Academic Catalog

LINC 98B: TEACHING & LEARNING IN THE DIGITAL AGE II

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 0.5
Hours: 6 lecture per quarter (6 total per quarter)
This course meets 1 time per quarter.
Advisory: Basic computer skills and knowledge of Macintosh or Windows operating systems; familiarity using Web browsers, email, bookmarking, searching and downloading; fundamental understanding of content topics in LINC 98A; not open to students with credit in LINC 228T; students may enroll in LINC 98 or 98B, but not both, for credit.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Develop an assessment strategy for both formative and summative evaluations.
  • Determine best practices for using collaboration tools for education and training with youth and adults.
  • Create a student-centered lesson or project that will use 2-3 collaboration tools.

Description

An intermediate course in educational technology in the classroom, this course extends the topics in LINC 98A for educators, trainers, and instructional designers who want to develop student-centered lessons for the classroom or training environment. Focuses on collaborative software technologies that can be used for student group work and project sharing.

Course Objectives

The student will be able to:
A. Investigate student-centered learning pedagogy.
B. Examine educational technologies that support student-centered pedagogy with emphasis on collaboration tools.
C. Determine best practices for using collaboration tools for education and training with youth and adults.
D. Create a student-centered lesson or project that will use 2-3 collaboration tools.
E. Develop an assessment strategy for both formative and summative evaluations.

Course Content

A. Student-centered learning
1. Inquiry-based learning
2. Project-based learning
B. Educational technologies for collaboration
1. Collaborative documents, presentations, websites
2. Discussion forums (blogs, wikis)
3. Online file sharing
C. Using collaboration tools
1. Types of collaboration tools
a. Peer-to-peer (training)
b. Teacher-to-student
c. Student-to-student
d. Student-to-expert
2. Evaluate various student-centered projects that use collaboration tools
D. The student-centered lesson or project
1. Analyze learners and content
2. Design a lesson or training module
3. Develop the lesson or training module
4. Plan for how to deliver the lesson or training
E. Formative and summative evaluations
1. Formative evaluations and assessment
2. Summative evaluations and assessment
3. Planning for evaluation and assessment
4. Implementing evaluation and assessment
5. Analyzing results of evaluation and assessment

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with LCD projector, whiteboard, and a demonstration computer connected online. Computer laboratories equipped with online PCs and/or Macintosh computers, network server access, and printers.
B. When taught via the Internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing an integrated student-centered, technology enhanced lesson plan, activity, or training module.
B. Presenting the project to peers for feedback.
C. Making constructive contributions to class discussions.

Method(s) of Instruction

During periods of instruction the student will be:
A. Writing notes, listening, and participating in lecture presentation and class discussion using the terminology of the software product and publishing industry.
B. Observing an instructor-led demonstration and student practice of software and hardware techniques.
C. Engaged in in-class presentations and peer review to critique class projects.

Representative Text(s) and Other Materials

A. Instructor-assigned notes and materials.

1. Textbook example: Tucker, Caitlin R., Tiffany Wycoff, and Jason T. Green. Blended Learning in Action: A Practical Guide Toward Sustainable Change. Corwin, 2016.

B. When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Each class session requires the student to read and analyze selected websites or student projects related to that session's topics. Class discussion is encouraged.

B. Each session's topic requires a written response to a prompt that is turned in for instructor or peer review. Each prompt is designed to be a draft of a section of the student's completed project. Instructor feedback should be reflected in the final product.

C. When taught online these methods may take the form of video, audio, animation and webpage presentations. Assignments will be submitted online as well.

 

Discipline(s)

Instructional Design/Technology