Saturday, February 25, 2017

Instructional Design for E-Learning

Instructional Design for Online Learning

EDUC 763 Instructional Design for E-Learning

Online Course 3 semester hours graduate credit
Instructor: Dr. Susan Manning

Summer: EDUC 763 960 May 1 – June 23, 2017
  • Tuition is the same for Wisconsin residents, out-of-state and international students.
  • There is no registration fee and no program application.
  • E-textbook provided after you login to the course.

You will

  • Write measurable instructional objectives.
  • Generate assessment ideas for online or blended course.
  • Select tools and strategies that support engagement.
  • Apply principles of brain processing.
  • Evaluate best practices in design.
  • Incorporate universal design and accessibility principles.
  • Design with Horton’s three types of activities: absorb, do, connect.
  • Design conceptually powerful curriculum materials.
This course focuses on instructor-led and facilitated methods more than self-paced/ computer-based training.
Enroll in the course to meet your goals for 
  • professional development
  • continuing education
  • license renewal
  • graduate credits to transfer to another university
  • an elective in the Master of Science in Education online degree.
This course is an approved elective in the Master of Science in Education online degree program and is the introductory course in the E-Learning and Online Teaching Graduate Certificate.

E-textbook

An e-textbook will be provided after you login to the course. 

Description

Learn how to create online courses that work efficiently. By understanding how people learn and how to design the experience conceptually and aesthetically, you can shape an effective and engaging learning experience. The course also addresses blended learning environments, synchronous and asynchronous concerns, the use of a variety of media such as video and audio along with accessibility concerns, and effective evaluation of online course design.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze and evaluate exemplary models of course design (blended and fully online) using case studies and actual courses.

  2. Demonstrate skills as the architect of e-learning experiences and establish strategies for building a design team.

  3. Understand how online students differ in their approaches to learning and the barriers that impede learning and adapt instruction to meet the diverse needs of students, including those with disabilities and exceptionalities.

  4. Apply instructional design theory and research, universal design, usability concepts, and analyze learning styles in the development of e-learning activities.

  5. Integrate multimedia, learning objects, social networking concepts, and synchronous technologies in the design of course content and activities.

  6. Design an e-learning unit/module based on quality online course design principles.

Alignment with Teaching Standards

Course objectives are aligned with the Wisconsin Standards for Teacher Development and Licensure(WI DPI) 1, 3, 4, 9 and the International Society for Technology in Education, National Educational Technology Standards for Teachers, NETS-T.
No travel to campus required.
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.
Optional "live" chats are scheduled and recorded for those who are unable to login.
This is not a self-paced course.
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.

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: Dennis O'Connor, Program Advisor
E-learning and Online Teaching Certificate
University of Wisconsin - Stout
Telephone: 530-318-1145
Menomonie, WI 54751
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Saturday, February 18, 2017

6-Traits Writing Instruction

Teaching and Assessing Writing with the 6-Traits

EDUC 653 Middle School Through Adult 6-Traits Writing Instruction

EDUC 654 PK Through Elementary 6-Traits Writing Instruction

Online Course 3 semester hours graduate credit
Instructor: Renee Williams
Summer: June 26 - August 18, 2017
Try the course for five days to determine if it meets your goals and needs. 

You Will Learn How to

  • Enhance student writing by teaching and assessing ideas, organization, voice, word choice, sentence fluency, conventions
  • Build the reading/writing connection using mentor texts
  • Use digital tools in the writing process
  • Use the writing process with multiple ways to teach
    Prewriting/Brainstorming
    Organizing and developing a message/drafting
    Revising/changing, rewriting, clarifying, deleting and regrouping text
    Editing/grammar, punctuation and spelling corrections
    Preparing product for publication/sharing
  • Engage students in the art of writing well
  • Develop time-saving assessment and feedback strategies using rubrics
  • Make connections between the 6-Traits, Common Core and writing across the curriculum

Who Should Enroll?

  • ESL/ELL teachers
  • Middle school and high school English and language arts teachers
  • Elementary teachers
  • K-12 teachers interested in writing across the curriculum, special education teachers
  • Technical and community college writing instructors
  • Curriculum coordinators
You may enroll in this course for
  • professional development
  • license renewal
  • graduate credits
  • transfer credit to another university
EDUC 653 Middle School Through Adult 6-Traits Writing Instruction   
Course Description: Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.
EDUC 654 PK Through Elementary 6-Traits Writing Instruction 
Course Description: Application of the 6-Traits approach to assessment and instruction of student writing in PK through grade 5. Study of the continuum of primary and elementary language arts skills and writing across the curriculum.

Textbook

An e-textbook is included as part of your course tuition.
Textbook for PK-3 teachers:Spandel, Vicki, (2011). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd Edition) (Creating 6-Trait Revisers and Editors Series), Pearson Education.ISBN: 978-0132685856
Textbook for Grades 4*, 5, Middle School, High School, and Adult Ed teachers:Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition). Pearson. ISBN: 978-0132944106
*4th grade teachers, ESL, Special Ed, and teachers working in 'inclusive' classrooms could benefit from using both books.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.
  2. Analyze writing samples based on the critical attributes of each trait.
  3. Apply a variety of composing and revision techniques used in the writing process.
  4. Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of Education Northwest (formerly NWREL).
  5. Utilize online databases to practice and calibrate analytical scoring for each of the 6-traits.
  6. Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.
  7. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.
  8. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments help prepare students for Common Core state and national writing tests.
  9. Apply collaborative learning theory, model the technique with writing classes, and demonstrate technology use such as discussion forums, online writing centers, and blogs for writing assignments.
  10. Incorporate integrated technology activities and opportunities into writing lessons.
  11. Increase the frequency of student writing and strategic integration by carefully designed writing tasks.
  12. Practice providing in-depth and meaningful feedback to student writing.
  13. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.
  14. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Teaching Standards
(WI DPI) 1, 3, 7, 8, 9
National Board for Professional Teaching Standards 3 - Teachers are Responsible for Managing and Monitoring Student Learning
National Educational Technology Standards for Teachers
(NETS-T) 2, 3
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; 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
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UW-Stout Online Newsletter

Did You Know . . .
The offices of Stout Online and Graduate School got a new home in early November 2016, just in time to celebrate Stout Distance Learning Week.
Our new address is:
First Bank & Trust Building
200 Main Street East

Menomonie, WI 54751
All staff phone numbers and email addresses remain the same.

Picture of Stout Online and Graduate School staff in front of new location


CI Graduates' Stories Shared
Among the graduates attending the fall 2016 commencement ceremonies were three CI graduates, each with a special story to tell.
Christine Brown and Shelena Brown, first-generation college students, juggled family and work commitments while earning their undergraduate degrees — Christine in career, technical education and training, and Shelena in management. Their mother/daughter relationship made their accomplishments even more special.
Mary Rahman crossed the stage twice: first, to receive her degree in management, and, then, to accept her husband's degree posthumously.


ANN VOGL, REFERENCE/DISTANCE LEARNING LIBRARIAN
Spotlight Feature 

Ann Vogl

Reference/Distance Learning Librarian
How long have you worked for the university and in what capacity?
I have worked at UW-Stout for almost 4 years as the reference/distance learning librarian.
In what ways do you support the CI programs?
I reach out to students so they have the support they need to find, access, evaluate and use information for their research. Hopefully my emails have helped. I have been embedded in some classes to lend research support at the time of need and also can provide live library orientations. It can be a challenge to navigate the library resources and I try to make sure distance students and instructors know the library staff is available to help.
What other professional information would you like to share?
I was an accountant for 10 years before I received my master’s degree and switched careers to become a librarian. I have worked in libraries now for 11 years. It was a good career change.
What place in the U.S. would you most like to visit and why? 
Alaska — I like to be outdoors and in nature and I’ve heard Alaska has beautiful, pristine natural areas. I’ve been told it is so awe-inspiring every other place in the U.S. pales by comparison.
What are five goals on your life’s to-do list?
(1) Try to keep an open mind. (2) Try to not make the world worse. (3) Live mindfully. (4) Start a green/sustainable cemetery. (5) See a rhinoceros in the wild before they are all gone.
Is there anything else you would like to share?
Get to know a librarian. It can make your life easier.


Helpful Tips, Strategies and Methods to Becoming a Successful Online Student
This is the first in a series of five mini-articles to help you succeed.
Find a balance in your work, life and school commitments

  • It is best to plan fully when thinking about adding online education in your life. Consider that a single online course will take 6-10 hours per week.

  • Incorporating family and friends into your pursuit of an online education will be helpful in many ways.

  • If you are a working student, you may find it helpful to talk with your supervisor.

  • Remember to give yourself a break, allowing yourself time for other things you enjoy.



Instructional Designer eTips
Jamison Patrick, Stout Online's instructional designer, and his ID team members offer helpful tips for online instructors.

This issue's eTips were compiled by Tatjanna Williams, student-member of the ID team.
10 Ways to Conduct an Effective Online Discussion
  1. Forum rules and topic instructions should be clearly explained on the front-end of the discussions.
  2. Make certain all students feel comfortable sharing within the group, which includes establishing online etiquette.
  3. Encourage students to be both active and consistent in their contributions.
  4. Provide questions on different knowledge levels.
  5. Occasionally include multimedia at the beginning of a discussion to encourage a higher level of content-learner engagement and peer-peer interactions.
  6. Instructors should strike a balance between too little and too much participation in discussion topics.
  7. Model the type of contributions you want from your students when monitoring discussions.
  8. Interject new ideas (with questions) into the discussion IF the dialogue becomes too agreeable between peer learners.
  9. Provide feedback when grading discussions, so students can further explore areas they may have missed in dialogue.
  10. Instructors should go out of their way to provide positive, personal feedback to every student at least once or twice during the duration of the course, to instill a heightened sense of identity/confidence within the learner. 

Thursday, February 16, 2017

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

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
Spring: February 27 - April 28, 2017 
Summer: June 12 - August 4, 2017
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