EDTC+601

=__**EDTC 601: Virtual Collaboration and Communication**__= (3/7 - 5/1/11)

Course Description and Overview
Exploration of Web 2.0, social networking, and virtual reality. Examines copyright, assessment, and instructional methods regarding technology in schools and classrooms. Includes an introduction to online teaching and learning. Virtual Collaboration and Communication will develop a background for a variety of current collaboration, communication, and assessment tools. Students will experience a hands-on learning approach to help understand the best uses of current tools and applications, while creating ideas, resources, and lessons that can instantly be applied to the classroom. Students will also examine instructional strategies and resources supporting copyright issues in the classroom. This course will include a brief introduction to online teaching and learning, while comparing online learning environments to traditional classrooms. Field experience is minimal, but important to the completion of learning activities.

Enduring Understandings
Students will be able to select the appropriate tool when presenting information to students, creating lesson plans, and for personal use.

Background/Rationale
Blogs (also known as Weblogs) are websites that are easy to create, edit, and publish. They differ from common websites because they are managed by an individual. Blogs are typically updated daily containing reflections and/or conversations, similar to a journal or diary. Blogs are used for multiple purposes like sharing art, pictures, videos, and music to sharing thoughts, ideas, work, etc. The term "wiki" derived from the Hawaiian phrase "wiki wiki," which means quick. Wikis provide a quick and easy way for individuals from around the world to collaborate and communicate their ideas, thoughts, projects, etc. anytime they want from any computer. There has been some question about the accuracy of wikis, such as Wikipedia, but there are also many supporters of the power of collaboration that it offers. Each tool can be very powerful both professionally and personally, **IF** they are used correctly.

Learner Outcomes

 * Develop a common understanding of blogs and wikis
 * Compare and contrast free blogs and wikis to determine the best for an educational setting
 * Create, edit, and publish a blog
 * Embed a file into a blog
 * Create, edit, and publish a wiki
 * Analyze professional views on blogs and wikis
 * Evaluate how blogs and wikis can be used in your classroom

Learning Activities

 * Context:** //Blogs and wikis are both very powerful tools when they are used properly. You will identify the differences between the two, get ideas about how they are used in the classroom, and develop your own blog and wiki.//

1.1: Blog & Wiki Quick-write and Wikis vs. Blogs Slideshow
In a three minute quick-write, you will create a t-table with blogs on one side and wikis on the other. During the allotted time, you will write as many words that you can think of, to describe each one. If you are unfamiliar with one or both, that’s OK! Instead, write about what you would like to know about each topic. This activity is to get you thinking about what you already know or in some cases, what you would like to know. After time is up, you will share your ideas with your peers. View the following Powerpoint presentation: Wikis vs Blogs.pptx Weikert, J. (2008). Wikis vs Blogs (pptx.). Retrieved from @http://www.slideshare.net/jxs138/wiki-vs-blog

1.2: Blog Investigation
There are a variety of free blog and wiki hosts available, but not all of them are suitable for every group of students or every teacher. While we would like to use the first source we come across, it's not only critical to keep in mind the safety of our students first and foremost, but also the credibility of the source and its features. To investigate the quality of various blog hosts you will spend some time comparing and contrasting three different blog hosts. Technical comparisons for some blogs can be found at: wikimatrix. To guide your investigation the class will determine the top four characteristics they believe are important for such hosting systems (characteristics may differ between leveled teachers). Some characteristics to consider are: Once the class has determined the top four characteristics you will select three different blog hosts to compare and contrast relative to these characteristics. In **Classroom Instruction That Works**, Bob Marzano displays a comparison matrix (figure 2.4), that you will use to organize your research. Using the top four characteristics determined by the class complete the following matrix.
 * Ease of use for editing (for the owner and/or collaborators)
 * User-friendly (for visitors)
 * Visual appeal
 * Features you like and dislike
 * Available accounts for students
 * Safety/Privacy
 * Layout
 * Content
 * The content area(s) that would work best with a blog
 * [[file:Blog+Matrix+Comparison 1-2.doc]]

1.3: Wiki Investigation
Now that you have investigated different blog hosts, you are going to do the same for wiki hosts. There are a variety of free wikis available but not all of them are suitable for every group of students or every teacher. Remember that it is critical to keep in mind the safety of our students and also the credibility of the source and its features. Technical comparisons for some wikis can be found at: wikimatrix To investigate the quality of wiki hosts you will spend some time comparing and contrasting three different wiki hosts based on the top four characteristics the class believes are important for such hosting systems (characteristics may differ between leveled teachers). Some characteristics to consider are: Once the class has determined the top four characteristics you will select three different wiki hosts to compare and contrast relative to these characteristics. In **Classroom Instruction That Works**, Bob Marzano displays a comparison matrix (figure 2.4), that you will use to organize your research. Using the top four characteristics determined by the class complete the following matrix.
 * Ease of use for editing (for the owner and/or collaborators)
 * User-friendly (for visitors)
 * Visual appeal
 * Features you like and dislike
 * Available accounts for students
 * Safety/Privacy
 * The content area(s) that would work best with a wiki
 * [[file:Wiki+Matrix+Comparison 1-3.doc]]

1.4: Share Your Findings
Working in table groups, you will discuss the sites, the similarities, and differences that you found for blogs and wikis. Each group will select one host site for blogs and one host site for wikis that they found to be the best. You will share these sites with the class including an explanation of why the site was rated as one of the best. After the discussion, the instructor can list the sites on the class wiki for you to reference when you are completing Activities 8 and 10.

1.5: Educational Blog & Wiki Search Part 2
Teachers of all levels have been using the Internet to help enhance their instruction, but now students are being given the power to enhance their own education. There are many student projects that are being conducted using blogs and wikis at all levels of education. As teachers, we rely on sharing and borrowing information. Go online and search for uses of educational blogs and wikis. Throughout your search, keep in mind… Compare a minimum of 3 sites for educational blogs and a minimum of 3 sites for educational wikis. Provide detailed descriptions about how each site is being used. Determine which features you like and dislike, what content areas for which the site would be appropriate and the student friendly features that you like and dislike. You need to take notes during this process using the following note taking chart to help organize your thoughts (it would be best to use two separate note taking charts – one for blogs and one for wikis).
 * The features that you like/dislike for classroom integration and/or student/teacher use
 * The content area(s) that would work best with blogs/wikis
 * Is it student friendly? Why/why not?

1.6: Analyzing Views About Blogs and Wikis
//**(Capstone Project Suggestion)**// Now that you have analyzed different blog/wiki hosts and investigated various ways that they are being used in educational settings, you are going to research how professionals are viewing them. Using online journals, books, and/or online resources, search for articles that are for and against using these tools in the classroom. Using your findings and personal opinions, you are going to summarize your thoughts and findings using the outline and guiding questions below. Each section should contain a minimum of three paragraphs. //Section 2: Wikis (include a minimum of 3 citations)// //Section 3: Your View on Blogs and Wikis in the Classroom// //Bibliography/Formatting//
 * Section 1: Blogs (include a minimum of 3 citations)**
 * Based on the research you found, what are the advantages/disadvantages of blogging in the classroom?
 * What blog host(s) is the best for your educational setting? Explain.
 * How are blogs currently being integrated into the classroom setting?
 * Section 2: Wikis (include a minimum of 3 citations)**
 * Based on the research you found, what are the advantages/disadvantages of using wikis in the classroom?
 * What wiki host(s) is the best for your educational setting? Explain.
 * How are wikis currently being used in the classroom setting?
 * Section 3: Your View on Blogs and Wikis in the Classroom**
 * How would blogs be beneficial in your classroom?
 * How might you integrate blogging into your classroom?
 * How would wikis be beneficial in you classroom?
 * How might you integrate wikis into your classroom?
 * Section 4: Bibliography** List your sources using APA style. When you complete your paper, submit your paper to //Topic1_StudentPage//.
 * 1.6 Assessment** Regis Rubric: CPS School of Education and Counseling General Writing Rubric - []
 * 1.6 Assessment Checklist (100 points):** //Section 1: Blogs (include a minimum of 3 citations)//
 * Advantages and disadvantages of blogging in the classroom (10 points)
 * Blog host of choice and explanation of why (10 points)
 * Current use of blogging in classrooms (10 points)
 * Advantages/disadvantages of using wikis in the classroom (10 points)
 * Wiki host of choice and explanation of why (10 points)
 * Current use of wikis in the classroom (10 points)
 * Benefits of blogs in your classroom (5 points)
 * Blog integration in your classroom (5 points)
 * Benefits of wikis in your classroom (5 points)
 * Wiki integration in your classroom (5 points)
 * Uses correct APA format (10 points)
 * Minimum of 6 citations (3 from each of research sections) (10 points)

1.7: Create a Reflection Blog
Using the blog host of your choice, you are going to create a blog that will be used to share your experiences throughout the duration of the course. If you haven’t created a blog before, your blog host should provide instructions and/or there are many resources online to help you. Be sure to give your blog an appropriate title, theme, graphics, features, etc. When you have finished creating your blog, you need to share the link to your blog with your instructor and classmates on the wiki under “Our Blogs.” You will use the links throughout the course to comment on your peers’ blog posts. **//Blog Requirements://**
 * Contains appropriate title
 * Chooses an original theme
 * Includes a least one graphic or unique feature
 * Shared with instructor
 * Blog URL is posted on Topic1_StudentPage under “Our Blogs”

1.8: Wordle Word Clouds
Wordle is a tool used to create "Word Clouds" using text that the user provides. The user can personalize the theme, fonts, and layout of their cloud. It is a great way to demonstrate an understanding of a concept, to present writing in a different way, to help main ideas stand out in a body of writing, etc. After activity seven, students will use Wordle to create two word clouds about blogs and wikis. When your word clouds are complete, they should be embedded on your blog as your first post. Please title your post //**"What Are Blogs and Wikis?"**//
 * 1.8 Assessment:** Below are lists of common words used to describe blogs and wikis. These words should be included in students' word clouds.
 * Blog Keywords: Journal Part of Website Maintained by Individual Commentary Images Graphics Videos Descriptions Reverse Chronological Order Diary Text Links Microblogging Podcasting Weblog Posts Blogger || Wiki Keywords: Collaboration WYSIWYG Edit Sharing Collective Create Modify Organize Interlinked Quick Community ||

1.9: Create a Wiki (Independent - Online)
Using your wiki host of choice, you will create a wiki to support a specific content area, unit of study, project, training etc. This wiki needs to contain an appropriate title, content, layout, color and multiple pages. It should also have multiple pages and should be set up for your students to edit. Keep in mind that this can always be revised! When you have finished creating your wiki, you need to share the link to your wiki with your instructor and classmates on //Topic1_StudentPage//. //**Wiki Requirements:**//
 * 1.9 Assessment** RubiStar is a free tool for teachers to use in order to create quality rubrics. There are many content areas and projects to choose from that will help generate various characteristics to evaluate. The RubiStar Multimedia rubric will be used to evaluate your work.
 * Contains appropriate title
 * Content is specific to your topic throughout the wiki
 * Color, font, layout has been considered and revised if necessary
 * Wiki contains multiple pages
 * Page settings should allow for student editing

Background/Rationale
Dr. Bob Marzano is the CEO of the Marzano Research Laboratory in Englewood, Colorado. He is a public speaker, educational researcher, and author. Marzano has written many books on various topics, such as: Perhaps one of his most well-known books in the education world is Classroom Instruction That Works. The book focuses on nine instructional strategies that have shown to have improved student learning. These nine strategies are: Another important name in education is Bloom, as in Bloom's taxonomy. Bloom's taxonomy is not a new idea, having been established in the mid-1900's by psychologist, Benjamin Bloom. The taxonomy is a classification system to categorize intellectual skills and behavior important to learning. The taxonomy has been revised slightly since it was first developed into the following levels (highest order of thinking at the top; lowest order of thinking at the bottom) of the cognitive domain: //Higher Order Thinking Skills// //Lower Order Thinking Skills// Educators use Bloom's taxonomy to develop learning activities that promote all levels of thinking and include measureable objectives. A table of taxonomy verbs can be found at the following site: @http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf. or BloomsTaxonomyVerbs.pdf There has also been a Digital Bloom's Taxonomy created that addresses the integration of technology into the classroom and the 21st Century learner. There are a number of resources on the internet that detail the various iterations of Bloom’s taxonomy including @http://www.techlearning.com/printablearticle/8670. For more detailed information about Bloom's Taxonomy, you can view the following Powerpoint by: Denise Tarlinton. This PowerPoint was found at: @http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm Blooms Powerpoint.pptx Another PowerPoint presented by Janet Giesen provides a summary of //Bloom's// revised taxonomy. It discusses the systematic process of thinking & learning and assists assessment efforts with easy-to-use format: @http://www.niu.edu/facdev/programs/handouts/blooms_presentation.pptx or blooms_presentation.pptx
 * Instruction
 * Assessment
 * Writing/implementing standards
 * Cognition
 * Effective leadership
 * School intervention
 * Identifying similarities and differences
 * Summarizing and note taking
 * Reinforcing effort and providing recognition
 * Homework and practice
 * Nonlinguistic representations
 * Cooperative learning
 * Setting objectives and providing feedback
 * Generating and testing hypothesis
 * Questions, cues, and advance organizers
 * Creating
 * Evaluating
 * Analyzing
 * Applying
 * Understanding
 * Remembering

Learner Outcomes

 * Summarize Marzano's strategies including information, research findings, and classroom applications.
 * Analyze each of Marzano's nine strategies.
 * Compare different variations of Bloom's taxonomy levels and their corresponding verbs.
 * Examine current practices and recognize ways to implement higher order thinking.
 * Design technology-based activities that align with Marzano strategies and Bloom's taxonomy.
 * Reflect on your teaching practices in regards to Marzano's research and Bloom's taxonomy.

Readings and Research

 * Books:**
 * Marzano, R.J., Pickering, D.J. & Pollock J.E. (2001). Classroom instruction that works. Alexandria, VA: Association For Supervision and Curriculum Development.
 * Optional Reading:**
 * Marzano, R. J. & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Digital Bloom's and Marzano's Resources:**
 * Northwest Regional Educational Laboratory. (2005). Research-based strategies. In //Focus on effectiveness//. Retrieved from @http://www.netc.org/focus/strategies/
 * Tech and Learning - @http://www.techlearning.com/printablearticle/8670
 * Bloom's Taxonomy Poster for Elementary Teachers - @http://blog.learningtoday.com/blog/bid/22740/Bloom-s-Taxonomy-Poster-for-Elementary-Teachers or [[image:https://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] BLOOM (one page poster).doc
 * Educational Origami - Bloom's DigitalTaxonomy: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

2.1: Digging Into Classroom Instruction That Works
You will break into nine different groups. Each group will be assigned one of Marzano's nine strategies, for which you will read the corresponding chapter in Classroom Instruction That Works and write a one-page summary. Your team’s paper must include: Please copy and paste your summaries to Topic2_StudentPage under "Marzano's Nine Strategies, for you and your peers to reference later.
 * a summary paragraph detailing the nature of the strategy
 * information about the research findings
 * big ideas about classroom practice
 * learning activities incorporating your strategy that you are using/have used in your classroom
 * 2.1 Assessment** Your team’s paper includes:
 * A summary paragraph detailing the nature of the strategy.
 * Information about the research findings.
 * Big ideas about classroom practice.
 * Learning activities incorporating your strategy that you are using/have used in your classroom.
 * Posted to the Topic2_StudentPage.
 * == Marzano's Instructional Strategies == || ===Strategy Details=== || ===Research Findings=== || ===Classroom Practice=== || ===Learning Activities Used=== ||
 * ===Identifying similarities===

and differences
|| The mental process of restructuring and understanding information. || 1. Teacher presentation 2. Independent student identification 3. Representation use of symbolic or graphic form 4. Use a variety of activities || Teacher giving examples and modeling. Students follow examples and present to class. Student forms groups and share graphic organizers for class. || Have students build a "bar graph" showing how many pets they own. Students line up according to how many pets they own. Make ven diagram of similarities of two fairy tales. ||
 * ===Summarizing===

and note taking
|| Students must paraphrase to condense information to remember it more readily. || 1. Analyse and organize information to create a main idea. 2. Delete unimportant information and substitute important information. || Fill in the blank outlines. Create webs. Teacher present power points. || Student create a web in Webspiration to outline the key points of the book "Mice and Men". Teacher display notes to WWII history and students copy down in outline form. ||
 * ===Reinforcing effort===

and providing recognition
|| The strategy relates to student's attitudes and beliefs as their efforts are rewarded for positive change and achievements. || Effort ultimately pays off in terms of enhanced achievement, and the importance of believing in the importance of effort. || Place some kind of abstract or some symbolic recognition to represent student achievement. || "Star" on graph for ever 100% on spelling tests. Showcase student work on class website. ||
 * ===Homework and practice=== || Drill and practice

Shape and adapt skills

Problem based learning

Inquiry and discovery || * Proportional amounts and goals of hw per grade
 * Hw is the students job
 * Hw should have a purpose
 * Practice = mastery
 * Application is important
 * Practice Reasoning skills leads to deeper understanding || * Homework Policy is important
 * Class Discussions reinforce purpose of homework
 * Elementary per minute reading and HS is per chapter to be effective
 * Flash cards
 * Practice application at home
 * Break down tasks into segments || Note cards for measuring

Use charting

Games and projects

Research reports

Blogs ||
 * ===Nonlinguistic===

representations
|| Students create their own rubrics

Self monitoring

Use existing knowledge || Use of imagery reinforces learning

Generating mental images helps learning

Elaborate knowledge by using mental images || Demonstration in lab

Use emotions, describe a passage then draw || Graphic organizers

Illustrating concepts

Cartooning

Sensory story

Collages and slide shows. ||
 * ===Cooperative===

learning
|| Break down tasks and have students complete different parts successfully creates a whole project that students can generalize to other settings.

Elaborate on prior knowledge having groups of students brainstorm encourages higher-order thinking.

Students clarify and revise. This is a process of constructive cognitive reorganization that promotes the acquisition of knowledge. || Groups have a positive effect on learning.

Opportunity to respond increased in small groups

Heterogenous groups are better

Needs to have support

Achievement, time on task, transfer of learning all. || Dynamic, flexible grouping

Group presentations

Project based approach || Labs

Jigsaws

Group projects

Wall wishers Google Docs

Turn and Talk ||
 * ===Setting objectives===

and providing feedback
|| Instructional goals narrow what students focus on into appropriate chunks. Feedback should be corrective in nature and timely || Goals should be specific, measurable. action oriented, realistic and not specific. || Allow students to use teacher goals and have students write them as their own. Show positive student work and explain what makes it stand out || When writing, show how a rubric is scored to assess. Have students assess samples. Have students self assess using rubric and feedback form ||
 * ===Generating===

and testing hypothesis
|| Hypothesis generation and testing is inductive and deductive and creates well wounded learners || Deductive thinking is being able to make a prediction about a future event or action. Inductive thinking is drawing a new conclusion based on information we know or now presented with || Science labs, writing, || Have students conduct a hypothesis for a science experiment based on a testable question. Have students write a persuasive paragraph about a current issue. ||
 * ===Questions, cues,===

and advance organizers
|| Provide brief hints to get students to express what they already do know. Questioning and queuing to lead them to what they already know. By questioning and queuing students they are able to pull from existing knowledge. || Questioning and being questioned promotes thinking and assessment of skill retention Cues promote thinking or spark thoughts Graphic organizers categorize information for visual learning || P analyze all topics C organize thoughts on a subject T review for pre/post tests or comprehension assessment P communication tools C titles and subtitles to find info faster T prompts to encourage more info. P different times for different concepts C relates inter-curricular concepts T create your own according to your learning styles or visual preference || 1.answer showing understanding 2.quiz each other before an assessment 3.interest, aptitude, or basic skills surveys 1 word banks for assignments 2 put phrases to images 3 image cues thoughts or concepts 1 analyze concepts 2 categorize 3 separate details ||

2.2: Sharing Your Findings and Discuss
You are going to share your summaries (one strategy group at a time) with your classmates. Make sure your documents are on the class wiki for peers to reference during your presentation. After each presentation, discuss the following: //**Chapter 2: Identifying Similaritites and Differences**// The chapter explains that both teacher-directed and student-directed assignments can have a potential positive effect on student achievement. Consider how you would decide whether to use a more teacher-directed instead of a student-directed assignment. //**Chapter 3: Summarizing and Note Taking**// This chapter describes "summarizing" as a process of deleting, substituting, and keeping information. Although these three aspects of the process are easy to understand and model, students often find it difficult to summarize effectively. Describe some reasons you think that summarizing is such a challenge for students. //**Chapter 4: Reinforcing Effort and Providing Recognition**// This chapter recommends the use of rubrics to help students see the relationship between their effort and their achievement. Try to identify a specific long-term, challenging assignment that might be enhanced by using these rubrics. //**Chapter 5: Homework and Practice**// Reviewing the research on homework emphasizes the importance of commenting on students' homework assignments. What strategies would your recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students' work? //**Chapter 6: Nonlinguistic Representations**// This chapter explains that nonlinguistic representations are powerful ways to learn and recall information but that many classrooms are very linguistically oriented. Think of classroom experiences that are often effective but that are inherently linguistic (e.g., reading the textbook, engaging in a discussion, listening to an explanation). Suggest several specific ways that these linguistic experiences could be even more effective by guiding students to generate and use nonlinguistic representations, such as graphic organizers, multimedia, and role-plays. //**Chapter 7: Cooperative Learning**// "I don't like cooperative learning because my child ends up doing all the work." How would you respond to this parent concern? //**Chapter 8: Setting Objectives and Providing Feedback**// Identify ways that assignments could be constructed to take advantage of the potential positive effect of student-led feedback techniques. What are some reasons that it sometimes does not work to use student-led techniques? //**Chapter 9: Generating and Testing Hypothesis**// One recommendation in this chapter is to make sure that students can explain their hypotheses. If they complete the experiments successfully, why do you think it is also so important they be asked to explain their hypotheses? //**Chapter 10: Cues, Questions, and Advanced Organizers**// After reading the section on "Classroom Practice," think about how you might use these categories to improve the questions that you ask in the classroom?
 * Additional learning activities that have been used by other classmates (whole group). These strategies should be added to each summary.
 * Discuss the questions provided below.Questions were provided by the ASCD (Association for Supervision and Curriculum Development) at the following site: http://www.ascd.org/publications/books/101010/chapters/An_ASCD_Study_Guide_for_Classroom_Instruction_That_Works@_Research-Based_Strategies_for_Increasing_Student_Achievement.aspx (alternate search terms: ASCD study guide classroom instruction)
 * 2.2 Assessment:** There are various rubrics available online for assessment purposes. Many that we have used contain adjectives to describe your performance. This rubric is an example of how to use pictures/images for evaluation purposes. These are great to use with primary and ESL students. @https://www.msu.edu/user/negrocel/TE844%20Classroom%20Literacy%20Assessment.pdf (Alternate search terms/phrases: Student Centered Small Group Discussion Rubric)

2.3: Investigating Bloom's Taxonomy
You are going to research the different variations of Bloom's taxonomy. Create a matrix or a comparison chart (using a technology tool) that illustrates the various versions
 * Part One: Researching Bloom**

2.4: Applying Bloom's Taxonomy to Marzano's Researched-Based Strategies
//**(Capstone Project Suggestion)**//

Using the above Marzano/Bloom Planning Page you are going to write activities that can be implemented into your classroom. You are required to create two activities for each level of the Digital Bloom's taxonomy. Each activity should use a different verb from the taxonomy. You need to also list the Marzano strategy utilized in each activity (each of the nine strategies must be used at least once). Finally you're required to identify the content area for each activity and the Bloom's taxonomy verbs.

Your activities should be technology-based to help get you thinking about how technology can be integrated into the classroom.

** 2.5: Blogging about Bloom and Marzano **
It is obvious that both Bloom and Marzano have dramatically impacted the way teachers and students teach, learn, interact, etc. Insert the table you created during Activity 3 and then reflect on how Bloom and Marzano will impact or have impacted your teaching. Create a new blog post (400 word minimum) to share your reflective thoughts. Here are some things that you might want to reflect on during your post:
 * How will your knowledge about Bloom's taxonomy and Marzano's research affect your lesson planning?
 * Are you currently implementing these concepts? If so, how could you improve or change them to be more effective? If not, what is your plan to begin implementing them?
 * How could you share your new information with your colleagues to possibly enhance their teaching practice? What is the most important information you would want to share?
 * [[file:2-5 Blogging about Bloom and Marzano.doc]]

**Week Three:**
= Learning Topic 3: = = Web 2.0 =

Background/Rationale
The term "Web 2.0" is associated with a man named Tim O'Reilly from an O'Reilly media conference that occurred in 2004. The term refers to web applications that facilitate interactive sharing of information, interoperability, user-centered design, and collaboration on the World Wide Web (Wikipedia). Web 2.0 tools are being used in classrooms everywhere to provide content, increase student engagement, assess learning, etc. One example of a Web 2.0 tool is Google. What was once created by two Stanford PhD students is now one of the most popular websites in the world. Although searching is the most popular service Google offers, there are many more services that are provided (i.e. advertising, productivity, translating, news, mobile, etc.). According to Google (1998), their mission is "To organize the world's information and make it universally accessible and useful (retrieved from []). The services provided are powerful tools, but they are even more powerful when used together. This week you will explore ways that Google can increase your productivity and organization in the classroom. You will also see how other Web 2.0 tools will help enhance instruction.

Learner Outcomes

 * Create a Google calendar and a Google form.
 * Insert a hyperlink into a Google form on a Google site.
 * Create a new blog post.
 * Research and define Web 2.0.
 * Develop classroom activities that implement Marzano, Bloom's and Web 2.0 tools/applications.

Readings and Research

 * Sclater, N. (2010). Cloud computing in education. //UNESCO Institute for// //Information Technologies in Education: Policy Brief, September 2010//. Retrieved from http://unesdoc.unesco.org/images/0019/001904/190432e.pdf
 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Google Resources**
 * Google - @http://www.google.com/
 * Google Apps Education Center - @http://edutraining.googleapps.com/
 * Google for Educators - @http://www.google.com/educators/index.html
 * Web 2.0 Resources**
 * Teach Web 2.0 - http://teachweb2.wikispaces.com/
 * Cooltoolsforschools - http://cooltoolsforschools.wikispaces.com/
 * Google for Educators - @http://www.google.com/educators/index.html
 * Go2Web20 - @http://www.go2web20.net/
 * eSchoolNews - [[image:https://www.wikispaces.com/i/mime/32/text/html.png width="32" height="32"]] eSchoolNews.com » Free web tools for classroom educators.html
 * Eight (or so) Easy 2.0 Pieces to Piece Together - http://newtoolsworkshop.wikispaces.com/
 * Classroom 2.0 - @http://www.classroom20.com/

3.1: Google Apps Training
//**Complete Before Class Session**// Google for Educators is a resource for educators to reference in order to find ideas about how Google Tools can be used in the classroom. Online tutorials for each of the applications used for Google Education are also provided. Some of the tools you may be familiar with, others you may not. Use this time to familiarize yourself and briefly explore the features that Google has to offer before taking a deeper look at each one. Google Apps Training.docx

3.2: What is Web 2.0 Really?
The term Web 2.0 is being thrown around as the newest and best thing around on the Internet, but what is it really? How would you define Web 2.0? How is Web 2.0 different from what was done before? Is it the same as Cloud Computing? How is the difference between the terms Web 2.0 and Software as a Service (SaaS)? And the most important thing to consider: What role can all these terms and software applications play in education?
 * Web 2.0 / Cloud Computing Resources**: Web 2.0 video by U Tech Tips:


 * Task Definition:**
 * 1) Research the terms: Web 1.0, Web 2.0, Cloud Computing, Software as a Service (SaaS), Apps and Widgets.
 * 2) Develop definitions for each term.
 * 3) Determine the similarities, differences, and relationships between each of the terms.
 * 4) Find examples of each term that would be applicable in the educational classroom.
 * 5) Create a graphic organizer, table or mindmap that illustrates what these terms mean; the similarities, differences, and relationships between them all; and educational applications.

3.3: Exploring and Creating with Google Calendar and Forms
//In EDTC603, you will be designing a classroom website; Google Sites would be a nice source to consider. In this activity, you will be exploring the Google Calendar and Google Forms and possibilities for use in an educational environment.// Your task is to create a Google Calendar that includes all important events for your school year. Once you have entered in the events, you need to embed the calendar onto the Topic3_StudentPage and at a later date embed into your classroom website developed in EDTC603. Your form should include: When you complete your form, please include the live hyperlink of Google Form on Topic3_StudentPage. An example would be a form for your parents to fill out at the beginning of the school year and/or semester to assist in contacting student's parents for discipline, award ceremonies, conferences, field trips, class parties, etc. Although parent information is collected by the office at the beginning of the year, it's not always stored in a place that's easily accessible for you. Think about the information that would be useful for you to know. For example:
 * Part One - Integrating Google Calendar** Google Calendar is a powerful tool that can be used to display important district/school events, homework, field trips, etc. You can choose to keep your calendar private, you can share it, or it can be embedded onto your Google Site. For this activity, you will need access to your district calendar, school calendar, and any other important dates your students and/or parents need to know.
 * Part Two - Questioning With Google Docs** Google Docs is similar to the Microsoft Student package (Word, Excel, and PowerPoint), except all of your work can be accessed from any computer with Internet access. With Google Docs you have the ability to create documents, spreadsheets, slideshows, and forms. One of the best features of Google Docs is Google Forms. Google Forms allows you to create surveys, polls, tests, and/or quizzes easily and all of your results are automatically inserted into an easy to read spreadsheet. For this part of the activity, you are going to create a Google form for use with your students or your student's parents. It could a form to gather information, to survey knowledge or interests, or used as a quiz.
 * A minimum of 5 questions
 * A minimum of 3 different question types
 * A least one required question
 * Parent's names
 * Home/work/cell numbers
 * Email addresses
 * Best time/place to contact
 * Child's Allergies
 * Siblings
 * Volunteer information
 * Transportation information (i.e. bus, walk, ride)

**3.3 Assessment**
media type="custom" key="12674842" Math Quiz Google Form

3.4: Web 2.0 Activities
Web applications are being used in classrooms every day. Throughout this course, you have been introduced to a variety of those tools, but there are so many more out there. **Animoto Overview of Web 2.0 Tools** video: Web 2.0 applications Search for some of your favorite Web 2.0 tools/applications to help you create classroom activities for your students. You are going to find at least 5 tools and/or applications that can be used in your classroom. Use the Web 2.0 Resources listed under the Web 2.0 Resources Section for this topic. Create a new Google doc (or Word document) for your information. For each tool you need to provide details about the following information (using this format): When you are finished with this activity, you need post your document on Topic3_StudentPage or share your Google doc with your instructor for evaluation.
 * Web 2.0 Tool and its URL:
 * Grade Level(s):
 * Summary Paragraph for the Classroom Activity:
 * Marzano Strategy:
 * Objective(s) of Activity (using Digital Bloom's Taxonomy verbs):
 * Assessment (can be formal or informal):

3.4 Assessment: (80 points)
This activity will be included in your final research paper for this course.
 * Web 2.0 Tool and URL - 5 points (1 point per tool)
 * Grade level(s) - 5 points (1 point per tool)
 * Activity Summary - 25 points (5 points per tool)
 * Marzano Strategy - 15 points (3 points per tool)
 * Objective(s) - 15 points (3 points per tool)
 * Assessment - 15 points (3 points per tool)

3.5: Blogging About Web2.0/Google Apps
Now that you have experienced and evaluated Google apps and some Web 2.0 applications, reflect on your experiences on the class blog: **601 Big Class Blog** in a minimum of 400 words. Consider the following questions:
 * 1) How could Web2.0/Google Apps help you to be more efficient as an educator?
 * 2) How could Web2.0/Google Apps enhance collaboration between yourself, parents, and students?
 * 3) Did you learn something about Web2.0/Google Apps or yourself that you didn't know before?
 * 4) What are some issues that educators must consider when utilizing Web2.0/Google Apps in their classroom?

**Week Four:**
= Learning Topic 4: = = Social Networking & Digital Citizenship =

Background/Rationale
Social networking is communication in the 21st century between individuals within a common community. Users have the option of creating a personal profile to share with others that includes information such as: interests, activities, ideas, events, etc. There are a variety of social networking sites throughout the world, but the most popular sites here in the United States are: Facebook, Twitter, LinkedIn, and MySpace. Social networking is primarily used as a personal means of communication, but it is rapidly making its way into the education and business worlds. Although social networking is being used by people around the world, there are some negative issues to consider when using such sites. Some of these issues include: privacy, potential for misuse, risks for child safety, bullying, college admission, etc.

Learner Outcomes

 * Develop a common understanding about social networking.
 * Locate various social networking communities for personal and professional use.
 * Evaluate social networking communities for an educational setting.
 * Create a digital citizenship policy for the classroom.
 * Develop a lesson that integrates social networking.
 * Contribute to a wiki.
 * Create a blog post.

Readings and Research

 * Required Readings and Research:**
 * Digital Citizenship: Addressing Appropriate Technology Behavior - @http://www.digitalcitizenship.net/uploads/1stLL.pdf
 * Digital Citizenship - @http://www.digitalcitizenship.net/Home_Page.html
 * Resources available from Common Sense Media: @http://www.commonsensemedia.org/educators
 * Optional Reading:**
 * iCamp //How to use social software in higher education://[[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] How to use Social Software in HigherED.pdf
 * Required Video:**
 * "Social Networking in Plain English" - @http://www.youtube.com/watch?v=6a_KF7TYKVc
 * "Privacy and Social Networking" - @http://www.youtube.com/watch?v=X7gWEgHeXcA&NR=1
 * "Social Media Explained-Social Media Revolution [HD]" -@http://youtu.be/oalBUgzKaLw
 * Library Resource:**
 * Books 24/7 - []
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Search Terms:**
 * Social networking
 * Educational networking
 * Social Networking Resources:**
 * Facebook - @http://www.facebook.com/
 * MySpace - @http://www.myspace.com/
 * Bebo - @http://www.bebo.com/
 * Orkut - @http://www.orkut.com/
 * Twitter - @http://twitter.com/ (Twitter is considered a social networking/microblogging site)
 * Ning - @http://www.ning.com/
 * Delicious - @http://delicious.com/
 * ePals - @http://www.epals.com/
 * Edmodo - @http://www.edmodo.com/
 * Safety in Social Networking:**
 * Safe Social Networking - @http://www.safesocialnetworking.com/
 * Federal Trade Commission - @http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.shtm
 * Network World - @http://www.networkworld.com/community/tips-for-safe-social-networking
 * US Cert - @http://www.us-cert.gov/cas/tips/ST06-003.html
 * Get Safe Online - @http://www.getsafeonline.org/nqcontent.cfm?a_id=1459
 * National Crime Prevention Council - @http://www.ncpc.org/resources/files/pdf/internet-safety/Safe%20Social%20Networking.pdf
 * Common Sense Media - @http://www.commonsensemedia.org/educators
 * Connect Safely - @http://www.connectsafely.org/Directories/internet-safety-resources.html
 * On Guard Online - @http://www.onguardonline.gov/ Publication - //NetCetera - [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="/file/view/tec04.pdf"]] tec04.pdf//
 * Educational Networking Examples:**
 * Educational Networking - http://www.educationalnetworking.com/List+of+Networks (**Note: some of the links within this website may not be currently active)

** 4.1: Social Networking in Plain English **
As a class, watch the video "Social Networking in Plain English” http://www.youtube.co/watch?v=6a_KF7TYKVc(1min.48sec.).

Watch also this video: "Privacy and Social Networking" - @http://www.youtube.com/watch?v=X7gWEgHeXcA&NR=1 (2 min 40 sec)

After the videos, you will discuss the following questions:
 * 1) Who currently is a part of a social network?
 * 2) What social networks are you a part of? (Please list on board)
 * 3) What benefits have you gained from using social networks? (Please list on board)
 * 4) What negative things have you experienced from using social networks? (Please list on board)
 * 5) Which social networks are popular with students?
 * 6) Can or how can social networks play a role in the educational process?

** 4.2: Social Network Categories **
There are a variety of social networking sites that support communities around different topics. Some are appropriate for an educational setting and some are for personal use. A list of the most popular social networking activities is shown in the graph below. Pasted from <@http://2.bp.blogspot.com/_uXWLiR3v69M/Sp97s_ElVbI/AAAAAAAAAUU/DDJUaonxVGY/s320/popular_social_networking_a.gif> In this activity, you will search for social networks that are of interest to you (minimum of 5), and add them to Topic4_StudentPage under the appropriate category. For example, Facebook would go under a category called “personal/social.” If you are interested in cooking and you found a great cooking network it could go under a category of “cooking.” If you feel a new category should be added, please feel free to do so. Subcategories may also need to be created. For example, if you found a network for hobbies, but the network was specifically for “gardening,” this could be a subcategory. Below are categories derived from the social networking graph and other categories suggested via the web. //Current Categories for the Wiki//:
 * //Informational//
 * //Professional//
 * //Educational//
 * //Hobbies//
 * //Academic//
 * //News//
 * //Messaging//
 * //Music//
 * //Videos//
 * //Photos//
 * //Blogging//
 * //Bookmarking//

** 4.3: Social Networking in the Classroom **

 * Part One** As a class discuss the following:
 * 1) Who is currently using/has previously used social networking in the classroom? If so, how?
 * 2) Have you seen social networking used in a K-12 setting? If so, how?
 * Part Two - ** Wi[[image:Social_Networking_in_classrooms.png]]th a number of social networks available on the web, there are few that are appropriate for the education world. In this activity you will continue to search for social networks, but you are going to focus your search on social networks that are available for an educational setting. You will use your research to create a lesson in Activity 4.5.

When reviewing the sites make sure to look deeper than the name by considering the following questions:
 * 1) What age of students is this appropriate for?
 * 2) What is the process to set up accounts?
 * 3) How can I monitor my students?
 * 4) How is the safety of my students addressed?
 * 5) Is it user-friendly?
 * 6) Is this targeted for a specific content area?
 * Part Three - Contribute to the Class Wiki** Post your Educational Social Network links on the Topic4_StudentPage and share your findings on in the discussion section of Topic4_StudentPage. You will use this information to help create your lesson in Activity 4.5. Read and respond to at least two of the class members' postings.

** 4.4: Bringing Social Networking and Digital Citizenship Into the Classroom **
With a partner (same teaching level), you will be using resources about safe social networking and digital citizenship to help you develop a digital citizenship policy for your classroom. Your policy must integrate the nine components of digital citizenship that include: Remember to use vocabulary and pictures (if applicable) that your students will understand. Consider using an online collaboration tool to help write your document when you're not in class together. Post your policy on Topic4_StudentPage under "Digital Citizenship Policies."
 * Part One - Bringing Social Networking and Digital Citizenship Into the Classroom** If your students are going to be contributing to social networks, they are going to need to know what it means to be a good digital citizen; the topics go hand-in-hand. Most districts have an Internet policy that parents and students must sign at the beginning of the year. The problem is those documents are quickly erased from students' memory. To help support a class of digital citizens, there should be a policy in place for your classroom.
 * Digital Etiquette - electronic standards of conduct or procedure
 * Digital Communication - electronic exchange of information
 * Digital Literacy - process of teaching and learning about technology and the use of technology
 * Digital Access - full electronic participation in society
 * Digital Commerce - electronic buying and selling of goods
 * Digital Law - electronic responsibility for actions and deeds
 * Digital Rights & Responsibilities - those freedoms extended to everyone in the digital world
 * Digital Health and Wellness - physical and psychological well-being in a digital technology world
 * Digital Security - electronic precautions to guarantee safety
 * 4.4 Assessment: Bringing Social Networking and Digital Citizenship Into the Classroom (50 points)** Digital Citizenship policies should include the following:
 * Appropriateness for specific levels of education (i.e. vocabulary, pictures, font, font size, etc.)
 * The nine components of digital citizenship, which are as follows:
 * 1) Digital Etiquette - electronic standards of conduct or procedure
 * 2) Digital Communication - electronic exchange of information
 * 3) Digital Literacy - process of teaching and learning about technology and the use of technology
 * 4) Digital Access - full electronic participation in society
 * 5) Digital Commerce - electronic buying and selling of goods
 * 6) Digital Law - electronic responsibility for actions and deeds
 * 7) Digital Rights & Responsibilities - those freedoms extended to everyone in the digital world
 * 8) Digital Health and Wellness - physical and psychological well-being in a digital technology world
 * 9) Digital Security - electronic precautions to guarantee safety

4.5: Social Networking Lesson
After researching and discussing social networking and digital citizenship, you should have a better understanding of what it is and how it could be used in an educational setting. You will create an activity or lesson (using the lesson plan template and format of your choice) that includes your students using social networking as well as the policy you created. The activity/lesson can be applied to any content area you choose, but the lesson must include:
 * 1) Application of social networking and digital citizenship
 * 2) Curriculum standards with aligning objectives using the Bloom’s Taxonomy verbs
 * 3) At least one of Marzano's nine strategies
 * 4) NETS standard(s)
 * 5) Explanation/directions for the following:
 * Age of students your lesson is appropriate for
 * Content area of lesson
 * How student accounts will be set up
 * How you will monitor student work
 * How student safety will be addressed
 * 4.5 Assessment: Social Networking Lesson (105 points)**
 * 1) Application of social networking and digital citizenship (50 points)
 * 2) Curriculum standards with aligning objectives using the Bloom’s Taxonomy verbs (10 points)
 * 3) At least one of Marzano's nine strategies (10 points)
 * 4) NETS standard(s) (10 points)
 * 5) Explanation/directions for the following (5 points each):
 * Age of students your lesson is appropriate for
 * Content area of lesson
 * How student accounts will be set up
 * How you will monitor student work
 * How student safety will be addressed

4.6: Blogging About Social Networking and Digital Citizenship
Now that you have a better understanding about what social networks are, how they can be used in the classroom, and how much digital citizenship plays a role, you are going to blog about it in a minimum of 250 words. Consider at least one of the following questions: You also need to visit a minimum of three other classmates’ blogs and comment on their reflections.
 * 1) What have I learned that I was not previously aware of?
 * 2) What has been clarified?
 * 3) What do I want to pursue to find out more?
 * 4) Is there any issue I should share with my colleagues? If so, how am I going to do that?
 * 4.6 Assessment** The attached rubric has been modified from the rubric found here: @http://edweb.sdsu.edu/courses/edtec296/assignments/blog_rubric.html

**Week Five:**
= Learning Topic 5: = = Online Teaching and Learning =

Background/Rationale
Online learning (also referred to as E-Learning) has been around as early as the 1990's, but is rapidly becoming the future of education. Students from around the world are receiving content through Internet, audio/video recordings, satellite TV, etc. Online learning is more flexible than a traditional classroom because it can be self-paced or instructor led and a variety of media can be utilized. Online learning is more common with higher learning, but recently it is making its way to K-12 education. There are many supporters of online education, but many skeptics as well.

Learner Outcomes

 * Evaluate components of online learning.
 * Evaluate marketing strategies for online learning.
 * Compare and contrast online learning lesson plans vs. traditional lessons.
 * Examine and evaluate online learning environments.

Readings and Research

 * Optional Readings (May be helpful with your research paper):**
 * **The National Repository of Online Courses (NROC)** is a growing library of high-quality online course content for students and faculty in higher education, high school and Advanced Placement. @http://www.montereyinstitute.org/nroc/
 * Managing Learning: Next Generation Learning Systems
 * Best Practices in Teaching K12 Online: Lessons Learned From Michigan Virtual Schools Teachers
 * Promises and Pitfalls of Virtual Education in the United States and Indiana
 * Online Schools - //Online Schooling K-12// - @http://www.onlineschools.org/online-schooling-k-12/
 * eLearnspace - @http://www.elearnspace.org/starting/k12.htm
 * MIT Open Source Courseware - @http://ocw.mit.edu/index.htm
 * //Strong Communication Key to Online Learning// - @http://www.eschoolnews.com/2009/10/06/strong-communication-key-to-online-learning/
 * //New Report Highlights Barriers to Online Learning// - @http://www.eschoolnews.com/2010/11/11/new-report-highlights-barriers-to-online-learning/print/
 * //Growth to Online Instruction Continues, Though Unevenly// - @http://www.eschoolnews.com/2010/11/16/growth-of-online-instruction-continues-though-unevenly/print/
 * //Ischool Lifts Hope in NYC// - @http://www.eschoolnews.com/2009/05/15/ischools-lift-hopes-in-nyc/print/
 * //eSN Report: Blended Learning on the Rise// - @http://www.eschoolnews.com/2010/10/27/esn-special-reportblended-learning-on-the-rise/print/
 * Five Lessons From the Nation’s Best Online Teacher - @http://www.eschoolnews.com/2010/09/13/five-lessons-from-the-nations-best-online-teache/
 * Tips and Tricks for Teaching Online: How to Teach Like a Pro - @http://www.itdl.org/Journal/Oct_04/article04.htm
 * WorldWideLearn - //7 Success Strategies for Distance Learners// - @http://www.worldwidelearn.com/education-articles/distance-learning-success.htm
 * Campus Technology - //13 Tips for Virtual World Teaching// - @http://campustechnology.com/articles/2008/01/13-tips-for-virtual-world-teaching.aspx
 * //"Teacher Cheerleaders" Make Online Learning Successful -// @http://www.eschoolnews.com/2011/04/04/teacher-cheerleaders-make-online-learning-successful/print/
 * //Michigan Uses Online Learning to Reach At-Risk Students// - @http://www.eschoolnews.com/2010/06/02/michigan-uses-online-learning-to-reach-at-risk-students/print/
 * Preparing Teachers to Teach Online - http://home.sprynet.com/~gkearsley/TeachingOnline.htm
 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Education Weekly (EdWeek) keywords: online, online learning, distance learning
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Additional Resources (Specific to Online Learning)**
 * Journal of Interactive Online Learning - @http://www.ncolr.org/jiol/
 * Journal of Online Teaching and Learning - @http://jolt.merlot.org/
 * E-Learning Academic Journals - @http://www.elearners.com/guide/faq-glossary/academic-journals/
 * American Journal of Distance Education - @http://www.ajde.com/
 * K12 - @http://www.k12.com/
 * Search Terms**
 * E-Learning
 * Distance Learning
 * Distance Education
 * Online Learning

Field Experience
Contact a K-12 online teacher and interview them (at least 10 questions) about their online teaching experience and obtain a lesson plan for an online learning class. Also, gather information on the training they received to prepare them for teaching in this learning environment. If you know a K-12 student who has completed online courses, you may interview them about their learning experience. Also gather information on how they were prepared for this learning environment. Complete a 250-500 word summary about what an online teacher’s or student’s experience is like. Submit the essay and a copy of the interview questions and answers to Topic5_StudentPage. Class discussion will be generated on this topic later in the week.

5.1 Online Learning Terminology
When researching online learning you will encounter terminology that is interchanged throughout a document; but do the phrases really mean the same thing? Research and define the following phrases. Determine the similarities and differences between them so that the in-depth research on online education in the following activities will be more meaningful to you. Create a graphic representation of the definitions, similarities and differences using a program of your choice and submit it to the Topic5_StudentPage. Class discussion will be generated following submission.
 * online learning
 * blended learning
 * distance learning
 * electronic learning
 * e-learning
 * virtual learning
 * outreach learning
 * 5.1 Assessment - 10 points** Assignment will be checked for accuracy and completion.

5.2 Online Learning Proposal
//**(Capstone Project Suggestion)**// Many students have either been a part of online learning or have heard something about it, but many people are not educated about it. You are going to conduct research about different components of online learning for K-12 learning and then create a needs assessment of the online learning availability in your own district. You will need to research the following:
 * Best practices for K12 Online Learning Programs
 * Best practices for teaching K12 Online Learning
 * Best practices for student success in K12 Online Learning
 * How is your district providing an online learning environment?
 * What type of programs and classes are being offered?
 * What are the requirements for students?
 * What are the expectations for teachers?
 * What professional development is offered?

After conducting your research you will create a presentation proposal to the school board. Your proposal should one that: ** Addresses: ** Graphics & Images Text Your proposal should in a presentation format using a program of your choosing. You will need an annotated bibliography of a minimum of 5 sources using the APA format.
 * Online learning uses in the K12 environment
 * Educational theories evidenced in the online instruction
 * Best practices – program, teaching, student
 * Best practices for K12 Online Learning Programs
 * Best practices for teaching K12 online learning
 * Best practices for student success with online learning
 * Compare/contrast table that focuses on traditional learning environments and online environments
 * Benefits/disadvantages of K12 distance education
 * District online instruction: what is being done and not
 * Types of online programs and classes offered by the district
 * Student requirements for such programs
 * Professional development for teachers of online programs offered by the district
 * Expectations of teachers by the online programs
 * Recommendations to improve the quality/performance of online learning in the district.
 * Benefits to the district and its students through distance education
 * Recommendations to the minimize the disadvantages of distance education – identify any potential roadblocks and make a plan
 * APA Annotative Bibliography with a minimum of 5 resources.
 * Appropriate for audience ** ** Time length 5-10 minutes ** ** Clear and concise **
 * Layout communicates information precisely
 * Specific objectives are set so as to determine what audience should think and do differently after presentation.
 * Problems and solutions are identified
 * Information is sequenced to that it tells a story
 * Visually appealing – design elements ** Organization
 * Agenda presented within first 3 slides; then information should follow the agenda.
 * Major point on each slide
 * Informative titles inform of slides’ purpose and importance within 3 seconds.
 * Template matches audience and purpose
 * Slides are easy to view – colors, textures and backgrounds are not distracting.
 * Images are persuasive and support message
 * Graphics are attention grabbers: keeps audience engaged
 * Diagrams and illustrations communicate clearly
 * Photos are best; avoid cartoons
 * Photos sized for quick upload; 72 dpi, jpeg format
 * Charts have simple and clear focus
 * Arrows, circles or symbols call attention to important points.
 * Phrases not sentences – put full explanation in the notes section
 * Parallel structure – all phrases start the same way (all verbs or all nouns)
 * Fonts – size 20 -24 pt; san serif (Arial or Tahoma)
 * Abbreviations limited to ones the audience would understand
 * Spelling is checked
 * Measurement of Presentation Success **
 * Decide how you will measure the success of your presentation
 * Did your presentation convince or propel your audience to action?

Proposal presentation Bibliography || Student Evaluation Online teacher standards student video ||
 * 5.2 Assessment: (100 points)**
 * Notes

5.3: Finding Similarities and Differences Between Online and Traditional Learning
Throughout the week, you have been investigating online education and now you will share your experiences and thoughts with your peers. Think about the similarities and differences between the online and traditional learning lesson plans. On the class blog, 601 Big Class Blog, post your thoughts and participate in an online discussion on the similarities and differences between online and traditional learning. Use the following questions to assist with the class discussion:
 * 1) What makes for a successful online class?
 * 2) What makes for a successful traditional class?
 * 3) What similarities/differences stand out?
 * 4) Are there more similarities or differences?
 * 5) What appear to be the key components of an online lesson?
 * 6) What educational theories are evidenced in online lessons?
 * 7) What elements of Marzano and Bloom are evident in the online lesson?

Assignment 5.3 (40 points)
[|May 2, 2011 02:48 PM] I think communication is huge for both settings. If students and teachers lack communication skills, it makes learning very difficult. I agree that scaffolding and smaller increments are very helpful in both situations as well. Students these days often have trouble focusing on the big picture without getting frustrated on how to get there. They are not as good at using outlines or organizers without being told to do so. The step by step process is a technique that can be used in either setting and once they figure out what is expected, they should be able to create this process on their own next time. When it comes to differences, communication also stands out. Students in a traditional classroom can show you nonverbal cues to let you know they get it or are struggling so the teacher can reteach or move on. The online student can not do that. This is why more communication in emails, blogs, or discussion boards really help the teacher get a feel for what the student is thinking and feeling. After evaluating these conversations, the teacher can adjust the assignments accordingly. The last thing for both of these learning situations is consistency. The students need to know what is expected of them and when assignments are due. If the teacher has a routine, it helps the student with procrasination issues and completing assignments on time.

**Week Six:**
= Learning Topic 6: = = Assessments: Formal, Informal, and Virtual Tools =

Background/Rationale
Formal and informal assessments have been used by teachers for many years. Traditionally, teachers, districts, and states used simple paper/pencil techniques to evaluate a student's learning. Today, the Internet provides us with unlimited access to online, interactive tools and rubrics to use as is, revise, or to gather ideas from. It is easy to divert back to traditional methods, but we are in the 21st century, where learning is evolving. Therefore, it's important that our assessment techniques evolve as well. This week you will identify new methods of assessment, evaluate them, and gather ideas for integration.

Learner Outcomes

 * Assess your district's current assessment tools.
 * Contribute current methods of informal assessment.
 * Examine unfamiliar assessment tools and develop ideas for integration.
 * Compare and contrast similar assessment tools.
 * Determine the best formal and informal assessment tool.

Readings and Research

 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Assessment Resources**
 * Poll Everywhere - @http://www.polleverywhere.com/
 * Easy Test Maker - @http://www.easytestmaker.com/default.aspx
 * Quiz Center - @http://school.discoveryeducation.com/quizcenter/quizcenter.html
 * Quiz Egg - @http://quizegg.com/
 * Quizinator - @http://www.quizinator.com/
 * Quia - @http://www.quia.com/web
 * Yacapaca - @http://yacapaca.com/
 * ThatQuiz - @http://www.thatquiz.org/
 * SurveyMonkey - @http://www.surveymonkey.com/
 * Google Forms - @http://www.google.com/google-d-s/forms/
 * Poll Daddy - @http://polldaddy.com/
 * Rubistar - @http://rubistar.4teachers.org/
 * Online Resources for Assessment - @http://www.rmcdenver.com/useguide/assessme/online.htm
 * 4Teachers.org - //Assessment// - @http://4teachers.org/profdev/index.php?profdevid=as
 * Web Articles Assessment and Evaluation:** (Keyword search terms: classroom assessment evaluation; formative assessment, summative assessment, formal assessment, informal assessment)
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Stiggins Alignment Chart.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Stiggins Definitions of Types of Assessment.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="/file/view/ASSESSMENTandEVALUATION2007.pdf"]] ASSESSMENTandEVALUATION2007.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Formative & Summative Assessment.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Role of Rubrics.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Linking Classroom Assessment Student Learning.pdf
 * [[image:https://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] Criteria StepbyStep.1.pdf

Field Experience
Contact your district's assessment coordinator to identify the assessment tool(s) your district is currently using (NWEA, Scantron, Educate, etc.). Make sure to bring your login information for these tools. This information will be used in a later activity.

** 6.1 Assessment Article Search **

 * Part One:** //**To be completed before class**// Before coming to class, search online journals, books, the web, etc. for three articles focusing on technology tools and programs used for assessment and evaluation. Read the articles and highlight the technologies used and how they were used for assessment. These will be used during a class discussion.
 * Part Two: Assessment and Evaluation Findings** Using the articles you located and read, work with a small group to discuss the tools and how they are used for assessment. Consider the questions during your discussion:
 * 1) Are the tools used for formal or informal assessments?
 * 2) What is the reliability of the tools?
 * 3) Could these tools be replicated in any classroom? If so, how?
 * 4) How are the tools being used? (To check understanding, for small group instruction, etc.)
 * Part Three: Assessment Tools on a District Level** There are many assessment tools that districts purchase or have purchased to aid in formalized testing. Some teachers are able to use these tools to their fullest potential and others are unaware of the resources available to them. How much do you know about the assessment tools in your district? For this activity, follow the directions below:
 * 1) As a class, identify the resources your district is using.
 * 2) Select the one tool, you feel you use the most for assessment/data in your classroom.
 * 3) Locate other classmates (if any) that chose the same assessment tool
 * 4) If you found a partner, work together to discuss ways that you are using the tool. Are your methods effective and/or efficient? How else have you seen it used? Do you have any new ideas?
 * 5) If you are working by yourself, think about the way(s) you are using your tool? Is it effective and/or efficient? How else have you seen it used? Login into the site and do some research to see if you come up with any new ideas for use.
 * 6.1 Assessment (30 points for completion of activity)** While completing this activity, you and/or your group should complete the table below. You will turn this in to your instructor at the end of the activity.
 * Assessment Tool || Current Methods of Use || Other Ideas for use ||

** 6.2: Informal Assessment Tools in Your Classroom **

 * Instructor Note: You will need to create a Wallwisher wall for this activity. Wallwisher is a free online tool that is an interactive sticky note wall, which can be used as a method for informal assessments and/or to simply monitor the participation of your students. Visit the link @http://www.wallwisher.com/wall/InformalAssess and create a sticky note for each tool you are using or have used in your classroom and include a brief description of how you are using it. For example: Thatquiz.com - Students complete an activity and print out their score to demonstrate proficiency on a standard if applicable.

If Wallwisher seems to be unreliable, the instructor will create a Free Text Poll using Poll Everywhere @http://www.polleverywhere.com/. You will be given a number to text your answers to.

** 6.3: Investigation of Unfamiliar Assessment Tools **
Using the examples from Wallwisher, there are probably a few assessment tools you are unfamiliar with. If not, use the Internet to find some assessments tools you have not explored. For this activity you are going to visit a minimum of three assessment resources and identify ways you would be able to use them in your educational setting and whether it would be used for formal or informal assessment. After completing your investigation, add your resources onto the Google Spreadsheet your instructor created. If your tool has already been added, add your name to the row and include your integration ideas below the others. Google Spreadsheet Information:
 * Instructor Note: You will need to create a Google Spreadsheet and share the link with students for this activity.
 * Your Name || Assessment Tool || Formal or Informal || Integration Ideas ||
 * 6.3 Assessment (40 points):**
 * Assessment tools (10 points)
 * Integration contributions (30 points)
 * Integration contributions (30 points)

** 6.4: Assessment Tool Evaluation **
//**(Capstone Project Suggestion)**// Now that you have briefly investigated various formal and informal assessment tools, you are going to conduct a more thorough investigation for evaluation and create your own "Best and Worst" of assessment tools. You are going to select two similar tools used for formal evaluation and two similar tools used for informal evaluation. In a six paragraph essay (a minimum of 5 double spaced pages), you are going to compare and contrast your selected tools. Using the following format: Please post your paper to the Topic6_StudentPage.
 * Introduction paragraph
 * Two paragraphs to compare and contrast formal evaluation tools
 * Two paragraphs to compare and contrast informal evaluation tools
 * A concluding paragraph
 * 6.4 Assessment (40 points):** You will be evaluated using the following free rubric from www.readwritethink.org. @http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf

** 6.5: Blogging About Assessment Tools **
For this week's blogging activity, you are going to share your opinion about the best formal and formal assessment tools. Then reflect on the following questions and share your thoughts on the blog: Please read and comment on a minimum of 3 classmate’s blogs.
 * 1) How are online assessments beneficial to your instruction?
 * 2) How can online assessments hinder your instruction?
 * 3) Are online assessments better to use with students than traditional methods? Why?
 * 6.5 Assessment (16 points):**

**Week Seven:**
= Learning Topic 7: = = Virtual Reality =

Background/Rationale
Virtual reality refers to computer-simulated environments (both real and fictional). Users can interact with people, places, and things using input devices (i.e. keyboard and mouse) or multimodal devices. Virtual reality is a growing trend that is found in books, television, movies, games, education, art, and even health care. However, virtual reality is still a relatively new term for many people. It is important for individuals to educate themselves about a fast-spreading trend in the education of kids, teens, and adults.

Learner Outcomes

 * Develop a working definition of virtual reality.
 * Identify your view of virtual reality in the classroom.
 * Understand different views towards the concept of virtual reality in education.
 * Investigate various virtual worlds and simulations.
 * Compare and contrast virtual worlds and simulations for the appropriate educational setting.
 * Develop an activity/lesson that is aligned with NETS, Marzano's strategies, and curriculum.
 * Cite sources onto a wiki.

Readings and Research

 * Readings:**
 * Virtual Reality and Education Laboratory: @http://vr.coe.ecu.edu/
 * Education World: **//The MOO: a virtual reality learning environment//**: @http://www.educationworld.com/a_tech/tech010.shtml
 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Search Terms:**
 * Virtual Reality
 * Virtual Environments
 * Virtual Life
 * Virtual Worlds
 * Virtual Field Trips
 * Simulations
 * Virtual Reality Resources:**
 * Second Life - @http://secondlife.com/
 * Second Life Education: @http://wiki.secondlife.com/wiki/Second_Life_Education
 * Wiki - Second Life: @http://wiki.secondlife.com/wiki/Education
 * Teen SecondLife - @http://teen.secondlife.com/
 * PhET Simulations - @http://phet.colorado.edu/en/simulations/category/new
 * Edheads - @http://edheads.org/
 * Roblox: @http://www.roblox.com/Default.aspx
 * Active Worlds: @http://www.activeworlds.com/
 * Quest Atlantis - @http://atlantis.crlt.indiana.edu/
 * ReactionGrid - @http://www.reactiongrid.com/
 * Discover! Simulations - http://www.eduplace.com/kids/hmsc/content/simulation/#g4
 * Tootsville - @http://www.tootsville.com/
 * Club Penguin - @http://www.clubpenguin.com/
 * Secret Builders - @http://secretbuilders.com/
 * Build-a-Bearville - @http://www.buildabearville.com/
 * Intellitar: @http://www.intellitar.com/
 * Virtual Eternity (beta) - @https://www.virtualeternity.com/index.php?c=home.welcome
 * Intelligram -@http://www.intelligram.com/
 * Xtranormal: @http://www.xtranormal.com/
 * Virtual museums
 * Subject Area Resources**
 * National Library of Virtual Manipulatives: @http://nlvm.usu.edu/en/nav/vlibrary.html
 * Virtual Reality: Modeling with Math, and a little Java: http://www.frontiernet.net/~imaging/math_is_a_game.html
 * Play a Piano: http://www.frontiernet.net/~imaging/play_a_piano.html
 * Bioanim: @http://www.bioanim.com/
 * Center for Environmental Visualization: @http://www.cev.washington.edu/
 * Border to Border Toolkit: @http://nortellearnit.info/border_to_border_site/

What is Virtual Reality and Where Do You Stand?
//**Context:** As an introduction to the topic, you need to gain background knowledge about what virtual reality, the pros and cons to using it in education, and sites that are suitable for various ages.//

** 7.1: Class Discussion - Pre-Assessment **

 * What is virtual reality?
 * Virtual reality is not the only term used to describe it. What are similar terms?
 * If at all, how is virtual reality currently being used in your educational setting?

**7.2: Part One - What is Your Current Opinion of Virtual Reality in Education?**
Your instructor is going to ask if you are for or against virtual reality in education and write down your response. **Part Two - Individual Investigation (Online - Independent)** It is easy to defend a topic that you agree with, but it is difficult to defend something you disagree with. In Activity 2, you provided whether or not you were for or against virtual reality in education. You are going to research the opposing view in order to convince educators it is the best perspective. For example, if you are against virtual reality in education, you will research why it is beneficial and try to convince other educators why they should agree with you. You need to locate articles representing your opposing view of virtual reality (a minimum of three). REMEMBER to save sites you like or would use to your Delicious account. **Part 3 - Small Group Discussion (Class - Small Group)** You will have break-out sessions for each side of the debate (for virtual reality or against it)to discuss your articles. Make sure to have citations available to share with your peers. You will be using these resources to guide your writing in Activity 5.4.

7.3: Virtual Reality Play Day
You will visit a minimum of 5 different virtual reality/simulation sites, experience the world and/or simulation, and determine what age group they are appropriate for. While you investigate, organize the sites into a thinking map (tree map shown below) based on the level of learners that would benefit most. To create your thinking map, use a free electronic brainstorming tool. One example of a free online tool is @https://bubbl.us/. An example of a tree map example is located below. You can add as many levels under each category as needed. This will be included in your final paper for this topic.

After you have investigated and categorized your virtual reality/simulation sites, add them to the Topic7_StudentPage. If the site and/or resource is already there, it does not needed to be added again.

**7.4: Summarizing Your Findings**
Select three of the Virtual Reality worlds and/or simulations that you investigated and write 1-3 summarizing paragraphs for each. Paragraphs must include:
 * A description of the Virtual world/simulation
 * The learning objective for the activity students will perform
 * The age group would benefit most from the site and why
 * Any other information you feel would be important for educators to know for use
 * How might you integrate this into your classroom

** 7.5: Virtual Reality Integration **
//How would you integrate virtual reality into your classroom?// Find 4-5 different virtual reality programs or simulations that would be appropriate for your classes. Items to consider:
 * How would you integrate them into your lessons?
 * How would you know if the technology assisted the students with their understanding of the concepts?
 * What content and Net standards would be addressed?
 * How would you utilize Marzano's Strategies and what Bloom's questions would you develop for your students?
 * What are issues that you need to consider before implementing the virtual reality into your lesson?


 * Assessment:** [[file:7-5 Virtual+Reality+IntegrationTable.doc]]

**Alternate:**
You will create an activity or lesson (using the lesson plan template provided below) that is based around virtual reality or a simulation.. The lesson must include: While you are writing your lesson, Intel Innovation in Education has created a Unit Plan Evaluation for exemplary units. Although this is a unit plan evaluation, many components can be applied to a single lesson. Use this as a tool to ensure thoughtfulness in your lesson.
 * Application of a virtual world or simulation
 * Curriculum standards with aligning objectives
 * At least one of Marzano's nine strategies
 * NETS standard(s)

**7.6: Virtual Reality Persuasion and Application**
**//(Capstone Project Suggestion)//** After researching and discussing virtual reality, you should have a better understanding of what it is and how it could be used in an educational setting. You will write a persuasion piece that includes: **7.6 Assessment:**
 * Writing that supports the view opposite of your own (including at least 3 sources found during research)
 * bibliography
 * the tree map you created
 * your summarizing paragraphs
 * a classroom lesson that integrates virtual reality
 * Regis Rubric: CPS School of Education and CounselingGeneral Writing Rubric - []
 * Lesson Plan Template

7.7: Virtual Reality in Education Threaded Discussion Post
After exploring different virtual reality applications, reflect on its value in education. In the discussion section of Topic7_StudentPage participate in a threaded discussion about this topic. You may need to do additional research on your own in order to participate fully in this discussion. You are to: **Assess the value of virtual reality in education.** Construct your reflection so that it invites a response from the other members of the course and in turn respond to a minimum of 2 other posts. Keep the flow of discussion going.
 * Is it a viable tool for instruction?
 * Is there value to incorporating it into traditional lessons? Explain why or why not.
 * When might virtual reality not be appropriate?
 * 1) Reference what others have posted
 * 2) Enhance the discussion with clear and concise opinions
 * 3) Support the discussion with facts, opinions, and links
 * 4) Provide detailed critiques to postings in a thoughtful and respectful manner.
 * 5) Provide focused questions that demonstrate a high degree of understanding.
 * Assessment: (80 points)**

You are going to reflect on your experiences around virtual reality. Select one of the following questions to blog about on your personal blog.
 * Now that you have researched the view opposite of yours, how have your thoughts changed?
 * Do virtual worlds offer more advantages over more traditional learning environments?
 * Do virtual worlds give students a better learning experience than real world experiences?
 * How can we prevent our students from looking at virtual worlds as just games and view them as learning experiences?
 * 7.7 Assessment (16 points):**

**Week Eight:**

 * == Learning Topic 8: ==

Background/Rationale
Acceptable Use Policies (AUP) or Fair Use Policies are rules and/or policies that computer users are supposed to follow when being a user on a large network or computer system. These policies exist in places such as: schools, universities, businesses, corporations, etc. The idea is to help keep users safe from legal action, cyber predators, etc. There are many different documents that have already been created, but teachers often develop their own to apply to their classroom.

Learner Outcomes

 * Locate and become familiar with your district/school's acceptable use policy.
 * Identify and discuss characteristics that are included in various policies/guidelines.
 * Collaborate with a group using face-to-face dialogue and a wiki.
 * Create an acceptable use policy that is appropriate for your level of teaching.
 * Create a new blog post.

Readings and Research
Regis' Technology Use Policy:* @http://www.regis.edu/regis.asp?page=sr.its.faq.pc.ur
 * @http://www.regis.edu/regis.asp?sctn=sr&p1=its&p2=faq&p3=email&p4=sponacct&p5=aap
 * @http://www.regis.edu/regis.asp?sctn=sr&p1=its&p2=cprt
 * Library Resource:*** Books 24/7 - @http://libguides.regis.edu/atozdatabases
 * Online Magazines:*** Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/
 * Developing an Acceptable Use Policy:*** Education World - @http://www.educationworld.com/a_curr/curr093.shtml
 * CoSN - Consortium for School Networking Initiative - @http://www.cosn.org/Initiatives/Web2/AUPGuide/tabid/8139/Default.aspx
 * Search Terms*** AUP
 * Acceptable Use Policy
 * Fair Use Policy

Field Experience
Does your district have an acceptable use policy for students and teachers? Does your school have an acceptable use policy for students? You will contact the appropriate person in your district to find out if your district/school has these documents and do some research about how they were established. The information you collect will be used for one of this week’s activities. = Learning Activities =
 * Possible Questions to Ask Your District Contact Person:*** How was the acceptable use/fair use policy developed?
 * Are there different policies for different ages of students?
 * What components do you think are most important?
 * Did any other stakeholders have a part in the creation of the document (students, parents, teachers, etc.)?
 * How often is the document revisited for revisions?

8.1: Blogging About Acceptable Use Policies
You will create a new blog post on your reflection blog titled "Acceptable Use Policies." For this activity, you will create a written comparison of the AUP you located through the field experience listed above with the six key elements for an effective AUP written by the National Education Association. Be sure to address each required element in your post. The //**preamble**// explains why the policy is needed, its goals, and the process of developing the policy. This section should say that the school's overall code of conduct also applies to student online activity. The //**definition section**// defines key words used in the policy. Words and terms such as Internet, computer network, education purpose, and other possibly ambiguous terms need to be defined and explained to ensure student and parent comprehension. A //**policy statement**// must tell what computer services are covered by the AUP and the circumstances under which students can use computer services. Schools may, for example, base student access to computer services on the completion of a "computer responsibility" class that will enhance student understanding of the AUP guidelines. The //**acceptable uses section**// must define appropriate student use of the computer network. It may, for example, limit student use of the network to "educational purposes," which then must be defined. In the //**unacceptable uses section**//, the AUP should give clear, specific examples of what constitutes unacceptable student use. In determining what is unacceptable, the committee charged with drafting the AUP must consider* what kind of computer network sites, if any, should be off limits to students; Among the sites that might be off limits to students are chat rooms and term paper vendors. In addition, AUPs often prohibit students from sending, forwarding, or posting sexually explict messages, profanity, and harassing or violent messages. The //**violations/sanctions section**// should tell students how to report violations of the policy or whom to question about its application. "As a practical matter," says the NEA, "the AUP may simply provide that violations will be handled in accordance with the school's general student disciplinary code." Retrieved from <[]>
 * WHAT IS AN AUP?**The National Education Association suggests that an effective AUP (Acceptable Use Policy) contain the following six key elements:* a preamble,
 * a definition section,
 * a policy statement,
 * an acceptable uses section,
 * an unacceptable uses section, and
 * a violations/sanctions section.
 * what kind of student sending, forwarding, or posting of information, if any, should be prohibited, and
 * what kind of student behavior will be destructive to the computer network services and should, therefore, be restricted."

** Optional Activity: What Stands Out With Wordle? **
You have already used Wordle to illustrate your personal definition of terms, but now you are going to use it for a different purpose. Copy and paste your district/school acceptable use policy (if you don't have one and would like to complete this activity, use a classmates') to see what stands out. The Wordle illustration will provide insight into what is important to your district and/or school.

** 8.2: Share, Search, and Develop **
Before you leave class, you should start brainstorming your document because the bulk of the work will be conducted online using your wiki. Post your AUP on Topic3_StudentPage. You are required to comment and evaluate a minimum of three AUPs in the Discussion Section of Topic8_StudentPage. Keep your comments specific to the six elements from Education World's Guidelines for an Acceptable Use Policy: http://www.educationworld.com/a_curr/curr093.shtml
 * Part One – Share** You will break into groups of three people. It would be best to work with a group who teach the same level. You will share your analysis and the AUP you located from your district and/or school. During this time, discuss strong/weak attributes of the document, whether it's appropriate for all ages, plus anything you found out from your district contact person.
 * Part Two – Search** In part three of this activity, you will be creating an AUP will a group that will be shared with your instructor and peers. In order to do so, it's important to see what resources are available to reference and to help guide you. While you are researching, keep in mind the characteristics your group discussed. Are there more that you want to add?
 * Part Three -Developing an Acceptable Use Policy (Class/Online - Small Group)** **(Capstone Project Suggestion)**Your group will create an acceptable use policy appropriate for your group’s level. Your AUP must integrate the 6 elements identified by NEA. The National Education Association suggests that an effective AUP contain the following six key elements:* a preamble,
 * a definition section,
 * a policy statement,
 * an acceptable uses section,
 * an unacceptable uses section, and
 * a violations/sanctions section.
 * 8.2 Assessment:** After your group has created a rough draft AUP on your group’s wiki, you will need to create a final copy of your AUP as a Word document. Please post this document on Topic8_StudentPage for your instructor and peers to evaluate. Please include a group name and/or the names of your group members with your attachment.

** 8.3: AUP Reflection **
For this activity, reflect on your experience writing the document (i.e. what you learned, what's important to include in an AUP, etc.) in a minimum of 400 words. You also need to visit a minimum of three other classmates’ blogs and comment on their AUP and experience.

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