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Details on course designed to incorporate Curriki as a robust Web 2.0 environment for curriculum development
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Course Number: EC 5525
Semester Hours: Three
Limitations on enrollment: Twenty
Required, elective, or general education option: Required for some options; elective for others
From an historic overview of the role that socially mediated learning environments have played in education, both inside and outside the classroom to an exploration of contemporary web 2.0 environments that support the construction of knowledge, learning and instruction.
N.B. In order to insure full class participation, any student with a disability or condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to request such accommodations at the beginning of the course.
Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration in knowledge, skills and dispositions to teaching.
A. demonstrate knowledge of socially mediated learning both in formal and informal educational settings. (K)
B. analyze and interpret the role of socially mediated learning in formal and informal learning environments. (K/S)
C. examine socially mediated learning as it applies to contemporary educational practices, especially those that are Web 2.0 oriented. (K/S/D)
D. actively participate in a Web 2.0-based learning community. (K/S/D)
E. integrate socially mediated learning practices into classroom instruction and curriculum development. (K/S/D)
A. Historic overview of the literature on and models of socially mediated learning
B. Analysis of socially mediated learning, and how it applies both to learning inside and outside of the classroom
C. Examination of contemporary socially mediated learning communities, especially those in educational settings
D. Student immersion in a Web 2.0, education-based, learning community
E. Integration of relevant Web-based tools into classroom practice and curriculum development
A. In-class and online presentations and demonstrations of course content
B. Active participation in Web 2.0 professional learning community
C. Modeling use of Web 2.0, e.g., OER, materials for curriculum development and classroom instruction
D. Collaborative review of student work
A. Reflective essays posted to Wiki environment to be reviewed by instructors and peers . (K/S/D)
B. Rubric-based assessment of student participation in Web 2.0 professional learning community. (K/S/D)
C. Student presentation to Wiki environment of grade-and content-specific development of curriculum, based on participation in OER environments .(K/S/D)
D. Rubric-based assessment of student participation in posting and review of collaborative posted materials. (K/S/D)
Schwarz, B, Dreyfus, T. and Hershkowitz. (2009). Transformation of knowledge through classroom interaction. New York: Routledge.
WikiEducator. (2008). Open Educational Resources: Educator handbook. Retrieved September 1, 2009, from WikiEducator Website: http://wikieducator.org/OER_Handbook
Atkins, D.E., Brown, J.S., & Hammond, A.L., A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities, February 2007, http://www.oerderves.org/wpcontent/ uploads/2007/03/a-review-of-the-open-educational-resources-oermovement_ final.pdf
Borthwick, A., Hansen, R., Gray, L., & Ziemann, I (2008). Exploring essential conditions: A commentary on Bull et al. (2008). Contemporary Issues in Technology and Teacher Education, 8(3). Retrieved September 1, 2009, http://www.citejournal.org/vol8/iss3/editorial/article2.cfm
Britain, S. and O. Liber (2004). A framework for the pedagogical evaluation of eLearning environments, Retrieved September 1, 2009, from http://digitalcommons.bolton.ac.uk/cgi/viewcontent.cgi?article= 1001&context=iec_reports
Bromme, R., Hesse, F.W., Spada (Eds.) (2005). Barriers and biases in computer-mediated knowledge communication: and how they may be overcome. New York: Cambridge University Press.
Brown, J. S. (2002). "Growing up Digital: How the Web Changes Work, Education, and the Ways People Learn." United States distance learning association 16(2): 1-16 http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
Buckingham, D. (Ed.). (2007). Youth, identity, and digital media. Cambridge, MA: MIT Press.
Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved September 1, 2009, from http://www.citejournal.org/vol8/iss2/editorial/article1.cfm
Brown, J. S., & R. P. Adler. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. Educause Review 43 (1): 16-32. Retrieved September 1, 2009, from http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireO penEducationt/45823.
Bullough, R. V., & Gitlin, A. D. (2001). Becoming a student: Linking knowledge production and practice of teaching (2nd ed.). New York: Routledge.
Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69, 263-277.
Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Educational Resources: Enabling universal education. The International Review of Research in Open and Distance Learning, Vol. 9, No. 1 (2008). http://www.irrodl.org/index.php/irrodl/article/viewArticle/469/1001
Dana, N. F. & Yendol-Silva, D. (2003). The reflective educators guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.
Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promotion reflective teaching. Journal of Teacher Education, 54, 6-8.
Downes, S.: Models for Sustainable Open Educational Resources, National Research Council Canada (2006) from http://ijello.org/Volume3/IJKLOv3p029-044Downes.pdf
Downes, S. (2005). "E-learning 2.0." eLearn Magazine http://elearnmag.org/subpage.cfm?section=articles&article=29-1
DuFour, R., DuFour, R. and Eaker, R. (2008). Professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree Press. Falk, J.H., Heimlich, J.E., and Foutz, S. (2009). Free-choice learning and the environment. Lanham, MD: AltaMira Press.
Fallis, D. (2008). Toward an epistemology of Wikipedia. Journal of the American Society for Information and Science Technology, 59(10), 1662-1674.
Greenhow, C. (2008). Connecting informal and formal learning experiences in the age of participatory media: Commentary on Bull et al. (2008). Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved September 1, 2009, from http://www.citejournal.org/vol8/iss3/editorial/article1.cfm
Hobson, D. (2001). Action and reflection: Narrative journaling in teacher research. In G. E. Burnaford, J. Fischer, & D. Hobson (Eds.). Teachers doing research: The power of action through inquiry (pp. 7-27). Mahwah, NJ: Lawrence Erlbaum Associates.
Kim, Y., & Baylor, A. L. (2006). A social-cognitive framework for pedagogical agents as learning companions. Educational Technology Research & Development, 54(6), 569-590.
Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge.
Lenhart, A., Arafeh, S., Smith, A & Rankin, A. 2008. Writing, technology, and teens. Retrieved from the Pew Internet & American Life Project Web site: http://www.pewinternet.org/pdfs/PIP_Writing_Report_FINAL3.pdf
OReilly, T. (2005). What is Web 2.0? (published, September 30, 2005). Retrieved September 1, 2009, from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-isweb-20.html?page=2
Prensky, M. (2005). Listen to the natives. Educational Leadership:Learning in the digital age,63(4), 8-13.
Shirky, C. (2008). Web 2.0 Expo SF 2008: Clay Shirky (video). Retrieved September 1, 2009, from http://blip.tv/file/855937/
Stacey, P. (2007). "Open educational resources in a global context " First Monday 12(4). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/ view/1769/1649
Wenger, E. (2009). Communities of practice: a brief introduction. Retrieved September 1, 2009, from http://www.ewenger.com/theory/index.htm
Willinsky, J. (2006). The access principle: The case for open access to research and scholarship. Cambridge, MA: MIT Press.
B. Seminal Works
Chomsky, N. (1972). Language and mind. New York: Harcourt, Brace, & Jovanovich.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath and Company.
Furth, H.G. (1969). Piaget and knowledge: Theoretical foundations. Englewood Cliffs, NJ: Prentice Hall.
Gardner, H., (1983). Frames of mind: The theory of multiple intelligence. New York: Basic Books.
Piaget, J. (1971). Biology and knowledge. Chicago: University of Illinois Press.
Piaget, J. (1926). The language and thought of the child. London, England: Routledge & Kegan Paul.
Rogoff, B. (1990). Apprenticeship in thinking:Cognitive development in social context. NY: Oxford University Press.
Vygotsky, L. S. (1962). Thought and language. New York: John Wiley and Sons.
Internet Websites (URLs):
Classroom 2.0: http://www.classroom20.com/
Future of Education: http://www.futureofeducation.com/
OER Commons: http://www.oercommons.org/