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(ICTE)
Course overview
ICTE is a four‐week online course where each participant will explore and appropriate technologies that
may add value to his/her teaching. Each person will select from a wide portfolio of ICTE opportunities
those that are appealing to him/her. Using a combination of three teaching strategies (teacher‐
centered, student‐centered and group‐centered) participants will learn and apply relevant solutions to
their courses. Each participant will complete a registration survey which will allow them to determine
their strengths and needs for the course. Upon completion a face‐to‐face launching session will
introduce participants to course methods and tools.
Facilitators
Dr. Alvaro Galvis, course developer, with also serve as the course director. He will collaborate with Dr.
Ian Toppin and Mrs. Shira Hedgepeth to facilitate weekly activities.
Contact hours: On demand via Pronto, Skype or MSN. ID’s are available at faculty profile.
Technology Statement
This course will require Internet access using a computer with a Java‐enabled browser, as well as a
headset and web cam (if possible). Faculties who have not previously received a headset from CETL may
receive one for the course.
The following software will be utilized and needs to be installed on your computer: Adobe Acrobat
Reader, Techsmith’s Jing, Skype or MSN and Pronto. Installation requests should be posted to IR
concerning information resources not already installed in your WSSU computer (Help tickets must be
posted at http://help.wssu.edu/scripts/texcel/ServiceWise/CLogin.dll ).
Digital Book
Use the following link to download and print a free copy of Galvis (2009) Establishing a PLACE for
teaching technologies. Winston‐Salem, NC: Manuscript, available at
http://www.slideshare.net/algalvis50/establishing‐a‐place‐for‐teaching‐technologies
Purpose
ICTE net course is designed to add value to teaching methods and increase digital tools usage by faculty
members at WSSU. It also intends to provide a unique learning experience to faculty who may want to
integrate relevant digital technologies into their teaching.
ICTE Course syllabus, 2009
Course rationale
This course was created to help faculty keep the pace with new technologies for education and improve
their teaching with them. Dealing with native technology users is not an easy task for faculty who are
digital immigrants. It requires continuous exploration of digital opportunities and a thorough
understanding of how technology can be used to enhance teaching and learning. Further, faculty must
understand how to select the appropriate tool for the stated outcome.
Learning Objectives
At the end of the ICTE net course participants will be able to use selected digital technologies to improve
their course delivery and teaching. Proficiency will be shown by the faculty identifying instructional
needs that can be resolved with selected and reviewed technology. Each faculty will select, explore and
propose how to integrate at least three ICTE into their courses. Full integration of technology must
include corresponding rubrics.
Learning activities
There will be a one‐and‐a‐half hour face‐to‐face induction session where faculty will be introduced to
technologies that will be utilized in the ICTE course. During the four weeks following, there will be online
interaction among participants and facilitators by using the following type of weekly activities:
Expository activities / teacher centered: There will be weekly multimedia presentation about a
selected technologies to be discussed in an asynchronous forum. Discussion will be grounded on
each person’s teaching, not theoretical; at least two postings according to TIGER rubric (see
appendix 1).
Active learning activities / student centered activities: A scavenger hunt activity will be
implemented by each participant in regard with an ICTE of his/her interest and findings will be
posted in a personal blog. A PBR (Personal Blog Rubric) will be used to assess quality of blog
posting (see appendix 2).
Interactive activities / group centered activities: Small groups of people who have at least one
hour in common available per week will talk on internet about an ICTE that at least one of the
group members is familiar. Lessons learned from the weekly ICTE will be shared by groups using
a wiki space. There will be a GWR (Group Wiki Rubric) available (see appendix 3).
Reflective activities: At the end of each week participants will post a short reflection based on
his/her weekly experience in a course blog. A metareflection (reflection about past week
reflections) will be posted at the beginning of the next week, in the same blog.
Course certificate
CETL will award a 40 hour certificate of participation to each faculty that completes at least 80% of the
points per week, four weeks.
ICTE Course syllabus, 2009
Face to Read me first Course syllabus Basic tools ‐ demos Course resources
face Instructor’s web page Course definition Audio and video capture P productivity
Sept 14 Home Page with picture Timetable Screen capture and screen L learning
or 15 Help desk request Rubrics: TIGER, TIPS, casting. A access
TIPCS Pronto C communications
Doodle E exploration
SMALL GROUP INTERACTION
ICTE SELECTED FOR GENERAL SCAVENGER HUNT ABOUT WEEKLY REFLECTIONS
WEEK PEER TUTORING
PRAGMATIC DISCUSSION INDIVIDUALLY SELECTED ICTE USING A WEEKLY BLOG
DATES COLLECTIVE WIKI TIPCS
FORUM POSTING, TIGER RUBRIC BLOG POSTING, TIPS RUBRIC TIPS RUBRIC
RUBRIC
Week 1 Team LX, Journal LX, wiki and blog Each person reviews ICTE listed Skype, MSN.
Sept 16 tools in BB: Video tutorials and in Initial Survey, or included in Lessons learned from face‐
to 22 grounded discussion in weekly (Galvis, 2009), and posts an to‐face session.
forum. exploration plan in exhibit blog.
Week 2 Audio and Video casting with Each person explores an ICTE of Small group members share Metareflection on F2F
Sep 23 Youtube, Teacher Tube, School his/her interest and shares about ICTEs of their interest. As reflections.
to 29 Tube, iTunes U: Video tutorials and findings in exhibit blog. a result they build a collective Lessons learned from
grounded discussion. reflection in a wiki space. week 1 activities
Week 3 Panopto, a video lecture capturing Each person explores an ICTE of Small group members share Metareflection on Week 1
Sep 30 system, and Elluminate, a video his/her interest and shares about ICTEs of their interest. As reflections.
to Oct 6 conference system: Video tutorials findings in exhibit blog. a result they build a collective Lessons learned from
and grounded discussion. reflection in a wiki space. week 2 activities.
Week 4 Voicethread, oral annotation of Each person explores an ICTE of Small group members share Metareflection on Week 2
Oct 7 to digital media: Video tutorials and his/her interest and shares about ICTEs of their interest. As reflections.
13 grounded discussion in weekly findings in exhibit blog. a result they build a collective Lessons learned from
forum. reflection in a wiki space. week 3 activities.
Week 5 Turnitin, plagiarism detection and Each person explores an ICTE of Small group members share Metareflection on Week 3
Oct 14 grading system: Video tutorials and his/her interest and shares about ICTEs of their interest. As reflections.
to Oct grounded discussion in weekly findings in exhibit blog. a result they build a collective Lessons learned from
20 forum. reflection in a wiki space. week 4 activities.
Final survey.
ICTE Course syllabus, 2009 Page 3
TIGER rubric to selfassess quality of pragmatic discussion postings, Alvaro Galvis, 2007
INDICATORS 5 EXCELLENT 4‐3 GOOD 2‐1 FAIR 0 UNACCEPTABLE POINTS
Title. A short sentence The title is suggestive and The title relates to the content There is a title but it is fairly There is no title, or it is just
that delivers the intention reflects the intention and of the message but does not related to the content. "My the automatic RE:..
of the message and content of the message. E.G. underscore the intention. E.G. ideas on the topic" produced by the system
captures attention "Technology in education: pro "Technology in education"
and cons"
Illation. It refers to The message builds on prior The message mentions prior The message mentions The message does not take
building new ideas based messages threading ideas messages but does not link authors and ideas from other into consideration prior
on logical reasoning from between them them messages that were taken messages
what others have said, into consideration
quoting and reasoning on
their postings
Generative. It refers to The intervention helps The message includes questions The message includes There are no new
generate more discussion, deepening the discussion, or arguments but they do not questions but they are not discussion seeds, or there
not for the sake of it but leaves new discussion seeds, help deepening the discussion open ended are only pseudo‐questions
getting to the core of provokes debate
what is being discussed
Enriching underscores the The intervention moves the The message focuses the The message deals with the The intervention does not
importance of stirring the discussion forward bringing discussion highlighting key discussion thread but does correspond to the
discussion, of adding new elements or perspectives elements of it not add value to it discussion thread
value to it. into it
Readability highlights the The message is well written The intervention is well written The message is The message is not
importance of ensuring and is presented in an easily but it is in a hard to read format understandable but it is not understandable
sentence quality for your readable format well written or presented
message
TIGER postings. Amount Two or more postings are Only one posting is TIGER Only one posting is TGER None of the postings are
of postings that either TGER or TIGER TGER of TIGER
accomplish TIGER criteria
Overall comment Total points out of 25
Symbols taken from Creative Commons 3.0 USA http://creativecommons.org/licenses/by‐nc‐sa/3.0/us/
ICTE Course syllabus, 2009 Page 4
TIPS rubric to self‐assess quality of blogs in the ICTE course, by Alvaro Galvis, 2009
1
This rubric builds on “Scoring rubric for blogging / discussion / participation in Mr. Rezac’s class”, available the 27th of August,2009, at
http://www.scribd.com/doc/5581113/Blog‐Scoring‐Rubric
ICTE Course syllabus, 2009 Page 5
TIPCS rubric to selfassess quality of wiki pages, by Alvaro Galvis, 2009
INDICATORS 2 5‐4 STRONG 3‐2 MEETS 1‐0 NOT YET POINTS
Title. A short sentence that delivers In few words it lets the reader know It tells the reader what is the wiki page It does not tell the reader what the
the intention of the message and what the wiki page is about and what about but not what to get from it. wiki page is about, or leaves the
captures attention the intention behind it is. “Our ideas “Concept maps” default title. “Our weekly wiki,
about using concept maps in higher October 12”
education”
Ideas. The heart of the message, the The main point is very focused and There are interesting ideas but not a Someone else might have trouble
content of the piece, the main theme, easy to understand. A reader would clear message. The reader may get what figuring out what the conversation
with details that enrich and develop learn something from small group the small group talked about but not was about and what emerged from it.
that theme. interaction about a given ICTE and its what participants leaned concerning the Ideas seem jumbled, scrambled. There
educational use. There is a conclusion tool in consideration and its educational is not a conclusion; it is just a list of
or a suggestion. use. stuff.
Presentation. The way wiki The look and feel of the wiki page is The wiki page is understandable but The form used to present ideas
information is presented; the form professional. Time was taken to doesn’t stand out. It is adequate but doesn’t help understanding the
used to deliver and highlight the organize content, to add colors, tables, kind of boring. It doesn’t include images message. Content is poorly organized
content. pictures, video, URLs or other elements or videos or URLs to illustrate what is or visualized.
that give the weight to messages. said about ICTE explored.
Collaboration. Individual participation The history of the wiki page shows that The history of the wiki page shows that The history of the wiki tool shows that
in a collective work created based on each group member contributed to the nearly half of the small group almost one person did the entire job.
verbal group interaction. final work, posting ideas, editing contributed to the final work.
content, improving presentation or
writing.
Sentence quality. The rhythm and These sentences almost sing. It is very It is pretty easy to read aloud this wiki This wiki page is hard to read aloud; it
flow of the language, the sound of easy to read this aloud with lots of page but sentences are all about the is necessary to stop, go back, and
word patterns, the way in which the inflection. Some sentences are long same length; may be some could be recheck the meaning. Editing is not
writing is grammatically correct. combined, may be others could be yet under control; spelling and/or
and stretchy, some short and snappy.
shortened. Some bothersome grammar punctuation needs to be revised.
Grammar is correct and consistent. mistakes still need cleaning up.
Overall comment Total points out of 25
2
This rubric builds on “Scoring rubric for blogging / discussion / participation in Mr. Rezac’s class”, available the 27th of August,2009, at
http://www.scribd.com/doc/5581113/Blog‐Scoring‐Rubric
ICTE Course syllabus, 2009 Page 6