Assignments: Fall 2005
Click on number to read assignment
Students must submit all assignments or their final grade will reflect an Incomplete. Also, the grade points associated with each assignment are the maximum grade points awarded; fewer grades points will be awarded if instructions were not followed or the quality of the assignment was not, in the instructor's view, worth all grade points.
Grade Points / 100
Presentation of Topic In Education
E-mail to Instructor
Course-Info Orientation, Update Personal Information, Post to Discussion Board
Read Old Story New Story for Class 2
Multimedia Assignment (Part of Final Project)
Home Page Draft - Upload to Student Web Server
Response Journal of Readings and Discussion
Web Site Draft Uploaded (All pages)
Power Point Presentation
Graphic Organizers or Visual Aids
Spreadsheet (in-class assignment)
Database (in-class assignment)
Paper: Evaluations of two children's websites: one good; one bad (N/A this session)
Final Project, Self-evaluation and Presentation
Attendance & Participation
Final Grades by University Policy
Students will present a topic in educational technology and lead a brief discussion on the article or current event in the field. You need to locate an article which you feel would be interesting to the class, and one that lends itself to a group discussion. In order for the class to be prepared for your presentation, you will need to provide copies of the article at least one class in advance of your scheduled presentation. Paper copies are required. Scholarly articles of five or more pages are required. You should assume that all students have read the article that is assigned and design your discussion to promote maximum student engagement. The instructional design challenge is to promote higher-order thinking and meaningful discussion. As you design this task for the class, consider ways you can structure the discussion to involve all of the learners. For example, you may want to develop some open-ended questions to pose for small groups to discuss and report out on. Your article may lend itself to a debate which you can structure for the class, or you may simply choose to use questioning techniques which draw out responses. We want to you to avoid a lecture-oriented summary of the text where learners are passive. Design a discussion that makes us all active participants.
E-mail to Instructor & Attach a Digital Photo
Please make sure you establish your e-mail address during the first week of the course. You may use your University address, a web-based e-mail service, or your own provider if you have one. Confirm your e-mail by posting it to the Blackboard site (student tools) and send e-mail to your instructor.
If you have not been used to checking e-mail frequently, you are strongly encouraged to do so for this course because the instructor will send you information from time to time.
Also, please e-mail a digital photo of yourself as an attached file. If you are not familiar with how to do this, e-mail the instructor.
Course-Info Orientation, Update Personal Information, Post to Discussion Board, Download and/or Install Mozilla
Please spend some time exploring the features of the Blackboard Web Site for this course so you become familiar with it. If you cannot log-in, contact University Computing for assistance.
Instructions for installing are on the web sites. Remember, if you are on a slow connection, you may be frustrated with multimedia files and may want to use the computer lab.
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Internet Multimedia Resource List.
Upload Your Home Page
Response Journal of Readings
Value: 15 Grade Points
The Response Journal is one assessment tool your instructor has selected this term. It has several goals; first the journal is an assessment of your ability and effort to communicate in writing. Toward that end, there are high expectations for attention to standard conventions of writing and thoughtful content.
Secondly, the Journal demonstrates your understanding of concepts and theories, and your critical thinking through written reflection. When you are teaching you will surely ask your students to write in all areas of the curriculum because reflecting on reading and learning tasks through writing is a powerful assessment tool. Journals are not simply summaries, they are reflections, opinions, and critical thinking based on the article and the discussion.
Finally, your Journal is to be word processed and electronically formatted in a visually-pleasing, highly-readable manner. This will further enhance your skills in electronic publishing, a major outcome of this course. We are living in a digital world and the business of education will rely more and more on this format and on professional visual design. Excellent spelling, punctuation, and formatting are expected.
You are encouraged to spend time after each class adding entries to your Journal. Begin with listing the article's title and author, the source, and a brief overview of the topic. The bulk of your entry is a critical reflection of the issue presented as well as the discussion held in class.
You will have reflections for all articles presented (at least 8 entries). In the event we do not have 8 presentations, you will find your own scholarly article(s) to resopnd to. I have many in the "Readings" sections of our web site. Please also include a final reflection about your performance in the course (see model).
Here is a sample Journal entry which is considered an exemplar. Model Journal
Web Site (draft)
Value: 5 Grade Points
The site will include:
You aren't limited to just these subpages, but that's all that are expected for this draft. As stated, this is the beginning of a comprehensive web site you will have as a final product of this course. I think you will enjoy the challenge of applying graphic design and web page design skills, and because you will be required to upload this to the USM Server, it will be published on the Internet for all to see! For more details on the final project, see the link to FINAL PROJECT on our Course Resource Site.
Power Point Presentation Document
Value: 5 Points
Please use the skills you've learned during the Power Point workshops to create a basic presentation. You may choose to use the Wizard or create a presentation from scratch. Your presentation topic is up to you, but it has to be a complete presentation. It can be personal or professional.
Graphic Organizers or Visual Aids
Following the workshops on graphic design and desktop publishing, develop a set of visual aids or graphic organizers to use with a class of students to help you teach a particular concept. This assignments asks you to demonstrate your basic skills using desktop publishing software to create visuals. You may choose to produce a poster by assembling pages or using poster board to paste your work, or create a five page set of graphic organizers, forms or task sheets for students. Please submit a paper copy for your instructors to evaluate.
Develop a Spreadsheet Product
Option #2: Create a spreadsheet for weather data (high and low daily temperatures for the month of February)
Be sure you have done the following:
Alternative products will be considered if you have other proposed uses of a spreadsheet. Please e-mail your instructor if you'd like to propose an alternative. You are also encouraged to use the techniques presented in the workshop on Integrated Software Applications to includes images or objects in your products. Print your products and hand in.
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Develop a Database Product
Paper: Evaluations of two children's websites: one good; one bad
NO APPLICABLE FOR THIS TERM
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N/A for this session
Final Project. Self-evaluation. Peer evaluations
Value: 30 points
Refer to the Final Project Link on our Course Resource Site for Final Project instructions. If you would like to view samples of previous class projects, you will find links to those on that page.
When you are teaching you will ask your students to evaluate their own projects using criteria you established in the beginning. Your instructor has designed a self-evaluation for you so you can go through that same process. You will find that this particular tool uses a weighted scoring system we want you to see, so please make sure you complete that portion of it.
Please submit the self-evaluation at the time you present your project. The Final Project is considered incomplete without this self-evaluation.
Peer evaluations are powerful tools to use in the classroom if done constructively and in a safe environment. We may be asking all students to evaluate their peers' projects using a tool we will provide.
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Grade Points for EDU 300:
100-95 : A
94-90 : A-
89-87 : B+
86-85 : B
84-82 : B-
81-79 : C+
78-75 : C
74-72 : C-
71-68 : D
68-0 : F
Note: The instructor uses this point-value system as a guide.
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UNIVERSITY GRADING POLICY
Grades at the University of Southern Maine are given in terms of letters, with the option of a plus or minus designation, representing levels of achievement. The basis for determining a grade is the relative extent to which the student has achieved the objectives of the course. Note: a grade of A+ is not valid.
A High honors
C Satisfactory, successful, and respectable meeting of the course objectives.
D Low level work, below the average required for graduation for an undergraduate and a failing grade for a graduate student.
F Failure to meet the course objectives.
H Honors in pass-fail course.
P Pass: Given only for courses open to the pass-fall option.
I Incomplete: A temporary grade given when the student because of extraordinary circumstances has failed to complete course requirements. Incomplete grades must be resolved by the end of the next semester; the Registrar will notify faculty members involved and their Department Chair or the Office of Extended Academic Programs, if appropriate, of students who have carried unresolved incompletes on their transcripts for one semester. Under special circumstances, the instructor may request that the Dean or Director extend the time limit for a specific time period.
INC Permanent incomplete: When a temporary incomplete grade is not resolved to a normal letter grade, a permanent incomplete may be assigned in extraordinary circumstances, as recommended by the instructor and approved by the Dean or Director. In the circumstance in which an instructor is no longer available, the Dean or Director may assign this grade.
MG Missing grades: Occasionally, faculty assign students invalid grades for a course or fail to submit a grade for a particular student in a course. In these cases, the Registrar's Office will note this by designating a Missing Grade, MG, instead of a grade for the course. This situation must be resolved in the same manner as incompletes.
W Withdrawal after the first week through the eighth week of a semester. If a student has not officially withdrawn by the end of the eighth week of a course, one of the regular grades, normally F, will be assigned. The W notation may be obtained after the eighth week under unusual circumstances as recommended by the instructor and approved by the Dean or Director.
Y Satisfactory progress after one semester of a two-semester course with grade and credits to be given upon completion of a second semester.
L Stopped attending. The grade of L may be assigned to students who stopped attending a course without officially dropping the course. The grade of L will be computed as an F for the purposes of the student's grade point average.