Wednesday, January 31, 2018

Enroll Now! Trends and Issues in Instructional Design

Enroll today


Trends and Issues in Instructional Design

EDUC 765 Trends and Issues in Instructional Design

Online Course - 3 semester hours graduate credit
Instructor: Nicholle Stone 
Spring 2018

Tuition, Due Dates, and Registration

Register early to reserve a spot as this course fills very quickly.

Who Should Enroll

This instructional design online course is open to students seeking professional development, continuing education or license/certification renewal and is also one of the required courses for individuals pursuing the Graduate Certificate in Instructional Design.
Participants may include
  • health educators pursuing a career in educational or service settings in hospitals, dental programs, clinics, long-term care facilities, retirement/assisted living facilities, in-home healthcare or other professionals who deliver instruction or continuing education to health professionals including computer-based learning;
  • continuing education and outreach facilitators in museums, government, professional associations, and nonprofit organizations and military settings;
  • web developers, software designers and computer support personnel who develop reference materials, documentation, and customer support tutorials;
  • instructional designers for textbook or e-learning companies;
  • virtual high school teachers, curriculum coordinators,  professional development coordinators, and continuing education professionals who want to update or expand their knowledge in curriculum development, assessment, and revitalize their teaching and learning strategies;
  • instructional/educational technologists who support educators in redesigning courses.

What You Will Learn

This is an 8-week online instructional design course which provides an introduction to learning theory, instructional design models, and the instructional design and development process. You will study variables that affect adult learning, techniques for stimulating and sustaining learner motivation, and how to reinforce learning. Whether you are in health care, education, business, software development or any other industry, this online course will help you to analyze, design, and develop instruction.
NOTE: Throughout the instructional design certificate courses you will create portfolio quality products. For this course, you will create a course design document and develop a unit or module of instruction.

Is financial aid available?

Yes, if you are enrolled in the University of Wisconsin-Stout Master of Science in Education degree program and enrolled in a minimum of five (5) credits.
NOTE: Tuition for students enrolled in a Masters degree program at UW-Stout will be billed at the degree program credit hour rate.

Textbook to Purchase

Purchase the following paperback used from amazon.com or another online book source.
Mager, Robert F. Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Center for Effective Performance. 
ISBN: 978-1879618039 
You will be provided a second book as an e-textbook. When you login to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader. 
If you prefer to read a hard copy instead of via your computer or tablet, you may purchase the book used or new from an online book source such as amazon.com or the publisher.
Morrison, R. G., Ross, M. S., Kalman, H.K., & Kemp, E. J. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons. 
ISBN: 978-1118359990
Additional recommended web-based articles will be available via the course modules.

What Does an Instructional Designer Do?

"... completing a certificate can be the most direct path to career success."
~ from Complete College of America, Certificates Count: An Analysis of Sub-Baccalaureate Certificates

Learning Outcomes

Upon completion of the instructional design course, students will be able to:
  1. Analyze processes of designing instruction and summarize the components of instructional design models.
  2. Compare and analyze several models for instructional design.
  3. Apply motivation theory to the instructional design process.
  4. Apply and summarize adult learning theories.
  5. Compare learning theories and create a learning philosophy.
  6. Research and analyze components needed to conduct a front-end analysis for an instructional product and explain variables linked to cultural and linguistic diversity.
  7. Apply research-based design model(s) to an instructional problem.
No travel to campus required. Because this class is online and open to you 24/7, you may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component. All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week; this is not a self-paced class.

SIGN UP SOON!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online 
Contact Us: School of Education 
Online Professional Development
University of Wisconsin - Stout Menomonie, WI 54751 
Phone: 715-232-2693
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Tuesday, January 30, 2018

Enroll Today! Advanced Trends and Issues in PK-5 Mathematics Teaching

EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching


EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching

EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching

Online Course 3 semester hours graduate credit
Instructor: Sara Turansky

If you’re feeling anxious about teaching math, this course will help you develop a math mindset as a teacher and share this enthusiasm and confidence with your students.

You Will Learn

  • instructional strategies to implement the Common Core math standards
  • math interventions to help students who struggle to learn mathematics
  • instructional technology and apps that will have a positive impact on learning.

Course Description

Research, issues and problems related to teaching PK-5 mathematics, including problem-based learning, curricular decision-making, diagnosis and remediation, and building assessment into instruction.

Who Should Enroll

  • Elementary educators
  • Title I math teachers
  • Special education teachers
  • Math coaches
  • Mathematics resource teachers
  • Math interventionists
You may enroll in this course to meet your goals for
  • professional development
  • continuing education
  • license renewal
  • graduate credits
  • transfer to another university.
This is one of the required courses for individuals pursuing the Math Specialist Certificate.
This course is an approved elective in the Master of Science in Education online degree program.

e-Textbooks

E-textbooks will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Van de Walle, J., Lovin, L.A. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) 2nd Edition. Pearson.ISBN-13: 978-0132824828
Van de Walle, J., Karp, K., Lovin, L., and Bay-Williams, J. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II) 2nd Edition. Pearson. ISBN-13: 9780132824873
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com or the publisher. Note the ISBN number and edition.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze recent research for improving PK-5 mathematics instruction. 
  2. Design effective standards-based classroom activities for PK-5 students and reflect on student outcomes. 
  3. Analyze the impact of standardized testing on math instruction and develop formative assessments to assess mastery of the same essential math concepts in different ways. 
  4. Apply instructional strategies and appropriate practices for analyzing student work, error patterns and modify lessons based on assessment information. 
  5. Differentiate math instruction to promote mathematics learning among struggling students of a wide range of academic diversity including culturally and linguistically diverse learners and students with exceptionalities. 
  6. Modify lessons infusing a synthesis between problem solving, communication and real-life connections. 
  7. Design math lessons connecting concepts within mathematics to related science, engineering, technology (STEM), and other topics by infusing problem-solving strategies.
  8. Apply technology tools in classroom instruction and connect math activities to everyday experiences. 
  9. Communicate the themes, topics, and issues involved in teaching PK-5 mathematics to appropriate audiences.
  10. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach PK-5 mathematics. 

Alignment with Teaching Standards

Course objectives are aligned with the following:
  • Wisconsin Teaching Standards (WI DPI) 1, 3, 7, 8, 9
  • Eight Standards for Mathematical Practice in the Common Core State Standards (CCSSO, 2010)
  • Five Strands of Mathematical Proficiency from Adding It Up (NCTM, 2001)
  • National Council Teacher of Mathematics Process Standards (2000) 
  • International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) V
No travel to campus required. 
You may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component. 
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions. This is not a self-paced class.

SIGN UP SOON!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online 
Contact Us: School of Education 
Online Professional Development
University of Wisconsin - Stout Menomonie, WI 54751 
Phone: 715-232-2693
Browse Courses
e-Newsletter

Enroll Now! Using Games for Learning and Assessment


Game On

Enroll now


Using Games for Learning and Assessment

EDUC 646 Using Games for Learning and Assessment

Online Course 1 semester hour graduate credit
Instructor: Dr. Susan Manning
Spring 2018

You Will Learn

  • Integration of interactive games and simulations with your curriculum
  • Implications for effective assessment
  • Use of games to support collaboration, problem-solving, decision-making
  • How games increase motivation and engagement including benefits and drawbacks
  • How quests and incentives such as badges support the inquiry process
  • The core tenants of game-based learning
(This course does not teach game design or use game design software.)
This course is an approved elective in the Master of Science in Education online degree program. 
You may enroll in this course to meet your goals for 
  • professional development
  • license renewal
  • graduate elective credits
  • credits to transfer to another university

Who should enroll?

Designed for educators and trainers interested in experiencing game-based learning and assessment. Get your game on and gamify learning!
  • K-12 teachers (blended classrooms and virtual schools)
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • Instructional designers or curriculum developers in any setting
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders

e-Textbook Provided

Marczewski, Andrzej. Even Ninja Monkeys Like to Play: Gamification, Game Thinking & Motivational Design (2016), Blurb.
ISBN: 978-1364955526

Additional web-based readings and media will be available within the course.

Learning Outcomes

Upon completion of this course, learners will be able to:
  1. Differentiate between various types of games and simulations and match with types of assessment techniques.

  2. Critically analyze and reflect on benefits and drawbacks of interactive games and simulations when determining the best assessment tool to match a curricular or training need.

  3. Collaborate with others using online tools and demonstrate how to locate, evaluate and select games or simulations for a specific instructional need.

  4. Create assessment action plans and field test interactive games or simulations and demonstrate ability to determine a curricular/training fit in instructional decision-making.

  5. Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes. 

Alignment with Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 7, 8,10
National Board for Professional Teaching Standard 3
No travel to campus is required. 
Participate from your home or work computer during hours that are best for your work and family schedule.

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information...

Sunday, October 29, 2017

Online Instructional Design Certificate Program UW-Stout


Instructional Design Certificate Program.

Training for designers, trainers, educators.
Online courses apply to ms degree. Low tuition, fast track to a Graduate Certificate in as little as 9 months!

Cohorts forming now. Join us! http://www.uwstout.edu/soe/profdev/instructionaldesigncert.cfm

Saturday, October 28, 2017

UW-Stout Math Specialist Program - Take a class now!

Online Professional Development 

Mathematics Specialist Graduate Certificate



Enroll Today!

Courses

  1. EDUC 648 Math Assessment for RTI (2 credits)
    Fall: September 5 - October 13, 2017 or October 9 - November 17, 2017
  2. EDUC 659 Methods of Teaching Middle School Math (gr.6-8) (3 credits)
    Fall: October 16 - December 8, 2017
    OR
    EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching (3 credits)
    Fall: October 16 - December 8, 2017
  3. EDUC 662 Leadership for Math Specialists (3 credits)
    Fall: October 2 - December 1, 2017
  4. EDUC 663 Mathematics Specialist Field Experience  (2 credits)
    Prerequisite: EDUC 662
    Fall: September 18 - December 1, 2017

Wednesday, October 4, 2017

Thursday, September 7, 2017

Strategies for Dealing with Disruptive Behavior


Strategies for Dealing with Disruptive Behavior

EDUC 655 Strategies for Dealing with Disruptive Behavior

Online Course 3 semester hours graduate credit
Instructor: Faith Huitt
Not offered Summer 2017
Fall: October 2 - November 28, 2017

Description

Evidence-based preventive strategies, positive behavioral supports, effective interventions, and classroom management strategies for addressing problem behaviors, chronic noncompliance, ADHD-related issues, and disruptive conduct.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Who Should Enroll

  • PK-12 teachers
  • Special education teachers
  • Guidance counselors
  • Speech language pathologists
  • School psychologists
  • Principals
  • Leadership teams

Textbook

An e-textbook in in included with the tuition and provided provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Colvin, Geoffrey T. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Corwin Press. ISBN: 9781412960892
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com as a new or used paperback.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Apply key concepts and research regarding the characteristics of noncompliant behavior when planning classroom instruction.
  2.    
  3. Summarize the historical context of discipline and classroom management and interpret major theories of human behavior as applied to classroom management.
  4.    
  5. Research and analyze the pros and cons of school-wide discipline surveys and screeners when assessing safe school environments to identify the existence of chronic noncompliance, intermittent misconduct, or the potential social-emotional needs of students.
  6.    
  7. Self-assess the organization of space, materials, equipment, procedures, and routines for early prevention of possible disruptions.
  8.    
  9. Analyze research-based instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the non-compliant student.
  10.    
  11. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
  12.    
  13. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
  14.    
  15. Analyze internal and external factors that affect student safety in a school or district.
  16.    
  17. Match specific behaviors with proven interventions and design individual intervention plans to encourage positive social interaction, active engagement, and self-regulation for the non-compliant student.
  18.    
  19. Apply single case design strategies that target and assess the impact of specific interventions on behaviors, including off-task behavior, rule violations, disrespect, agitation, noncompliance, and threats and intimidation.
  20.    
  21. Demonstrate strategies for collaborating with special education staff to assist the disruptive students.
  22.  
  23. Evaluate community services and integrate programs that promote school-family-community partnerships to assist the disruptive student. 

Alignment with State and National Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI): 4, 5, 7, 10.
Wisconsin Standards for Administrator Development and Licensure - (WI DPI) 3
No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.
No travel to campus is required.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.


Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter