THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

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1 THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap. All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB. Please remember that your response to these surveys is critical to UTB excellence.

2 College of Education Department of Teaching, Learning and Innovation EDTC 8371: Theories and Practices in Effective Online Pedagogy SYLLABUS Prerequisite: None Instructor: Joseph Rene Corbeil, Ed.D. Phone: (956) Office: EDBC Office Hours: Class Location: Monday, Wednesday, & Thursday 9:00 a.m. to 3:00 p.m. Other days: By appointment This class is offered fully online. Please log in to: to access, and participate in, the course. Class Day & Time: Please log in to the course and carefully review the course Syllabus, Calendar, and Projects pages to become familiar with the course requirements and deadlines. Please contact me if you have any questions. COURSE CATALOG DESCRIPTION This online course examines contemporary research relevant to the theoretical foundations of teaching and learning online. Through examination of current literature relevant to effective online instruction, students will analyze the pedagogical implications for teaching and developing effective online courses and learning communities incorporating current and future technology tools. Level: Graduate. Lec.: 03, Cr. 03. REQUIRED RESOURCES Textbook Title: The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips Authors: Judith V. Boettcher & Rita-Marie Conrad Year: Publisher: Jossey Bass ISBN:

3 Open Source Courseware Management System Account You will be developing an instructional/training module through an open source courseware management system. There are many open source CMS systems to choose from, but for this course, you will be using Moodle, a free open source e-learning software platform. For this course, we have set up our own Moodle server. After you learn how to use it, you too may want to set up your own Moodle server for your campus or place of business. Click on the following link to request a Moodle account: Account All students should have their own account. Due to the high volume of correspondence that will be associated with this course, you might want to set up a separate account to handle and manage your messages. Go to the Free Address Directory to help you find an provider that suits your needs. Important: Verify and update your account on Scorpion Online. Click here to learn how. Student Web Site Account In this course, you will also be creating various online projects. In order to share these products with your classmates and instructor, they must be saved in an appropriate Web based format (such as HTML, PDF, MP3, WMV, FLASH, etc.). Your projects will be uploaded to a web server and shared with the class and instructor. If you do not have a web account, you must request one during the first week of class. Contact the UTB Virtual Help Desk to request your new web account. Go to How Do I Request a Student Website? If you need immediate assistance you may call the Toll Free Number: HELP (4357). Computer Requirements In order to successfully complete this course, you MUST have access to a computer with Internet access and an account. You should expect to spend several hours a week accessing course material, completing assignments by , and participating in Internet based activities. You will need access to some basic drawing and web design software, to create diagrams and web pages. COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE Course Description Expanded and Purpose of the Course The purpose of this course is to present practical theory-based strategies and best practices of effective online pedagogy for new and emerging online instructors. Effective online pedagogy will be researched, discussed, analyzed, and applied throughout every aspect of this online course. By the time you complete this course, you will have identified the core principles and best practices of online teaching and learning, developed your own online teaching philosophy, and designed the curriculum for an online instructor certification program. The skills, knowledge, and dispositions acquired through the successful completion of the individual and group projects developed in this course will provide a foundation for the remaining courses in the educational technology specialization in K-16 e-learning. 3

4 Course Objectives After successfully completing the course, the learner will be able to: COURSE OBJECTIVES 1. Identify the core principles and best practices of online teaching and learning NCATE STANDARDS 1e. Knowledge & Skills for Other School Professionals SPA STANDARDS Responsibility 3: Development, Utilization and Management. (3.1) Demonstrates ability to develop instruction using a minimum of three different medias. (3.2) Applies research-based rationale for the selection and utilization of technologies for learning. COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice 2. Define the four major phases of online instruction and identify best instructional practices for each phase 3. Differentiate between online and face-to-face instruction 1e. Knowledge & Skills for Other School Professionals 1e. Knowledge & Skills for Other School Professionals Responsibility 3: Development, Utilization and Management (3.2) Applies research-based rationale for the selection and utilization of technologies for learning. COE-1: Knowledge in Practice COE-3: Collaboration COE-1: Knowledge in Practice 4. Develop an online teaching philosophy statement 5. Identify a potential dissertation research topic 6. Through collaboration, design an online instructor certification curriculum based on theory and best practices 1e. Knowledge & Skills for Other School Professionals 1e. Knowledge & Skills for Other School Professionals 1f. Student Learning for Other School Professional Responsibility 1: Leadership and Professional Development. Responsibility 1: Leadership and Professional Development. conferences). Responsibility 5: Research (5.1) Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology. Responsibility 2: Design (2.1) Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. (2.2) Demonstrates ability to perform comprehensive task analysis of an instructional objective. (2.3) Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. (2.4) Demonstrates ability to develop and select appropriate COE-1: Knowledge in Practice COE-1: Knowledge in Practice COE-1: Knowledge in Practice COE-3: Collaboration COE-6: Technology 4

5 EDTC Professional Responsibilities Addressed assessment instruments. (2.5) Demonstrates ability to use formative evaluations for iterative assessments of components of the design process. Responsibility 3: Development, Utilization and Management (3.1) Demonstrates ability to develop instruction using a minimum of three different medias. (3.2) Applies research-based rationale for the selection and utilization of technologies for learning. (3.3) Demonstrates ability to manage projects and evaluate progress and improvement. (3.4) Uses the results of evaluation methods to revise and update instructional materials. Responsibility 5: Research (5.2) Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities. (5.3) Uses research to justify selections of instructional strategies. Responsibility 6: Collaboration (6.1) Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. (6.2) Identifies trends in distributed instruction. (6.3) Demonstrates effective utilization of tools necessary to implement distributed instruction. The standards addressed in this course were adapted from the NCATE standards developed by the Association for Educational Communications and Technology (AECT) to define the field of educational technology and to specify the knowledge base for the field. Responsibility 1: Leadership and Professional Development. The candidate will demonstrate leadership and continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice (e.g., membership in professional organizations, submission of a paper for publication, attendance at a local, state, regional, or national conferences). The candidate demonstrates knowledge of past, present and future trends in instructional technologies. 1.3 Submits a 3,000-word formal paper (in APA format) that describes past, present and future trends in instructional technologies and/or ISD. 5

6 Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies. Performance indicators: 2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. 2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective. 2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. 2.4 Demonstrates ability to develop and select appropriate assessment instruments. 2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process. Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students. Performance indicators: 3.1 Demonstrates ability to develop instruction using a minimum of three different medias. 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. 3.4 Uses the results of evaluation methods to revise and update instructional materials. Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals. Performance indicators: 4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction. 4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. 4.4 Documents results from formative evaluations and uses those results to revise instructional 6

7 materials, and/or instructional development process. Responsibility 5: Research. The candidate collects, evaluates, and synthesizes research from a variety of appropriate sources in order to support decision-making in design, development, implementation and evaluation of instructional systems. Performance indicators: 5.1 Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology. 5.2 Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities. 5.3 Uses research to justify selections of instructional strategies. Responsibility 6: Collaboration. The candidate demonstrates the ability to form electronic teams in order to identify and solve problems and opportunities in the field of instructional technology. The candidate demonstrates effective team building skills in a distributed collaboration environment, and demonstrates how the candidate's own students or colleagues can take advantage of electronic collaboration for distributed team building. Performance indicators: 6.1 Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. 6.2 Identifies trends in distributed instruction. 6.3 Demonstrates effective utilization of tools necessary to implement distributed instruction. TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS The following is a presentation of the weekly topics, processes, assignments, related course objectives, and evaluation methods. DATE TOPICS PROCESSES & ASSIGNMENTS Week 1 Course Orientation Important: Verify and update your account on Scorpion Online. Click here to learn how. Review the course syllabus, schedule, and projects pages. Introduce yourself on the class Forum.. Request Web Publishing Account (See Syllabus RELATED COURSE OBJECTIVES EVALUATION METHODS Plagiarism Tutorial 7

8 for details). Complete the Plagiarism Tutorial. post-test results to your instructor. If you are taking more than one EDTC course, you only need to take the test once, but you need to submit the results to all Week 2 Chapter 1: Teaching Online- The Big Picture Week 3 Chapter 2: Theoretical Foundations: Ten Core Learning Principles Week 4 Begin Phase I: Course Beginnings Chapter 3: Ten Best Practices for Teaching Online Read Chapter 1 (pages 1-17)... Begin to work on Educational Technology E-Portfolio (See Project 5 for instructions). Begin Cooperative Project - Cooperative Team Membership Assigned. Submit Project 1: Online Learning Theories and Theorists Presentation Read Chapter 2 (pages 18-35)... Submit Cooperative Project Title and 0-word abstract. Read Chapter 3 (pages 36-47)... Continue to work on Cooperative Project. Project 1: Online Learning Theories and Theorists Presentation Cooperative Project Title and 0-word Project 2: Reflective Paper on Online vs. F2F Learning 8

9 Week 5 Chapter 4: Starting Off on the Right Foot in Course Beginnings Submit Project 2: Reflective Paper on Online vs. F2F Learning Experiences. Read Chapter 4 (pages 49-61)... Experiences. Week 6 Week 7 Chapter 5: Tips for Course Beginnings Begin Phase 2: The Early Middle Chapter 6: Keeping the Ball Rolling in the Early Middle Continue to work on Cooperative Project. Read Chapter 5 (pages 62-99)... Continue to work on Cooperative Project. Submit Part 1 of Cooperative Project - Justification/Rationale. Read Chapter 6 (pages 0-8)... Part 1 of Cooperative Project - Justification / Rationale. Continue to work on Cooperative Project. Week 8 Chapter 7: Tips for Early Middle Read Chapter 7 (pages 9-156)... Week 9 Begin Phase 3: The Late Middle Continue to work on Cooperative Project. Read Chapter 8 (pages ). Online Forum 9

10 Week Chapter 8: Letting Go of Power in the Late Middle Chapter 9: Tips for the Late Middle.. Continue to work on Cooperative Project. Submit Project 3: Online Teaching Philosophy Statement Read Chapter 9 (pages 165-8)... Project 3: Online Teaching Philosophy Statement Week 11 Week 12 Begin Phase 4: The Closing Weeks Chapter : Pruning, Reflecting, and Wrapping Up in the Closing Weeks Chapter 11: Tips for the Closing Weeks, Meaningful Continue to work on Cooperative Project. Read Chapter (pages 9-216)... Submit Part 2 of Cooperative Project - Syllabus/Prospectus Read Chapter 11 (pages )... Part 2 of Cooperative Project Syllabus/ Prospectus Online Forum Week 13 Chapter 12: Reflecting and Looking Forward Continue to work on Cooperative Project. Read Chapter 12 (pages )... Part 3 of

11 Submit Part 3 of Cooperative Project- Topical Outline Week 14 Final Week of Class. Cooperative Project -Topical Outline Week 15: Finals Week Submit Final Projects and Course Evaluations Submit Project 5: Educational Technology E-Portfolio Submit Project 4: Dissertation Research Topic Position Paper Submit Course Evaluations Note: No coursework will be accepted after the final class day. All graded assignments must be submitted no later than the last day of class. Project 5: Educational Technology E- Portfolio Project 4: Dissertation Research Topic Position Paper Course Evaluation Performance Tasks The section below summarizes the performance tasks (assignments) in this course and their grade values. Questions (DQs)/Class (%): o in the weekly Class s Board o in the weekly Individual Projects: o Project 1: Online Learning Theories and Theorists Presentation (%) o Project 2: Reflective Paper on Online vs. F2F Learning Experiences (%) o Project 3: Online Teaching Philosophy Statement (15%) o Project 4: Dissertation Research Topic Position Paper (%) o Project 5: Educational Technology E-Portfolio (%) Cooperative Project: Online Instructor Certification Proposal (25%) o Part 1: Justification/Rationale (%) o Part 2: Syllabus/Prospectus (%) o Part 3: Topical Outline (05%) Grading All projects will be graded on their originality, complexity, quality, and professional appearance. Active class and online will be taken into account as a necessary aspect of the course. All assignments are due on, or prior to, the stated date. All assignments are due on, or prior to, the posted due date. It is strongly recommended you the instructor your projects at least 3 working days prior to the due date for feedback before uploading it to Blackboard for 11

12 final grading. All assignments and projects are expected to be professionally formatted in APA format, where appropriate, with no mechanical, grammatical, or spelling errors. Grades for the semester will be derived as follows: Class (%): s Questions (DQs)/Class % Individual Projects (65%): Cooperative Project (25%): Project 1: Online Learning Theories & Theorists Presentation Project 2: Reflective Paper on Online vs. F2F Learning Experiences Project 3: Online Teaching Philosophy Statement Project 4: Dissertation Research Topic Position Paper Project 5: Educational Technology E-Portfolio Cooperative Project: Online Instructor Certification Proposal Part 1: Justification/Rationale Part 2: Syllabus/Prospectus Part 3: Topical Outline % % 15% % % % % 05% Scoring Rubrics Cooperative Project: Proposal for Online Instructor Certification The Cooperative Project: Proposal for Online Instructor Certification will be evaluated using the Quality Matters Rubric (Maryland Online, Inc. 09), adapted below. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Instructions make clear how to get started and where to find various course components. INSTRUCTOR FEEDBACK Course Overview and Introduction A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the faceto-face and online components. Etiquette expectations (sometimes called "netiquette" for online discussions, , and other forms of communication are stated clearly. The self-introduction by the instructor is appropriate and available online. Students are asked to introduce themselves to the class. Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated. 15 Minimum technical skills expected of the 12

13 Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement student are clearly stated. The course learning objectives describe outcomes that are measurable. The module/unit learning objectives describe outcomes that are measurable and consistent with the course- level objectives. All learning objectives are stated clearly and written from the students' perspective. Instructions to students on how to meet the learning objectives are adequate and stated clearly. The learning objectives are appropriately designed for the level of the course. The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. The course grading policy is stated clearly. Specific and descriptive criteria are provided for the evaluation of students' work and. The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. "Self-check" or practice assignments are provided, with timely feedback to students. The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. The relationship between the instructional materials and the learning activities is clearly explained to the student. The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. All resources and materials used in the course are appropriately cited. The learning activities promote the achievement of the stated learning objectives. Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction Clear standards are set for instructor responsiveness and availability (turn-around time for , grade posting, etc.) 5.4 The requirements for student interaction are 13

14 Course Technology Learner Support Accessibility clearly articulated. The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. The tools and media support student engagement and guide the student to become an active learner. Navigation throughout the online components of the course is logical, consistent, and efficient. Students have ready access to the technologies required in the course. The course components are compatible with current standards for delivery modes. Instructions on how to access resources at a distance are sufficient and easy to understand. The course design takes full advantage of available tools and media. The course instructions articulate or link to clear description of the technical support offered. 1. Course instructions articulate or link to an explanation of how the institution's academic support system can assist the student in effectively using the resources provided. 2. Course instructions articulate or link to an explanation of how the institution's student support services can help students reach their educational goals. 3. Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and hybrid courses. Course pages and course materials provide equivalent alternatives to auditory and visual content. Course pages have links that are selfdescribing and meaningful. The course ensures screen readability. 14

15 Total Points: 0 Rubric above adapted from the Quality Matters Rubric Standards 08- edition with Assigned Point Values. (Maryland Online, Inc. 09). Individual Project 1: Learning Theories Presentation Your Learning Theories Presentation will be evaluated using the following rubric. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Content Accuracy Mechanics Organization References Adheres to Assignment Instructions Spelling and Grammar The text and visuals on the Learning Theories presentation are factually accurate and explained in great detail. Provides evidence of extensive and valid research with multiple and varied sources. The presentation has a professional look with an overall graphical theme that appeals to the audience, compliments the information, and each slide is visually neat incorporating a variety of layouts. Selection of font colors, sizes, and styles, background and foreground colors, and images, work well together to enhance the appearance and readability of the content. The graphics support and enhance the delivery of the message or theme of the presentation. The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct. Content is well organized using headings or bulleted lists to group related material. The presentation includes at least three references. References are listed in the appropriate APA format on the final slide. The presentation is of appropriate length, contains an introduction, body, and conclusion, and adheres to assignment instructions. There are no spelling or grammatical errors. Total Points: 0 INSTRUCTOR FEEDBACK 15

16 Individual Project 2: Reflective Paper on Online vs. F2F Learning Experiences Your Reflective Paper on Online vs. F2F Learning Experiences will be evaluated using the following rubric. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Content Accuracy The information clearly relates to the main topic. It includes several supporting details and/or examples. 30 INSTRUCTOR FEEDBACK Reflection Organization References Spelling and Grammar The paper shows strong evidence of reasoned reflection and depth. Reflection reveals exceptional insight and introspection. The paper is of appropriate length; contains an introduction, body, and conclusion; ideas are logically organized and developed; and transitions/headings move the reader easily between ideas. Information is organized with well-constructed paragraphs, use of subheadings, and information is factual and correct. All sources are accurately documented intext and in the References section; citations are written in APA format. There are no spelling or grammatical errors. Total Points: 0 Individual Project 3: Online Teaching Philosophy Statement Your Online Teaching Philosophy Statement will be evaluated using the following rubric. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Learning Goals Teaching Methods The philosophy statement includes a clear picture of the underlying theories of online teaching and learning that the teacher holds dear. The writer expresses what he/she appreciates about teaching and connects learning goals to students' learning in other disciplines. The writer balances students' academic, personal, and professional growth with his/her own growth. Learning goals reveal the teacher's approach to online teaching and learning. Teaching methods are well articulated and clearly connected to the stated educational theories and learning goals. The writer incorporates descriptions of specific learning activities and best practices of online instruction; connects learning INSTRUCTOR FEEDBACK 16

17 Assessment of Student Learning Assessment of Student Learning Style, Structure, and Language activities to disciplinary, academic, personal, and professional learning goals; and connects learning activities to desired instructor/student relationship. Specific examples of student learning assessments are described. Assessments fit well with the stated teaching methods and learning goals. The writer incorporates descriptions of specific formal and informal assignments (e.g. tests, projects, papers, portfolios); connects assignments to disciplinary, academic, personal, and professional learning goals; and connects design of assignments to diverse student needs and expectations. The writer demonstrates an understanding of his her own development by identifying opportunities for growth through: continuing education and/or life-long learning experiences, ongoing reflection of teaching practices, or the application of "scientific teaching" methods (i.e., teaching as research, assessing teaching practices, etc.). The writer incorporates multiple forms of teaching evaluation data (quantitative, qualitative; student, peer, supervisor); and assesses accomplishment of teaching and learning goals (e.g. student/teacher relationship, student learning) using teaching evaluation data. The writer engages the reader with an organizing structure, theme, thesis, or metaphor. The statement is written from a personal point of view, referring to "I", "we", and "my students" throughout. The narrative is engaging, emotionally honest, and reflective. There are no spelling or grammatical errors. Total Points: 0 Individual Project 4: Dissertation Research Topic Concept Paper Your Dissertation Research Topic Concept Paper will be evaluated using the following rubric. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Introduction and Background The Introduction provides an overview of the general topic area and contextualizes its broader significance context for the proposed study. The background is appropriately developed and contextualizes the topic into its broader significance. INSTRUCTOR FEEDBACK 17

18 Abridged Literature Review Problem Statement Purpose Statement Research Question(s) Summary References Spelling and Grammar The primary literature review summarizes the key information that is relevant to the proposed research topic. The writer demonstrates an ability to identify major problems, gaps and issues that justify the need for continued research in the proposed topic. The content of the review is drawn from acceptable peer reviewed journals or sound academic journals. The problem statement clearly and comprehensively defines the issue(s) the researcher is confronting, the situation that is of interest to the researcher, and the context of the identified problem. The purpose statement is clear and comprehensive and is researchable, original, and contributory to both the research literature and to the practice of educational leadership. The research question(s) is relevant, clear, feasible and researchable. The summary clearly and comprehensively summarizes the major elements of the prospectus and identifies next steps. All sources are accurately documented intext and in the References section; citations are written in APA format. There are no spelling or grammatical errors Total Points: 0 Individual Project 5: Educational Technology E-Portfolio Your Educational Technology E-Portfolio will be evaluated using the following rubric. Before you submit your project for grading, please check it against this rubric to make sure you have adequately addressed all of the evaluation criteria. CRITERIA DESCRIPTION POINTS Appearance Layout and Text Elements The e-portfolio conveys a professional look and feel commensurate with a doctoral student and educational technology professional. Design reflects best practices and principles of effective graphic, visual, and message design. Attention to visual detail is highly evident (theme, backgrounds, font, etc.) and consistent. The portfolio is easy to read with appropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The layout uses horizontal and vertical white space appropriately. The background and colors enhance the readability of text INSTRUCTOR FEEDBACK 18

19 Portfolio Requirements Color of background, fonts, and links enhance the readability and aesthetic quality, and are used consistently throughout the e-portfolio. Organization is clearly and explicitly evident throughout. The e-portfolio addresses all elements (0%) delineated in the e-portfolio instructions and presents the required number of artifacts. All e-portfolio pages are present, including a Home page, individual pages for EDTC 8371, 8372, 8373, 8374, 8375, and other EDTC elective courses. The blog profile includes a recent photo and short bio. Each course page includes the course name and number; course description as described in the graduate catalog; a list of all individual and group projects; and hyperlinks to all project files. 30 Mechanics The Home page includes a short bio and link to a LinkedIn profile. The LinkedIn profile reflects the student's professional and academic experience and credentials for assuming the responsibilities of an educational technologist. There are no errors in grammar, capitalization, punctuation, and spelling. All hyperlinks work and connect to the appropriate websites or files. Total Points: 0 MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION Rationale for Selecting Requirements 1. Candidate performance on course assignments 2. Weekly blog discussion 3. Mentoring, advising, and individual progress report 4. Evaluation weights and course grading system Evaluation Weights and Summary Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of A through F (course final grade) will be awarded based on the UTB Grading 19

20 System Policies and Procedures. UTB GRADING SYSTEM POLICIES & PROCEDURES A student's performance in academic work is expressed by the grades in the table below: Grade Explanation Table Grade Grade Explanation Grade Points Impact on GPA A A A B B B C C D F 59 and Under 0.00 Au Audit Not used in computing GPA I Incomplete Not used in computing GPA IM Incomplete military Not used in computing GPA P Pass Not used in computing GPA CR Advanced Placement Not used in computing GPA and CLEP credit only NR No Grade Reported Not used in computing GPA (Office of the Registrar use only) S Satisfactory Not used in computing GPA (Non-course based remediation only) U Unsatisfactory Not used in computing GPA (Non-course based remediation only) W Withdrawal Not used in computing GPA WC Withdrawal due to casualty Not used in computing GPA WM Withdrawal, military Not used in computing GPA WS Withdrawal, excluded from Academic Progress Not used in computing GPA (Office of the Registrar use only) Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term.

21 After the deadline to drop with a grade of a W has passed, students may not be awarded a W as a final grade. Incomplete Grade Request A student, who is unable to complete the course requirements due to a sudden, serious interruption not caused by the student s own negligence, may request consideration for an Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request, the student must have been successfully completing the course and all requirements/assignments, up to the point when the unexpected event that prevents the student from completing the course, occurs. According to the UTB Registrar s Office (11): Incomplete grades are not issued for student or faculty convenience. They may be issued only in the case of compelling, non-academic circumstances beyond the student's control (Incomplete Grades, para. 3). Please review the complete UTB Incomplete Grade Policy at: Grade Point Average (GPA) Calculation Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student s grade point average (GPA) is determined by dividing the total number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is received. Course Policies Late Assignments. All projects and graded assignments are due by Midnight of the official due date as posted in the course schedule. Unless you have made prior arrangements with the instructor, late assignments will be subject to a % grade reduction per week for a maximum penalty of 50% off for late submission. No projects or assignments will be accepted after the final class day. INSTITUTIONAL POLICIES Faculty and students are responsible for understanding and adhering to all UTB Institutional Policies. University policies are subject to change so it is important to read them at the beginning of each semester as the policies may have changed since your last class. Please click on the following link to review the updated UTB Institutional Policies: 21