilities Services to provide reasonable accommodation to students with disabilities.

Course Summary:

Date Details

Tue Aug 29, 2017 ! Orientation: Introductions! (https://canvas.instructure.com/courses/1203323/assignments/6947682) due by 6pm

! Module 1: PLE Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947679) due by 6pm

Tue Sep 5, 2017 ! Module 1: Reflection - Experts & Novices (https://canvas.instructure.com/courses/1203323/assignments/6947681) due by 6pm

! Module 1: Reflection - Philosophy of Teaching & Learning due by 6pm

(https://canvas.instructure.com/courses/1203323/assignments/6947680)

Tue Sep 12, 2017 ! Module 2: Reflection (https://canvas.instructure.com/courses/1203323/assignments/6947678) due by 6pm

Fri Sep 15, 2017 ! Module 2: Article Review 1 (https://canvas.instructure.com/courses/1203323/assignments/6947686) due by 6pm

Tue Sep 19, 2017 ! Module 3: Reflection (https://canvas.instructure.com/courses/1203323/assignments/6947675) due by 6pm

Fri Sep 22, 2017 ! Module 3: Article Review 2 (https://canvas.instructure.com/courses/1203323/assignments/6947687) due by 6pm

Tue Sep 26, 2017 ! Module 4: Brainstorm Activity (https://canvas.instructure.com/courses/1203323/assignments/6947672) due by 6pm

Fri Sep 29, 2017 ! Module 4: Article Review 3 (https://canvas.instructure.com/courses/1203323/assignments/6947688) due by 6pm

Tue Oct 3, 2017 ! Module 5: Reflecion (https://canvas.instructure.com/courses/1203323/assignments/6947670) due by 6pm

Fri Oct 6, 2017 ! Module 5: Article Review 4 (https://canvas.instructure.com/courses/1203323/assignments/6947689) due by 6pm

Tue Oct 10, 2017 ! Module 6: Reflection and Writing (https://canvas.instructure.com/courses/1203323/assignments/6947669) due by 6pm

Fri Oct 13, 2017 ! Module 6: Article Review 5 (https://canvas.instructure.com/courses/1203323/assignments/6947690) due by 6pm

Tue Oct 17, 2017 ! Module 7: Reflection (https://canvas.instructure.com/courses/1203323/assignments/6947667) due by 6pm

Tue Oct 24, 2017 ! Module 8: Reflection - Metacognitive summary due by 6pm
(https://canvas.instructure.com/courses/1203323/assignments/6947666)

Tue Oct 31, 2017 ! Module 9: Curriculum Plan Second Draft (https://canvas.instructure.com/courses/1203323/assignments/6947664) due by 6pm

Wed Nov 1, 2017 ! Module 9: Reflection and Writing (https://canvas.instructure.com/courses/1203323/assignments/6947663) due by 6pm

Fri Nov 10, 2017 ! Module 10: Reflection and Writing (https://canvas.instructure.com/courses/1203323/assignments/6947662) due by 6pm

Tue Nov 14, 2017 ! Module 11: Survey of Emerging Tools Presentations due by 6pm
(https://canvas.instructure.com/courses/1203323/assignments/6947661)

Fri Nov 17, 2017 ! Module 11: Curriculum Plan Justification (https://canvas.instructure.com/courses/1203323/assignments/6947684) due by 6pm

Fri Dec 1, 2017 ! Module 12: Philosophy of Teaching and Learning due by 6pm
(https://canvas.instructure.com/courses/1203323/assignments/6947660)

Sun Dec 3, 2017 ! Module 12: Changes? (https://canvas.instructure.com/courses/1203323/assignments/6947659) due by 11:59pm

Thu Dec 7, 2017 ! Project-based Lesson Plan (https://canvas.instructure.com/courses/1203323/assignments/6947691) due by 6pm

Mon Dec 11, 2017 ! Module 13: Final Project Discussions - Final due by 11:59pm
(https://canvas.instructure.com/courses/1203323/assignments/6947658)

! Module 12: Philosophy of Teaching & Learning (https://canvas.instructure.com/courses/1203323/assignments/6947685)

! Module 13: Last Goodbyes and Parting Thoughts (https://canvas.instructure.com/courses/1203323/assignments/6947657)

! Module 2: Article Review 1 Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947677)

! Module 3: Article Review 2 Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947676)

! Module 4: Article Review 3 Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947673)

! Module 4: Reflection (https://canvas.instructure.com/courses/1203323/assignments/6947674)

! Module 5: Article Review 4 Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947671)

! Module 6: Article Review 5 Discussion (https://canvas.instructure.com/courses/1203323/assignments/6947668)

! Module 8: Process and Feedback Notes (https://canvas.instructure.com/courses/1203323/assignments/6947665)

! Tool Evaluation (https://canvas.instructure.com/courses/1203323/assignments/6947692)