A01 Course Outline
EDCI 336 A01 (LaBonte)
COURSE OUTLINE |
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| DATE | SESSION TOPICS, ACTIVITIES, READING |
| Week 1
Jan. 5 – 11; Live: January 9 |
Introduction to EDCI 336
– Review course expectations – Orientation to the technology – Personal learning networks – FIPPA, Privacy, and Consent Personal Learning Networks & Citizenship Online – Learning communities – Authorship, attribution, process/how, licensing/sharing Tasks: Survey, AI use policy, blogs |
| Week 2
Jan. 12-18; Live: January 16 |
*- Innovation in Education: Jeff Hopkins & PSII
Tasks: Join professional network, post, reflections on blog; begin Inquiry Project |
| Week 3
Jan. 19- 25; Live: January 23 |
Artificial Intelligence in Education
– Ethical Use – Transparency – Instructional Use – Prompting – Student Use – Policy & Practice Task: Complete CANeLearn/ LEARN AI Lesson Module |
| Week 4
Jan. 26 – Feb. 1; Live: January 30 |
Designing for Learning
– Intellectual property, OER, Creative Commons – Digital learning frameworks – Digital tools and resources – ADST Curriculum – Digital Literacy Framework Tasks: Learning activity using AI, blog reflection on designing for different environments using the UVic lesson template |
| Week 5
Feb. 2-8; Live: February 6 |
Digital Classroom Overview
– Focused ED resources overview – Digital classroom resources Tasks: Review three resources, describe the resource and how they support students, curriculum, and instruction, and post a reflection on the blog |
| Week 6
Feb. 9-15; Live: February 13 |
Focused Ed Virtual PD
– Description to come – Friday, Feb. 13, 9:00-12:30 Sign up for a minimum of 2 sessions Tasks: Discussion & Posts, Reflection |
| Week 7
Feb.16-22; No Live Class |
Reading Break: Feb 16-20
NO LIVE CLASS No Tasks: Catch up |
| Week 8
Feb. 23 – Mar. 1; Live: February 27 |
Theories and Models
– Community of Inquiry – TPACK, SAMR, others – Technology-integrated design PODS project introductions Tasks: Applications of the models for tech adoption |
| Week 9
Mar. 2-8; Live: March 6 |
Gamification & Computational Thinking
– Gamification Theory (Logics Academy, Prodigy, Kahoot!) – Computational Thinking Concepts (plugged & unplugged, block-based coding) Tasks: Reflection on one of the concepts from this week, blog post. |
| Week 10
Mar. 9-15; Live: March 13 |
Inclusion in Education
– Accessibility tools – BC EdAccess – ARC BC – SetBC Tasks: Discussion and posts |
| Week 11
Mar. 16-22; Live: March 20 |
Student POD Presentations |
| Week 12
Mar. 23 – Apr. 2; Live: March 27 |
Course Conclusion
– Final thoughts and reflections (share infographic, video, posts, etc.) |
ASSIGNMENTS |
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| DUE DATE | DETAILS | GRADE ALLOTMENT | EVALUATION CRITERIA |
| Assignment 1:
Free Inquiry Project |
Weekly blog posts starting in the second week of classes. A minimum of 8 posts documenting your free inquiry is expected. Please use multimedia you source online as well as those you create as part of these reflections. Be creative and experiment with documenting your learning in novel ways using technologies explored in this class (creating graphics,
video, audio, etc.) Please use the category ‘Free Inquiry’ for this work. |
25% |
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| Assignment 2:
PODS Online Learning Presentation |
This team-based project involves working with a team to investigate and assess educational technologies, explore debates, and/or key ideas about educational technology.
Early in February, each team will present a preliminary report through a short (3-5 minute) presentation in class about their area of inquiry. In this presentation, you can present the topic, why it is of interest, and any initial findings or thoughts. By the end of the term, you will be expected to showcase your learning via a 5-8 minute video. Each team will prepare one video, and everyone is expected to contribute to the video. Group members can take different positions and tackle different aspects of the presentation, but all roles should be made clear if students do not appear or are not heard in the video. Please feel free to be creative with this project, and consider the use of screencasts, video presentations, podcasts, dramatization, simulation, animation, etc. At the end of the term, each team will present a 5-minute overview of their findings and reflections in a class presentation to be followed by a brief question-and-answer session. You may show a short segment of your video project, but the goal is to encourage your peers to watch your video for more details. Please use the category ‘Educational Technology Presentation’ for posting anything related to this work. |
25% |
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| Assignment 3:
Course Community Contributions and Weekly Reflections |
For each of the big ideas that we discuss in class and online in Brightspace forums, you are expected to capture your notes, reflections, and resources you found useful. A minimum of 8 blog posts documenting reflections from the class are required to be shared on your WordPress portfolio. Please feel free to use multimedia as part of these reflections, share digital resources you created in class, take screenshots, and reflect on what you learned. Be creative and experiment with documenting your learning in novel ways that go beyond text, including audio, video, visuals, etc.
Share one with the class in the Week 12 live class. Please use the category ‘Weekly Reflections’ for this work. |
25% |
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| Assignment 4:
Chat with Randy about your reflections and inquiry project |
We will meet during the last week of class, and the week after the last class if needed, to discuss:
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25% |
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