Assessment+Rubrics+&+Info

= Assignments & Assessments =


 * Class Sessions: ||  || ======

CS1
||  || ===CS2=== ||   || ===CS3=== ||   || ===CS4=== ||   || ===CS5=== ||   || ===CS6=== ||   || ===CS7=== ||   || ===CS8=== ||

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Discussion Rubric Chart
The following Discussion Rubric will be used for all discussion unless otherwise stated.
 * [[image:edtc-601:Discussion.png width="489" height="308" caption="Discussion Rubric"]] ||
 * [[file:Discussion Rubric.xls]] ||

Blogging Rubric Chart
The following Blogging Rubric will be used for all blog reflections unless otherwise stated.
 * [[image:edtc-601:Blogging_Rubric.png width="511" height="453" caption="Blogging Rubric"]] ||
 * [[file:Blank_Blogging Rubric Chart.xls]] ||

= Assignments & Assessments for Class Session One =

** To be completed in class: **

 * 1.1: Blogs & Wikis - //(4 points)//
 * 1.2: Blog Investigation - //(30 points)//
 * 1.3 Wiki Investigation - //(30 points)//
 * 1.4 Discussion Share Findings - //(4 points)//
 * 1.5 Educational Blogs & Wikis Search Part 2 - //(50 points)//
 * 1.8 Wordle Clouds for Blogs & Wikis - //(4 points)//

** Homework Assignments **
// **Due Thursday, May 19th** - Submit to Topic1_StudentPage //. [|601 Topic1 Assessment.docx]
 * 1.5 Researching Blogs & Wikis - finish.
 * 1.6 Analyzing Views about Blogs & Wikis - //(100 points)//
 * 1.7 Create a Reflection Blog - //(16 points) - Post link to Our Blogs page.//

= Assignments & Assessments for Class Session Two =

** To be completed in class: **
**//Due Thursday, May 26th//** - [|601 Topic2 Assessment.docx]
 * 2.1: Digging into //**Classroom Instruction that Works** (20 points//)
 * 2.2: Share Findings //(4 points)//
 * 2.3 (Parts 1 and 2): Investigating Bloom's Taxonomy //(20 points)//
 * 2.4 Applying Bloom to Marzano //(80 points)//
 * Homework Assignments **
 * 2.3 Part 3: Investigating Bloom's Taxonomy //(40 points) -// //Submit on Class Blog ////.//
 * Finish 2.4 Applying Bloom to Marzano//(80 points) Submit to Topic2_StudentPage. //
 * 2.5 Blogging about Marzano and Bloom//(16 points) - Submit on 601 Bog Class Blog //
 * //Complete the Topic 3 Field Experience by next class - March 22nd - Submit to Topic3_StudentPage //

=Assignments & Assessments for Class Session Three =

** To be completed in class: **
**//Due Thursday, June 2nd//** - [|601 Topic3 Assessment.docx]
 * 3.1: Google Apps Training Field Experience //(25 points)//
 * 3.2: What is Web 2.0 Really?
 * Start 3.4 Web 2.0 Activities //(80 points)//
 * Homework Assignments **
 * 3.3 Exploring and Creating with Google Calendar and Forms //(40 points) - Submit to your Topic3_StudentPage//
 * Finish 3.4 Web 2.0 Activities //(80 points) Submit to Topic3_StudentPage //
 * 3.5 Blogging About Web2.0/Google App //(16 points) -// //Submit on 601 Bog Class Blog ////.//

=Assignments & Assessments for Class Session Four =

** To be completed in class: **
**//Due Thursday, June 9th//** -
 * 4.1: Social Networking in Plain English //(4 points)//
 * 4.2: Social Network Categories //(15 points)//
 * 4.3: Social Networking in the Classroom //(20 points) -// //Submit to Topic4_StudentPage.//
 * 4.4 Bringing Social Networking & Digital Citizenship into the Classroom //(50 points)// - //Submit to Topic4_StudentPage.//
 * Homework Assignments **
 * Finish 4.4 Bringing Social Networking & Digital Citizenship into the Classroom. //(50 points)// - //Submit to Topic4_StudentPage.//
 * 4.5 Social Networking Lesson //(105 points)// - //Submit to Topic4_StudentPage.//
 * 4.6 Blogging about Social Networking & Digital Citizenship //(16 points) -// //Submit on Class Blog ////.//

=Assignments & Assessments for Class Session Five =

** To be completed in class: **
**//Due Thursday, June 16th//** -
 * 5.1: Online Learning Terminology //(10 points)// Submit to Topic5_StudentPage
 * Start 5.2: Online Learning Proposal //(100 points)//
 * Homework Assignments **
 * Finish 5.2: Online Learning Proposal //(100 points)////.// Due ** Monday, June 20th **//-// submit to Topic5_StudentPage.
 * 5.3 Blogging about Similarities/Differences between Online and Traditional Instruction //(16 points) -// //Submit on <span class="wiki_link_ext">Class Blog ////.//
 * Complete Topic 6 Field Experience for next class, June 22nd

=<span style="color: #34cece; font-family: 'Arial Black',Gadget,sans-serif;">Assignments & Assessments for Class Session Six =

** To be completed in class: **
**//Due Thursday, June 23rd//** -
 * Homework Assignments **

=<span style="color: #34cece; font-family: 'Arial Black',Gadget,sans-serif;">Assignments & Assessments for Class Session Seven =

** To be completed in class: **
**//Due Thursday, June 30th//** -
 * Present 5.2 Online Learning Proposals (//100 points//)
 * 7.4 Explore Virtual World sites provided.
 * Start 7.5 Virtual Reality Integration. //Submit to Topic7_StudentPage.//
 * Homework Assignments **
 * Finish 7.5 Virtual Reality Integration. //Submit to Topic7_StudentPage.//
 * 7.7 Virtual Reality in Education Threaded Discussion Post. //(80 points)// - //Discussion is on the Topic7_StudentPage.//// Original postings need to be completed by June 26th in order to allow time for a meaningful. discussion.//
 * Complete Topic 8 Field Experience for next class, April 26th.

1.6: Analyzing Views About Blogs and Wikis
//**(Capstone Project Suggestion) -**// //** Due Thursday, May 19th **// Now that you have analyzed different blog/wiki hosts and investigated various ways that they are being used in educational settings, you are going to research how professionals are viewing them. Using online journals, books, and/or online resources, search for articles that are for and against using these tools in the classroom. Using your findings and personal opinions, you are going to summarize your thoughts and findings using the outline and guiding questions below. Each section should contain a minimum of three paragraphs.

List your sources using APA style. When you complete your paper, submit your paper to Topic1_StudentPage.
 * Section 1: Blogs (include a minimum of 3 citations)**
 * Based on the research you found, what are the advantages/disadvantages of blogging in the classroom?
 * What blog host(s) is the best for your educational setting? Explain.
 * How are blogs currently being integrated into the classroom setting?
 * Section 2: Wikis (include a minimum of 3 citations)**
 * Based on the research you found, what are the advantages/disadvantages of using wikis in the classroom?
 * What wiki host(s) is the best for your educational setting? Explain.
 * How are wikis currently being used in the classroom setting?
 * Section 3: Your View on Blogs and Wikis in the Classroom**
 * How would blogs be beneficial in your classroom?
 * How might you integrate blogging into your classroom?
 * How would wikis be beneficial in you classroom?
 * How might you integrate wikis into your classroom?
 * Section 4: Bibliography**

Regis Rubric: CPS School of Education and Counseling General Writing Rubric - []
 * 1.6 Assessment**

//Section 1: Blogs (include a minimum of 3 citations)// //Section 2: Wikis (include a minimum of 3 citations)// //Section 3: Your View on Blogs and Wikis in the Classroom// //Bibliography/Formatting//
 * 1.6 Assessment Checklist (100 points):**
 * Advantages and disadvantages of blogging in the classroom (10 points)
 * Blog host of choice and explanation of why (10 points)
 * Current use of blogging in classrooms (10 points)
 * Advantages/disadvantages of using wikis in the classroom (10 points)
 * Wiki host of choice and explanation of why (10 points)
 * Current use of wikis in the classroom (10 points)
 * Benefits of blogs in your classroom (5 points)
 * Blog integration in your classroom (5 points)
 * Benefits of wikis in your classroom (5 points)
 * Wiki integration in your classroom (5 points)
 * Uses correct APA format (10 points)
 * Minimum of 6 citations (3 from each of research sections) (10 points)

Back to Class Session 1 Assignments

1.7: Create a Reflection Blog
Using the blog host of your choice, you are going to create a blog that will be used to share your experiences throughout the duration of the course. If you haven’t created a blog before, your blog host should provide instructions and/or there are many resources online to help you. Be sure to give your blog an appropriate title, theme, graphics, features, etc. When you have finished creating your blog, you need to share the link to your blog with your instructor and classmates on the wiki under “Our Blogs.” You will use the links throughout the course to comment on your peers’ blog posts. RubiStar is a free tool for teachers to use in order to create quality rubrics. There are many content areas and projects to choose from that will help generate various characteristics to evaluate. The RubiStar Multimedia rubric will be used to evaluate your work.
 * // Design due Thursday, May 19th //**
 * //Blog Requirements://**
 * Contains appropriate title
 * Chooses an original theme
 * Includes a least one graphic or unique feature
 * Shared with instructor
 * Blog URL is posted on Our Blogs page.
 * 1.7 Assessment**
 * =====**1.7 Blog Design**===== ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Requirements || All requirements are met and exceeded. || All requirements are met. || One requirement was not completely met. || More than one requirement was not completely met. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentation content. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part but lacks headings or bulleted lists to further organize the content. || There was no clear or logical organizational structure, just lots of facts. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. || Uses other people's ideas (giving them credit), but there is little evidence of original thinking. || Uses other people's ideas, but does not give them credit. ||

Back to Session 1 Assignments

2.3: Investigating Bloom's Taxonomy

 * //Design due Thursday, May 26th// **
 * Parts 1 & 2 will be completed in class and submitted to Topic2_StudentPage. Part 3 will be submitted to your Reflection Blog and is due Thursday, May 26th. **

You are going to research the different variations of Bloom’s taxonomy. Create a matrix or a comparison chart (using a technology tool) that illustrates the various versions. Submit to Topic2_StudentPage.
 * Part One – Researching Bloom**

Reflect on your teaching and educational experiences to provide suggestions for additional thinking skills and/or verbs that might be included in the Revised taxonomy, including digital Bloom’s verbs.
 * Part Two – Reflection**

Select a lesson that you teach and evaluate how the lesson integrates the Revised Blooms and Digital Blooms. Create a table to illustrate. Write a 200-400 word reflection on how your lesson can be improved to integrate the higher levels of Bloom’s Revised taxonomy as well as integrate Digital Bloom’s. You will include this table in your blog reflection for the week.
 * Part Three – Evaluate and Integrate**


 * 2.3 Assessment (60 points):**
 * [[image:edtc-601:2.3InvestigatingBloom.png caption="Investigating Bloom's Taxonomy"]] ||
 * [[file:2.3 Investigating Bloom's T.xls]] ||

Back to Class Session Two Assignments.

== 2.4: Applying Bloom's Taxonomy to Marzano's Researched-Based Strategies == //**(Capstone Project Suggestion) -**//** Assignment due Thursday, May 26th ** Using the Marzano/Bloom Planning Page you are going to write activities that can be implemented into your classroom. You are required to create two activities for each level of the Digital Bloom’s taxonomy. Each activity should use a different verb from the taxonomy. You need to also list the Marzano strategy utilized in each activity (each of the nine strategies must be used at least once). Finally you’re required to identify the content area for each activity and the Bloom’s taxonomy verbs.

Your activities should be technology-based to help get you thinking about how technology can be integrated into the classroom. When you complete your activity, please post your document to Topic2_StudentPage.
 * Applying Marzano/Bloom Planning Page**: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="https://edtc-601.wikispaces.com/file/view/Applying+Bloom.docx"]] [|Applying Bloom.docx]


 * 2.4 Assessment: (75 Points)**
 * [[image:edtc-601:2.4ApplyingBloom.png caption="Applying Bloom to Marzano"]] ||
 * [[file:2.4 Applying Bloom.xls]] ||

Back to Class Session Two Assignments.

** 2.5: Blogging about Bloom and Marzano **
//**Design due Thursday, May 26th**// It is obvious that both Bloom and Marzano have dramatically impacted the way teachers and students teach, learn, interact, etc. Insert the table you created during Activity 3 and then reflect on how Bloom and Marzano will impact or have impacted your teaching. Create a new blog post (400 word minimum) to share your reflective thoughts. Here are some things that you might want to reflect on during your post:
 * How will your knowledge about Bloom's taxonomy and Marzano's research affect your lesson planning?
 * Are you currently implementing these concepts? If so, how could you improve or change them to be more effective? If not, what is your plan to begin implementing them?
 * How could you share your new information with your colleagues to possibly enhance their teaching practice? What is the most important information you would want to share?

Back to Class Session Two Assignments.
 * 2.5 Assessment (16 points): See Blogging Rubric**

3.3: Exploring and Creating with Google Calendar and Forms
//** Assignment due: Thursday, June 2nd **// Google Calendar is a powerful tool that can be used to display important district/school events, homework, field trips, etc. You can choose to keep your calendar private, you can share it, or it can be embedded onto your Google Site. For this activity, you will need access to your district calendar, school calendar, and any other important dates your students and/or parents need to know.
 * Part One - Integrating Google Calendar**

Your task is to create a Google Calendar that includes all important events for your school year. Once you have entered in the events, you need to embed the calendar onto the Topic3_StudentPage and at a later date embed into your classroom website developed in EDTC603.

Google Docs is similar to the Microsoft Student package (Word, Excel, and PowerPoint), except all of your work can be accessed from any computer with Internet access. With Google Docs you have the ability to create documents, spreadsheets, slideshows, and forms. One of the best features of Google Docs is Google Forms. Google Forms allows you to create surveys, polls, tests, and/or quizzes easily and all of your results are automatically inserted into an easy to read spreadsheet. For this part of the activity, you are going to create a Google form for use with your students or your student's parents. It could a form to gather information, to survey knowledge or interests, or used as a quiz.
 * Part Two - Questioning With Google Docs**

Your form should include: When you complete your form, please include the live hyperlink of Google Form on Topic3_StudentPage.
 * A minimum of 5 questions
 * A minimum of 3 different question types
 * A least one required question

An example would be a form for your parents to fill out at the beginning of the school year and/or semester to assist in contacting student's parents for discipline, award ceremonies, conferences, field trips, class parties, etc. Although parent information is collected by the office at the beginning of the year, it's not always stored in a place that's easily accessible for you. Think about the information that would be useful for you to know. For example:
 * Parent's names
 * Home/work/cell numbers
 * Email addresses
 * Best time/place to contact
 * Child's Allergies
 * Siblings
 * Volunteer information
 * Transportation information (i.e. bus, walk, ride)

===**3.3 Assessment (40 points)**=== You will earn the following points for this activity:
 * === Exploring Google Calendar & Forms === || === Points Possible === || === Points Earned === || === Comments === ||
 * === Google Calendar === ||
 * Calendar was created with Google Calendar || 5 ||  ||   ||
 * Calendar contained important dates || 5 ||  ||   ||
 * Calendar was properly embedded into class wiki || 10 ||  ||   ||
 * === Google Form === ||
 * Form was created with Google Form || 2 ||  ||   ||
 * Form contained a minimum of 5 questions || 5 ||  ||   ||
 * Form contained a minimum of 3 different question types || 5 ||  ||   ||
 * Form contained one required question. || 5 ||  ||   ||
 * Hyperlink to the form was posted on class wiki. || 3 ||  ||   ||
 * === Total === || === 40 === ||  ||   ||

Back to Class Session Three Assignments.



3.4: Web 2.0 Activities
//** Assignment due: Thursday, June 2nd **// Search for some of your favorite Web 2.0 tools/applications to help you create classroom activities for your students. You are going to find at least 5 tools and/or applications that can be used in your classroom. Use the Web 2.0 Resources listed under the Web 2.0 Resources Section for this topic.

Create a new Google doc (or Word document) for your information. For each tool you need to provide details about the following information (using this format): When you are finished with this activity, you need post your document on Topic3_StudentPage or share your Google doc with your instructor for evaluation.
 * Web 2.0 Tool and it URL:
 * Grade Level(s):
 * Summary Paragraph for the Classroom Activity:
 * Marzano Strategy:
 * Objective(s) of Activity (using Digital Bloom's Taxonomy verbs):
 * Assessment (can be formal or informal):

3.4 Assessment: (80 points)
This activity will be included in your final research paper for this course.
 * Web 2.0 Tool and its URL - 5 points (1 point per tool)
 * Grade level(s) - 5 points (1 point per tool)
 * Activity Summary - 25 points (5 points per tool)
 * Marzano Strategy - 15 points (3 points per tool)
 * Objective(s) - 15 points (3 points per tool)
 * Assessment - 15 points (3 points per tool)

Back to Class Session Three Assignments. 

3.5: Blogging About Web2.0/Google Apps
//** Assignment due: Thursday, June 2nd **// Now that you have experienced and evaluated Google apps and some Web 2.0 applications, reflect on your experiences on the class blog: <span class="wiki_link_ext">**Class Blog** in a minimum of 400 words. Consider the following questions:
 * 1) How could Web2.0/Google Apps help you to be more efficient as an educator?
 * 2) How could Web2.0/Google Apps enhance collaboration between yourself, parents, and students?
 * 3) Did you learn something about Web2.0/Google Apps or yourself that you didn't know before?
 * 4) What are some issues that educators must consider when utilizing Web2.0/Google Apps in their classroom?

===3.5 Assessment (16 points) See "Blogging Rubric"===

Back to Class Session Three Assignments.

==** 4.4: Bringing Social Networking and Digital Citizenship Into the Classroom **== If your students are going to be contributing to social networks, they are going to need to know what it means to be a good digital citizen; the topics go hand-in-hand. Most districts have an Internet policy that parents and students must sign at the beginning of the year. The problem is those documents are quickly erased from students' memory. To help support a class of digital citizens, there should be a policy in place for your classroom.
 * Part One - Bringing Social Networking and Digital Citizenship Into the Classroom**

With a partner (same teaching level), you will be using resources about safe social networking and digital citizenship to help you develop a digital citizenship policy for your classroom. Your policy must integrate the nine components of digital citizenship that include: Remember to use vocabulary and pictures (if applicable) that your students will understand. Consider using an online collaboration tool to help write your document when you're not in class together.
 * Digital Etiquette - electronic standards of conduct or procedure
 * Digital Communication - electronic exchange of information
 * Digital Literacy - process of teaching and learning about technology and the use of technology
 * Digital Access - full electronic participation in society
 * Digital Commerce - electronic buying and selling of goods
 * Digital Law - electronic responsibility for actions and deeds
 * Digital Rights & Responsibilities - those freedoms extended to everyone in the digital world
 * Digital Health and Wellness - physical and psychological well-being in a digital technology world
 * Digital Security - electronic precautions to guarantee safety

Post your policy on Topic4_StudentPage under "Digital Citizenship Policies."

Digital Citizenship policies should include the following:
 * 4.4 Assessment: Bringing Social Networking and Digital Citizenship Into the Classroom (50 points)**
 * Appropriateness for specific levels of education (i.e. vocabulary, pictures, font, font size, etc.)
 * The nine components of digital citizenship, which are as follows:
 * 1) Digital Etiquette - electronic standards of conduct or procedure
 * 2) Digital Communication - electronic exchange of information
 * 3) Digital Literacy - process of teaching and learning about technology and the use of technology
 * 4) Digital Access - full electronic participation in society
 * 5) Digital Commerce - electronic buying and selling of goods
 * 6) Digital Law - electronic responsibility for actions and deeds
 * 7) Digital Rights & Responsibilities - those freedoms extended to everyone in the digital world
 * 8) Digital Health and Wellness - physical and psychological well-being in a digital technology world
 * 9) Digital Security - electronic precautions to guarantee safety

Back to Class Session 4 Assignments

4.5: Social Networking Lesson
After researching and discussing social networking and digital citizenship, you should have a better understanding of what it is and how it could be used in an educational setting. You will create an activity or lesson (using the lesson plan template and format of your choice) that includes your students using social networking as well as the policy you created. The activity/lesson can be applied to any content area you choose, but the lesson must include:
 * 1) Application of social networking and digital citizenship
 * 2) Curriculum standards with aligning objectives using the Bloom’s Taxonomy verbs
 * 3) At least one of Marzano's nine strategies
 * 4) NETS standard(s)
 * 5) Explanation/directions for the following:
 * Age of students your lesson is appropriate for
 * Content area of lesson
 * How student accounts will be set up
 * How you will monitor student work
 * How student safety will be addressed


 * 4.5 Assessment: Social Networking Lesson (105 points)**
 * 1) Application of social networking and digital citizenship (50 points)
 * 2) Curriculum standards with aligning objectives using the Bloom’s Taxonomy verbs (10 points)
 * 3) At least one of Marzano's nine strategies (10 points)
 * 4) NETS standard(s) (10 points)
 * 5) Explanation/directions for the following (5 points each):
 * Age of students your lesson is appropriate for
 * Content area of lesson
 * How student accounts will be set up
 * How you will monitor student work
 * How student safety will be addressed

Back to Class Session 4 Assignments

4.6: Blogging About Social Networking and Digital Citizenship
Now that you have a better understanding about what social networks are, how they can be used in the classroom, and how much digital citizenship plays a role, you are going to blog about it in a minimum of 250 words. Consider at least one of the following questions and post into Our Big Class Blog.
 * What strategies or techniques could you use to encourage students to become more reflective when they post?
 * Describe how your thinking or understanding of social networking has evolved.
 * How does "social networking" compare with what you have used in the past?
 * How do you instill the principles of digital citizenship into your students?

See Blogging Rubric
 * 4.6 Assessment**

Back to Class Session 4 Assignments



5.2 Online Learning Proposal
//**(Capstone Project Suggestion)**// Many students have either been a part of online learning or have heard something about it, but many people are not educated about it. You are going to conduct research about different components of online learning for K-12 learning and then create a needs assessment of the online learning availability in your own district. You will need to research the following:
 * Best practices for K12 Online Learning Programs
 * Best practices for teaching K12 Online Learning
 * Best practices for student success in K12 Online Learning
 * How is your district providing an online learning environment?
 * What type of programs and classes are being offered?
 * What are the requirements for students?
 * What are the expectations for teachers?
 * What professional development is offered?

A table such as the one below may help with gathering data: K12 Online Programs || Best Practices Being Met by District || Best Practices Not Being Met by District || Recommendations || Teaching K12 Online Learning || Best Practices Being Met by District || Best Practices Not Being Met by District || Recommendations || Successful Students in K12 Online Learning || Best Practices Being Met by District || Best Practices Not Being Met by District || Recommendations ||
 * Best Practices of
 * Best Practices for
 * Best Practices for
 * Best Practices for
 * Best Practices for

After conducting your research you will create a presentation proposal to the school board. Your proposal should one that:
 * Addresses: **
 * Online learning uses in the K12 environment
 * Educational theories evidenced in the online instruction
 * Best practices – program, teaching, student
 * Best practices for K12 Online Learning Programs
 * Best practices for teaching K12 online learning
 * Best practices for student success with online learning
 * Compare/contrast table that focuses on traditional learning environments and online environments
 * Benefits/disadvantages of K12 distance education
 * District online instruction: what is being done and not
 * Types of online programs and classes offered by the district
 * Student requirements for such programs
 * Professional development for teachers of online programs offered by the district
 * Expectations of teachers by the online programs
 * Recommendations to improve the quality/performance of online learning in the district.
 * Benefits to the district and its students through distance education
 * Recommendations to the minimize the disadvantages of distance education – identify any potential roadblocks and make a plan
 * APA Annotative Bibliography with a minimum of 5 resources.


 * Appropriate for audience **
 * Time length 5-10 minutes **
 * Clear and concise **
 * Layout communicates information precisely
 * Specific objectives are set so as to determine what audience should think and do differently after presentation.
 * Problems and solutions are identified
 * Information is sequenced to that it tells a story

Organization Graphics & Images Text
 * Visually appealing – design elements **
 * Agenda presented within first 3 slides; then information should follow the agenda.
 * Major point on each slide
 * Informative titles inform of slides’ purpose and importance within 3 seconds.
 * Template matches audience and purpose
 * Slides are easy to view – colors, textures and backgrounds are not distracting.
 * Images are persuasive and support message
 * Graphics are attention grabbers: keeps audience engaged
 * Diagrams and illustrations communicate clearly
 * Photos are best; avoid cartoons
 * Photos sized for quick upload; 72 dpi, jpeg format
 * Charts have simple and clear focus
 * Arrows, circles or symbols call attention to important points.
 * Phrases not sentences – put full explanation in the notes section
 * Parallel structure – all phrases start the same way (all verbs or all nouns)
 * Fonts – size 20 -24 pt; san serif (Arial or Tahoma)
 * Abbreviations limited to ones the audience would understand
 * Spelling is checked


 * Measurement of Presentation Success **
 * Decide how you will measure the success of your presentation
 * Did your presentation convince or propel your audience to action?

Your proposal should in a presentation format using a program of your choosing. You will need an annotated bibliography of a minimum of 5 sources using the APA format. Post your presentation to the Topic5_StudentPage

Back to Class Session 5 Assignments
 * 5.2 Assessment: (100 points)**

== 5.3: Finding Similarities and Differences Between Online and Traditional Learning == Throughout the week, you have been investigating online education and now you will share your experiences and thoughts with your peers. Think about the similarities and differences between the online and traditional learning lesson plans. On the class blog <span class="wiki_link_ext">//Class Blog//, post your thoughts and participate in an online discussion on the similarities and differences between online and traditional learning. Use the following questions to assist with the class discussion:
 * 1) What makes for a successful online class?
 * 2) What makes for a successful traditional class?
 * 3) What similarities/differences stand out?
 * 4) Are there more similarities or differences?
 * 5) What appear to be the key components of an online lesson?
 * 6) What educational theories are evidenced in online lessons?
 * 7) What elements of Marzano and Bloom are evident in the online lesson?


 * 5.3 Assessment:** (40 points) : Blogging Rubric

Back to Class Session 5 Assignments



** 7.5: Virtual Reality Integration **
//How would you integrate virtual reality into your classroom?// Find 4-5 different virtual reality programs or simulations that would be appropriate for your classes. Items to consider:
 * How would you integrate them into your lessons?
 * How would you know if the technology assisted the students with their understanding of the concepts?
 * What content and Net standards would be addressed?
 * How would you utilize Marzano's Strategies and what Bloom's questions would you develop for your students?
 * What are issues that you need to consider before implementing the virtual reality into your lesson?

Use the provided chart to assist you with this project.


 * Assessment:**

**Alternate:**
You will create an activity or lesson (using the lesson plan template provided below) that is based around virtual reality or a simulation.. The lesson must include: While you are writing your lesson, Intel Innovation in Education has created a Unit Plan Evaluation for exemplary units. Although this is a unit plan evaluation, many components can be applied to a single lesson. Use this as a tool to ensure thoughtfulness in your lesson.
 * Application of a virtual world or simulation
 * Curriculum standards with aligning objectives
 * At least one of Marzano's nine strategies
 * NETS standard(s)

Post your findings to Topic7_StudentPage.

Back to Class Session 7 Assignments

7.7: Virtual Reality in Education Threaded Discussion Post
After exploring different virtual reality applications, reflect on its value in education. In the discussion section of Topic7_StudentPage participate in a threaded discussion about this topic. You may need to do additional research on your own in order to participate fully in this discussion.
 * Original postings are due June 26th so as to allow time for a meaningful discussion. **

You are to:
 * Assess the value of virtual reality in education.**
 * Is it a viable tool for instruction?
 * Is there value to incorporating it into traditional lessons? Explain why or why not.
 * When might virtual reality not be appropriate?

Construct your reflection so that it invites a response from the other members of the course and in turn respond to a minimum of 2 other posts. Keep the flow of discussion going.
 * 1) Reference what others have posted
 * 2) Enhance the discussion with clear and concise opinions
 * 3) Support the discussion with facts, opinions, and links
 * 4) Provide detailed critiques to postings in a thoughtful and respectful manner.
 * 5) Provide focused questions that demonstrate a high degree of understanding.


 * Assessment: (80 points)**
 * [[image:edtc-601:Threaded_Discussion_Rubric.png caption="Threaded_Discussion_Rubric.png"]] ||
 * Threaded_Discussion_Rubric.png ||

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