Course: EDUC 629 - Technology and Diversity
Instructor: Dr. Daniel Baer
Start March 20th, 2017
Tuesday, March 7, 2017
EDUC 633 - Instructional Design Team Project
Course: EDUC 633 -Principles of Design & Mgmt. in Distance Education
Professor: Dr. Jennifer Courduff
(Ready to Manage, 2017)
Professor: Dr. Jennifer Courduff
Course Rational: This course exists to give the student the
skills needed to design and manage instructional projects in the growing and
changing distance education environment. The student will learn about the
importance of integrating the principles of instructional design into the
development of training, support, and all facets of instructional technology
management for various environments.
Description: The purpose of the module or workshop should
be to assist pre-service educators, educators, administrators, or staff in
developing an attitude, skill, or knowledge to assist them with the meaningful
integration of technology or distance education in the classroom, school,
university, or organization. Thus, the lesson maybe developed for a K-12
setting, higher education setting, corporate, or government setting. The
project should be based on a real-world environment of your choice.
Assignment: Instructional Design Team Project
In this course, you
will develop a web-based or mobile module or workshop based on best practices
for distance education design and learning.
The final project is
comprised of four items:
(1) An instructional
design report
(2) Two recorded ISD
team planning sessions,
(3) A web-based
or mobile module or workshop.
(4) A statement of
contribution
Click the link: ISD Team Project
Team Members:
Kathleen Andersen
Jennifer Houchin
Victoria Pierce
Evonne Dantzler
Kathleen Andersen
Jennifer Houchin
Victoria Pierce
Evonne Dantzler
Reference
Ready
to Manage. (2017). Instructional design [Clipart]. Retrieved
from
http://blog.readytomanage.com/why-is-good-instructional-design-more-important-than-ever-in-the-modern-world/
Monday, March 6, 2017
EDUC 633 - Best Practices for Distance Education
Course: EDUC 633 -Principles of Design & Mgmt. in Distance Education
Blog Video:
(Flynn, 2017)
Blog Video:
Best Practices for Distance Education
For this week blog posting I reviewed three
journal articles on best practices for distance education. My research
revealed; one of the most important practices was to is assessing students’
needs and identifying clear distance learning program objectives (Nsaih, 2013).
Another best practice would be to emphasize the vision of virtual learning
programs with the reality of needs, resources, capabilities (Nsaih, 2013).
Along with these best practices, it is imperative to begin with a clear vision
and strong leadership that can proactively support the structure and management
of a distance learning program (Nsaih, 2013).
One of the articles was about incorporating
Information and Communication Technology (ICT) into the adult education. It is
important to have access to innovative technology for communication as well as
technology that can manage the data (Mariki, 2013, p. 185).
According to Miller and King (2003) the
following are best practices for distance learning; (1) when there are
technology changes they should be clear and consistent to reduce impact on
students; (2) provide online learner technical support; (3) the selection and
implementation of technology should be user friendly and appropriate for
different learning styles; (4) distance learning programs and degrees should
include general education requirements; (5) synchronous
or asynchronous should be used for teacher and student interactions; and (6)
distance education courses should include documented assessments as well as
data comparing students’ performance (p. 293).
I concur with the best practices covered by
these three journal articles. They contain all the best practices that I would
consider relevant for online learning.
References
Flynn, K. (2017). Best
practice clipart [Clipart]. Retrieved from
http://blog.edmentum.com/blog/kristinflynn
Mariki, B. E. (2013). Use of ICT in
distance education at Hanyang Cyber University: Possible best practices for the
institute of adult education. Turkish
Online Journal of Distance Education, 14(2), 185-195. Retrieved
from http://content.ebscohost.com/ContentServer .asp?
T=P&P=AN&K=89236848&S=R&D=ehh&EbscoContent=dGJyMMvl7ESepr
Q4y9fwOLCmr0%2Bep69Ssqa4TbKWxWXS
Miller, T., & King, F. (2003).
Distance education: pedagogy and best practices in the new millennium. International Journal of Leadership in
Education, 6(3),
283-297. doi:10.1080/1360312032000118225
Nsiah, G. K. (2013). Best practices in distance
education: A review. Creative
Education, 04(12),
762-766. doi:10.4236/ce.2013.412108
Friday, March 3, 2017
EDUC 631 – Literature Review - Distance Education: Proliferation and Challenges
Course: EDUC 631 Foundation of Educational Technology and Online Learning
(Storify.com, 2016)
Professor:
Dr. Daniel Baer
Course Rational: Foundations of Educational
Technology and Online Learning gives the candidate a well-rounded introduction
into one of the fastest growing fields in school systems today. This course
creates a solid foundation of historical precedence and theoretical framework
in the field. Thus, it gives the student the foundational tools required to
become a successful contributor in the field of Educational Technology (Baer,
2016).
Assignment:
Literature Review:
As we progress through the course, you will submit a literature
review on a topic of your choice, related to educational technology or distance
learning. The paper will be submitted in three stages. The first stage is
an annotated bibliography. The second stage is a rough draft. The last stage is
the final paper (Baer, 2016). Please click the link to see the completed
assignment
References:
Baer, D. (2016). EDUC 631 Syllabus [Microsoft word]. Retrieved from
https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_344430_1&content_id=_16141888_1
Storify.com. (2016). Technology
in education [Clipart].
Retrieved from https://storify.com/trmccoolCAT200/educational-technology
EDUC 696 – Christian Integrations
Course: EDUC 696 - Current Issues in Education
Healey Library. (2016).
Professor: Dr.
Michael Patrick
Course Rational: Case studies in specific areas of academic interests are studied to enhance professional growth and development. This course is for candidates who are not pursuing licensure nor completing field experience hours (Patrick, 2016).
Assignment:
Christian Integration
Create your own mock case study scenario
describing a situation that teachers, administrators, or school counselors
might encounter in the classroom setting. Address key areas that educators face
in today’s schools such as parent-teacher communication, behavior management,
and classroom management (Patrick, 2016). Please click the link to see the
completed assignment:
References:
Healey
Library. (2016). Law of education [Clipart]. Retrieved from
https://healeylibrary.wikispaces.com/ADM+G627+Law+of+Public+Education
Parker, L. W.
(2016). EDUC 504: Historical and philosophical foundation of
education [Microsoft
word]. Retrieved from https://learn.liberty.edu/webapps/blackboard
/content/listContent.jsp?course_id=_293955_1&content_id=_10856008_1&mode=reset
EDUC 637 - Social Studies Strategy Portfolio
EDUC 637 Teaching
Social Studies in the Middle School
(Clipart Fox, 2016)
Professor:
Dr. Carol Gillespie
Course
Rational: Cognitive skills evolved from the need
to place a heavier emphasis on content being developed in the General Studies
while the technique for communicating those skills to middle-grade children has
been designated as the role of the School of Education. In social sciences, the
focus must be upon the development of cognate skills as opposed to the mere
retention of facts. Current teachers must stay abreast of the latest approaches
to instructional practice in middle education social studies, to include
general philosophical approaches and specific tools and techniques (Gillespie,
2016).
Assignment:
Social Studies Strategy Portfolio
For this assignment, you will select a topic in the general area of
social studies instruction in middle grade education and examine accompanying
literature related to that topic to identify the latest trends and issues.
Ultimately, you will compile these results into a PowerPoint presentation of
around 10 slides to identify these trends (Gillespie, 2016). Please click the
link to see the assignment:
References:
Clipart Fox. (2016). Social
studies [Clipart]. Retrieved
from
https://clipartfox.com/categories/view/93eca038a8e3cfea167c9cd50b43433351a7e335/kids-social-studies-clipart.html
Gillespie, C. (2016). EDUC
637 syllabus [Microsoft
Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_303144_1&content_id=_12431154_1
EDUC 625 – Field Experience
Course: EDUC 625 – Secondary Instructional Procedures
(Muskurado, 2016).
Professor: Dr. Andrea Beam
Course Rational: “If the student hasn’t learned, then the teacher hasn’t taught” may not always be true. However, it is imperative that the candidate, as a teacher, utilize research-based teaching practices and procedures that produce positive outcomes in learners (Beam, 2016).
Assignment: Field Experience
The
student will write a Field Experience Summary after completing their 10-hours
field experience (Beam, 2016). Please see the link for completed assignment:
References:
Beam, A. (2016). EDUC 625 syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_323863_1&content_id=_14274972_1
Muskurado. (2016). Teach encourage [Clipart]. Retrieved from http://muskurado.com/teach-encourage-instruct-mentor-praise-influence-guide-inspire.html
EDUC 623 – Mini Lesson & Presentation
Course: EDUC 623 - Principles of Behavior Management
(Clipart Kid, 2016)
Professor: Dr. John J. Pantana
Course Rational: "Even
a child is known by his doings, whether his work be pure, and whether it be
right" (Proverbs 20:11).
An understanding of behavior management
serves as a foundation for classroom success with special education and general
education students (Pantana, 2016).
Assignment: Mini Lesson &
Presentation
Teach
a 15 minute "mini-lesson" using lesson plan assignment created and
submitted earlier (Pantana, 2016). Please click link to see completed assignment:
References:
Clipart Kid. (2016). School
lesson plan [Microsoft
Word]. Retrieved from http://www.clipartkid.com/lesson-plan-cliparts/
Pantana, J. J. (2016). EDUC 623 syllabus [Microsoft Word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_310206_1&content_id=_12665323_1&mode=reset
Thursday, March 2, 2017
EDUC 571- Curriculum Project
Course: EDUC 571 - Curriculum Fundamental
Curriculum Project
(Clipart Library, 2016).
Professor:
Dr. Leah Kinniburgh
Course Rational: Administrators and teachers are responsible for the planning and implementation of curriculum that best meets student needs and fosters maximum growth. To make educationally sound decisions and to implement decisions in a manner that is productive for students, educators must know the parameters, advantages, and disadvantages of the various curriculum models and must analyze the research data which supports or discredits those conclusions.
Assignment:
Curriculum Project
The curriculum project consists of several
graded steps in the course.
1. Curriculum
Essentials Assignment - consists of creating: a mission statement using the
template provided, a simplistic character education plan, and a standards
assignment.
2. Horizontal
Mapping Assignment - configure a “map” that displays “when”
and “how long” certain standards (content or skills) will be taught in the
grade level for which he/she chooses for the Curriculum Project.
3. Sample
Curriculum Planning Charts - The candidate will produce a shorter version of the
Curriculum Project for the instructor to grade; with a legend and 2 weeks of
curriculum following the sample.
4. Resource
List - compile a list of at least 25 diverse resources that were used or cited
during the Curriculum Project.
5. Self-Analysis
& Evidence of Curriculum Requirements - list five ways in which the following
elements are incorporated into the Curriculum Project: integration, fine arts,
health, PE and movement, character education, diversity and accommodations,
critical thinking and problem solving activities, active learning experiences,
involvement of the mission statement, technology, collaboration and assessment.
Self-Analysis & Evidence of Curriculum Requirements
Self-Analysis & Evidence of Curriculum Requirements
References:
Clipart Library.
(2016). Lesson plan [Drawing]. Retrieved from
http://clipart-library.com/plan-cliparts.html
Kinniburgh, L.
(2016). EDUC: 571: Syllabus [Microsoft Word]. Retrieved from
https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_323662_1&content_id=_12253094_1&mode=reset
EDUC 539 – Content Competency
Course: EDUC 539 Current Issues in Content Area
Content Competency
(The Holmes Education Post, 2016)
Professor: Dr. Lisa Reason
Course Rational:
This course is designed to provide
learners an opportunity to strengthen demonstration of content competencies in
order to demonstrate competence and scholarship in a respective area of
instruction. Students will review and complete tasks necessary for successful
completion of their respective program. Students will also review research in
their respective content area.
Assignment: Content Competency
The assignment
requirement was to write about content competencies that needed to be
strengthening for me to complete the program requirements. I had to describe
the competencies, plan for improvements, and discuss the outcome of my
efforts. You can review my completed
assignment by clicking the hyperlink below:
References
Liberty University. (2016). EDUC
539: Current issues in content area [Word
document]. Retrieved from
https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp? course_id=_285443_1&content_id=_10631956_1
The Holmes Education Post. (2016). Current issues and answers [Photograph]. Retrieved from
http://theholmeseducationpost.com/booke-store/
EDUC 501- Developmental Case Study
Course: EDUC 501 - Advanced Child Development
Developmental Case Study
Professor: Dr. Joyce Harth
Course Rational:
“And Jesus increased in wisdom and stature, and
in favor with God and man” (Luke 2:52, King James Version). This statement of
Jesus’s human development encompasses the domains examined in this course:
cognitive, physical, social/emotional, and spiritual. An understanding of child
development is essential for developmentally appropriate practice in the
classroom (Liberty University, 2016).
Assignment: Developmental
Case Study
The assignment requirements were to identify 2
students with various levels of development. I had to obtain permission to
observe each student and make notes on the three developmental domains;
physical, cognitive, and social/emotional. The attached document
describes what I observed on each student.
You can review my completed assignment by
clicking the hyperlink below:
Reference
Liberty University. (2016). EDUC 501: Advanced child development [Word Document]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp? course_id=_285296_1&content_id=_10631334_1
Urban Child Institute. (2016). Developmental domain [photograph]. Retrieved from http://www.urbanchildinstitute.org/sites/all/files/publications/otags/uci-otags-fg-1-1.png
EDUC 504 – Historical & Philosophical Foundation of Education
Course: EDUC 504 - Historical & Philosophical Foundation of Education
Education Equals Knowledge
(ClipartFest.com, 2016)
Professor: Dr. Leonard W. Parker
Course Rational:
The purpose of this course is to expand the student’s
awareness of
how their own personal beliefs about education compare to those in
the knowledge
base of the field (Parker, 2016).
Assignment: Personal Education Philosophy
The title of my paper was “Education Equals
Knowledge”. Please
click Personal Education Philosophy
to review my completed
assignment:
References
ClipartFest.com.
(2016). All children can learn [Drawing]. Retrieved from
https://clipartfest.com/categories/view/1f0408e7f784e929e51f4b5fa7da4de619042af4/philosophy-of-education-clipart.html
Parker, L. W.
(2016). EDUC 504: Historical and philosophical foundation of education [Microsoft
word]. Retrieved from https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?
Wednesday, March 1, 2017
EDUC 631 - Equivalency Theory
EDUC 631 -
Foundation of Educ. Tech Online Learning – Equivalency
Theory
My YouTube Video: Equivalency Theory
Educational
institutes should base their distance education programs on the equivalency
theory because this concept will ensure students have an equal opportunity to
the same learning experiences (Simonson, Schlosser, & Hanson, 1999, p. 70).
Basically, the instructional designer’s primary goal should be to design a
curriculum that will adequately address equivalent learning experiences
(Simonson, Schlosser, & Hanson, 1999, p. 70). It is imperative for
instructional designers to make sure each student have equivalent learning
experiences and those experiences should be tailored to their learning
environment (Simonson, Schlosser, & Hanson, 1999, p. 71).
Through
the course of development, implementation, and managing online courses and
degrees instructional designers should prepare lessons that have equal value,
anticipate, and provide a collection of experiences as well as content should
be suitable to the needs of the individual learner (Simonson, Schlosser, &
Hanson, 1999, p. 71). On a broad scale, the use of equivalency theory should
ensure the outcome of each online course is measurable and implemented
appropriately.
Garratt-Reed,
Roberts, and Heritage (2016) included a statement from Simonson (1999) online and face-to-face learners will reach equivalent
learning outcomes when equivalent learning experiences were provided (p. 1).
Results from a study reached students’ grades were not significantly different
between online and face-to-face students. However, online students performed
poorly when the assignment was based on group-work assessment (Garratt-Reed,
Roberts, & Heritage, 2016, p. 1).
Nonetheless, both groups displayed high students’ satisfaction in the
context that was being taught (Garratt-Reed, Roberts, & Heritage, 2016, p.
2).
References
Garratt-Reed, D.,
Roberts, L. D., & Heritage, B. (2016). Grades, Student Satisfaction and
Retention in Online and Face-to-Face Introductory Psychology Units: A Test of
Equivalency Theory. Frontiers in Psychology. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.
ezproxy.liberty.edu/ps/i.do?p=AONE&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA457547403&sid=summon&asid=2f7fcd2efadd5b3c9718822cc67fdcae
Simonson, M.,
Schlosser, C., & Hanson, D. (1999). Theory and distance
education: A new discussion. American
Journal of Distance Education, 13(1),
60-75. doi:10.1080/08923649909527014
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