TED 550 Project-Based Learning and Collaborative Learning Using Technology Online
Course Outline
Course Description
Students explore environments for integrating technology with instructional techniques that foster collaborative learning, reflective teaching, and inductive approaches to instruction. Additional focus is demonstration that learning can be fun through project based learning with available technology. This is a content embedded pedagogical course which integrates appropriate content related to student’s professional content track into the projects and curriculum developed during the course. (3 credits)Objectives
- Analysis of project-based learning models
- Comparison between project-based learning and problem-based learning
- Integration of technology tools into PBL
- Analysis of Cooperative classroom models
- Setting up a learning environment for cooperation
- Integrating technology into cooperative classrooms
- Taking cooperative environments online
- Development of games as a project based learning environment
- Simulations—vicarious learning projects
- Role play and drama integrated into projects
- Streaming media integrated into projects
Curriculum Design & Time Requirements
Forum discussion will be a deciding factor in whether a course grade should be rounded up to the higher letter or down to the lower letter. The online course weeks begin on Tuesdays and end on Monday night at midnight. This is an online three credit graduate level course that is completed over a thirteen-week period.Hardware & Computer Skill Requirements
Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Microsoft Internet Explorer, Safari, Mozilla Firefox etc. Students must have an inexpensive webcam, microphone for computer, digital camera, Webkinz stuffed animal found at Hallmark, Carlton, Penney’s and other department stores. Littlekinz is ok and less expensive. Cost $9.95-14.95..Course Materials
The required texts for this course are:- Schwartz, L.M., & Willing, K.R. (2001). Computer activities for the cooperative classroom. Markham, Ontario, CA: Pembroke.
- Moursund, D. (2003). Project-based learning: Using information technology. 2nd. Ed. Eugene, OR: International Society for Technology in Education.
- Plowman, T.S. (Ed.) (2008). TED 550: Project based and collaborative learning integrating technology. Boston: Pearson Custom Publishing.
- Boss, S. & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.
Session Outline
Session 1: Introduction & OverviewContents:
- Introduction
- Digital photography: Your Professional Setting
- Create a photo essay of computer lab.
Session 2, 3 & 4: Problem Based Learning
Contents:
- Problem Based Learning Project
- Digital photography: Continued
- Copyrights & Intellectual Property Rights Laws
- Characteristics of PBL
- Differences in PBL vs PrBL
- 21st Century Piracy Course
Session 5, 6 & 7: Project Based Learning
Contents:
- Social Networks
- Hero Project
- Katrina Project
- K-12 Project
- Online Educational Gaming Environments
Session 8, 9 & 10: Educational Gaming
Contents:
- Webkinz Overview
- PuzzlePirates
- Journey into Building Your Own Online Educational Game
- Analysis of data
Session 11,12 & 13: Educational Simulations
Contents:
- Elements of Simulations
- Lesson Plans
- Animation
- Cooperative Learning Adaptation
Grading
| Assignment | Points | ||
| Attendance & Participation | 20 | ||
| Book Review | 10 | ||
| Individual PBL proj./Teacher Tube streaming short | 10 | ||
| Group PrBL proj. | 10 | ||
| Simulation Group | 10 | ||
| Game Group | 10 | ||
| Still Photography Project | 10 | ||
| PBL vs PrBL Quiz | 10 | ||
| Animation Project | 10 | ||
| Total Points | 100 |
Self-Reflective Evaluation
Students are asked to submit an essay (1-2 pages) at the end of the semester in the digital drop box of their reflections on the course, the process involved in learning and their level of participation. Students are asked to assign themselves a self-reflective grade for the course based upon their perceived level of participation and effort. This will be compared with the Instructor’s assessment of their performance. Comparisons within a half letter grade will result in the student’s assessment being submitted for course grade. Comparisons larger than a half letter grade difference will result in a grade conference call. Students are asked to submit a phone number where they can be reached on the self-reflective evaluation.
