ITEC 8136 – Spring 2018

Field Experience in Online Teaching and Learning

Instructor: Dr. Elizabeth Downs

Office Hours: Online Tuesdays 5:00-8:00
Available by appointment M-F
E-mail: edowns@georgiasouthern.edu

Course Description

Students will explore existing literature on best practices in online teaching and learning
based on their specific contexts, whether K-12, higher education, business, etc. This course
incorporates instructional design theory from ITEC8134 and online pedagogical
knowledge from ITEC8135, putting students’ learning into action and practice in an
authentic online environment. The primary focus of the course is the students’ application
of best practices in (an) authentic field- based experience(s). 3 Credit Hours. This course is
offered in an online format.

Course Objectives

Following completion of ITEC8136, the candidate will be able to:

I. justify instructional strategies in online learning environments

II. facilitate quality discussions among students in an online learning environment
III. evaluate current learning environments to determine what improvements can
be made
IV. exhibit the knowledge, skills and understandings of concepts related to
technology as well as competency in technology specific to an online
learning environment
V. proactively lead an online classroom in a manner that enhances the likelihood
of student success, through regular feedback, prompt responses to student
questions and concerns, and clear expectations
VI. be responsive to special education and cultural differences among students in
the online classroom
VII. encourage intercultural interaction and inclusive learning
VIII. model and encourage legal, ethical, safe and healthy behavior in an
online environment
IX. encourage active learning, interaction, participation and collaboration in the
online environment

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General Information

This class is completely online. We will not have any face-to-face meetings. You will need
to be able to hear narrated presentations and access media (short videos and audio
segments) through the Internet during this class. There will be an initial trial of these tools
at the onset of the course, so please make sure to check that you can view videos and hear
audio clips.

Any e-mail directly related to course content should be sent through Folio. All
assignments should be submitted via the assignments tool in Folio unless otherwise
stated by the instructor. Of course you can also contact me using my Georgia
Southern e- mail account.

Assignments and Evaluation

Class Participation
Class participation includes your participation in ITEC 8136 as well as regular attendance in
you Georgia Virtual School (GAVS) class. You should expect to have weekly attendance in
your GAVS class. You will also need to frequent the ITEC 8136 in order to see if your peers
have posted questions regarding the content and/or their experiences. Sometimes I will
post a question and will require your response. These discussions will act as a professional
learning community for us where you can both share your thoughts and experiences and
ask for advice from your peers and me. At the end of the semester, you will fill out and
submit a class participation rubric. Our primary means of interaction this semester will be
through discussions on Folio and with activities using other Web 2.0 tools. Each week (on
Monday), I will post the week’s assignment/activity on Folio. Your goal should be to
complete the activity before the Sunday of that week but the due date will be that
Monday. Your class participation grade is based on the quality and timeliness of class
postings in the discussion areas, the responses to the required postings, and your
participation in the Georgia Virtual School class that you are observing in. Every student
will evaluate his/her own class participation. Your class participation rubric and
accompanying evidence should be submitted using the Folio assignment tool.

Instructional Design Project of your Choice

You will come up with a project that will be applicable to the learning environment in
which you are interning. You will develop a plan for completion of this assignment as well
as a rubric that I can use to grade your project. Examples of an acceptable project might
include:
1) Complete a learner analysis (gathering as much information as possible) and use your
instructional design skills, revise a module in your students’ course to meet the
differentiated needs of the learners;
2) Observe (course discussions, activities, assignments, and assessments) the learners to
determine their level of understanding of the course content. Then, using your
instructional design skills, reflect on the course and redesign components that might
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 need revision;
3) Choose one of the modules in the course you are observing. Then determine a follow-
up module with more advanced content for the current class of learners. Using your
instructional design skills, create the follow-up module.
These are only examples. You will need to work with your supervising teacher to
determine an appropriate activity. Once you have identified your project, send it to
me for approval.

Field Experience Reflection Journal (Key Assessment)

You will keep a reflection journal during the course in the form of a blog. In this journal,
you will reflect on each experience you have within the Field Experience course and within
your field-based experience. This performance requirement is fully described, along with
its rubric, at the end of the syllabus. Each post will have a prompt to give you a frame of
reference on what to discuss.

Grades

I will provide you with detailed descriptions and grading rubrics for each assignment. Be
sure to follow the rubric elements carefully as you prepare your assignments. All
assignments must be submitted electronically via the Folio assignment tool, except for the
Field Experience Reflection Journal, which you will post using your Web 2.0 tool. Use of
appropriate Web 2.0 components for any/all parts of the assignments is strongly
encouraged.

Grades will be assigned based on the following percentages:

Class Participation 20
Project of your Choice 40
Field Experience Reflection Journal 40
100
Grade Assignment:
90% and above, A
80-89 B
70-79 C
60-69 D
59 or below F

Assignment Formatting
The Field Experience Reflection Journal must be submitted in a blog. All assignments
should be revised, proofread, and edited before they are submitted.
The Instructional Design Project of Choice should be created as an online module. You can
select any appropriate online class environment (ie. Edmodo, Schoology, Canvas, etc). Create
the new module with all of the expected elements (objectives, discussions, activities, etc.).

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 Textbooks and Other Resources
a. We will be using the textbook that you used in ITEC 8135: Ko, S. & Rossen, S. (2010).
Teaching online: A practical guide (3rd edition). New York: Routledge.
b. How to Follow APA Style in Your Written Work
http://itechowtos.pbworks.com/Use+APA+Style

Candidate Learning Outcomes (Georgia Reqs 505-3-.85: Online Teaching Endorsement Program)
Candidates will be able to:
1.i.II. effectively use Internet browsers, email applications and online etiquette and maintain a module
using an online course learning management system.
1.i.IV. utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.).
1.i.VI. effectively use and incorporate subject specific developmentally appropriate software in an online
learning module.
1.i.VII. demonstrate continual growth in technology knowledge and skills to stay abreast of current
and emerging technologies.
1.i.VIII. model appropriate strategies essential to continued growth and development of the understanding
of technology operations and concepts.
2.i.I. demonstrate effective strategies and techniques that actively engage students in the learning process,
in designing, and assessing online learners and instruction.
2.i.III. create and maintain a community by creating value, effective facilitation, and an environment of
trust, establishing consistent and reliable operating norms, and supporting individuality and
empowerment.
2.i.IV. facilitate and monitor appropriate interaction among learners.
2.i.V. promote collaborative learning through reflection and social negotiation.
2.i.VII. lead online instruction groups that are meaningful, project-based, inquiry-oriented.
2.i.VIII. model and demonstrate effective moderator techniques to facilitate active student participation.
2.i.IX. differentiate instruction of students’ learning styles and needs and assist students in assimilating
and accommodating meaningful information.
2.i.X. apply technology to increase productivity.
2.i.XI. apply technology to engage students’ higher order thinking skills and creativity.
2.ii.I. consistently model effective communication skills and maintain records of applicable
communications with students.
2.ii.II. facilitate regular and frequent teacher-student interaction, student-student interaction, and teacher-
parent interaction in a variety of ways.
2.ii.III. provide an effective online syllabus that lays out the terms of the class interaction for both teacher
and students, defines clear expectations for both teacher and students, details the grading criteria and
appropriate and inappropriate behavior for students, and explains the course organization to students.
2.ii.IV. provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly
written, concise format. (Also includes key components in syllabus: expectations for interactions, grading
criteria, inappropriate behavior criteria, class organization, etc.)
2.ii.VI. provide timely, constructive feedback to student assignments.
2.ii.VII. provide clearly defined statements informing students what to expect in terms of their response
time.
2.iii.I. establish standards for student behavior that are designed to ensure academic integrity and
appropriate uses of the Internet and written communication.
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2.iii.II. clearly identify the risks of academic dishonesty in online testing and creates assessment
opportunities, which limit this risk.
2.iii.III. demonstrate an awareness of technology impact on student testing performance.
2.iii.IV. provide a copyright statement or disclaimer which clearly identifies the owner(s) of the course
and the source(s) of the material students are about to use.
2.iii.V. inform students of the significance and responsibilities associated with Acceptable Use Policies
(AUP).
2.iii.VI. use appropriate strategies and resources for dealing with student issues arising from
inappropriate use of electronically-accessed data or information.
2.iii.VII. inform students of their right to privacy and the conditions under which their names or
online submissions may be shared with others.
2.iv.I. apply experiences as an online student to develop successful strategies for teaching online.
2.iv.II. demonstrate the ability to anticipate challenges and problems in the online classroom.
2.iv.III. experience the perspective of the online student through his or her responsiveness and
empathetic behaviors toward students.
2.vi.I. respect diverse talents and use strategies designed to include all students.
2.vi.III. encourage collaboration and interaction among all students.
3.i.III. assess student knowledge and instruction in a variety of ways.
3.iii.IV. provide opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews).

Relationship to COE Conceptual Framework

As noted in the Georgia Southern University Mission statement, one of the institution’s
hallmarks is to build a culture of engagement that links theory with practice. This course
examines best and/or promising practices and theories of online teaching and learning to
practice, where candidates will be taking part in an online learning experience within a K-
12 virtual school. In addition, the course specifically addresses the four commitments that
form the core of the College’s conceptual framework:
*Commitment to the Knowledge and Dispositions of the Profession: Online learning is
available to anyone at anytime. This course will help candidates prepare for the future
and enable them to meet the needs of all learners in various models of online learning
environments.
*Commitment to Diversity: This course, in various modules, speaks directly to meeting
the needs of diverse learners in online learning environments. The content and immersive
experiences will help the candidate understand how to approach diversity in the online
classroom.
*Commitment to Technology: This course immerses students not only in the learning
process as an online student but also in the instructional process as an online teacher.
Because of this, they will continually be exposed to new and exciting technologies to
enhance any learning environment they encounter now and in the future.
*Commitment to the Practice of Continuous Reflection and Assessment: Candidates will be
reflecting on their experiences and the content presented in the course throughout the
semester in their Field Experience Reflection Journal. They will also be asked to do a
culminating essay at the end of the semester to discuss how their experience has affected
their professional identity. An effective educator must always reflect on his/her own
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teaching and learning not only to advance his/her knowledge and understanding but also
to provide an exemplary model of lifelong learning to his/her students.

Academic Integrity Expectations: All students are expected to follow the Georgia Southern
University Student Conduct Code. Students who violate the Student Conduct Code are
subject to disciplinary actions as described in the Georgia Southern University Student
Handbook.

Disability Accommodations: Georgia Southern University is committed to providing an

equal educational opportunity to qualified students with disabilities. The Student
Disability Resource Center (SDRC) is the primary source of services for these students.
Students with an array of disabilities are eligible for services; however, documentation
standards exist for all conditions. For further information contact the SDRC at 912-478-
1566.

University Communications: All Georgia Southern University students are provided an e-

mail address within 24 hours of student registration. On-campus undergraduate students
are also provided with a Post Office Box. E-mail addresses and Post Office Boxes are the
official means of communication between the University and the student. It is the student's
responsibility to check his or her e-mail each school day and his or her P.O. Box at least once
a week for administrative messages. There is no justifiable excuse for failure to respond to
a University communication or failure to act on a University communication in a timely
manner. Log into WINGS and look under personal information to find your e-mail account
name and password.

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