Professor/Instructor: See Blackboard for contact information. Day(s), Time & Location: Online, 8-week course. Course Description:

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1 ASU College of Education Department of Curriculum and Instruction EDG 6306 Curriculum Methodology and Trends Summer 2015: June 8 th -July 31st Course Syllabus Professor/Instructor: See Blackboard for contact information. Day(s), Time & Location: Online, 8-week course Course Description: This course examines curriculum and instructional trends across disciplines. Focus is on increasing knowledge of new innovations, topics, and issues as they relate to instructional context. Required Text: None (APA Manual highly recommended) Students are required, however, to have Microsoft Word, Adobe, Skype, and consistent internet access. In addition, a book study is required in this course, so the purchase of a book (student choice, given a list of options) is necessary. See page 5 of the syllabus; details can be found in Blackboard. Learning Objectives and Outcomes: By the end of the course, students will: Examine curriculum trends in traditional and online education Identify methods of instruction that promote innovation in education Develop innovative curriculum for their educational roles Analyze contemporary research and news feed regarding pros and cons of curricular trends in the 21 st century Demonstrate the ability to be creative critical thinkers and to apply new technologies appropriate to their chosen discipline. ASU Graduate Learning Goals can also be found here: 1

2 Methods of Instruction: Since this course is online, the students are responsible for understanding the assignments and learning the material. If questions arise, it is important to ask the professor immediately for help since many of the tasks build on one another. Class will consist of a variety of tasks, including online discussions, various modes of presentation, and papers. Course Requirements: The purpose of graduate education is to provide for advanced and specialized training beyond the baccalaureate program. Graduate study is intended to strengthen the academic and professional competence of the candidate, to develop the candidate s capacity for independent study, to familiarize students with past and current research, to train the student in the techniques of research, and to enable the candidate to relate his or her research to the investigations of other scholars and derive significant implications from the relationships. Graduate study presupposes a broad background of knowledge, an adequate preparation in appropriate fields of study at the baccalaureate level, and a command of skills required to carry on intensive research and investigation with a high degree of resourcefulness and self-direction. Generally speaking, only candidates with superior undergraduate academic records are qualified to pursue study at the graduate level. It should be noted that graduate studies differ from undergraduate studies in the following respects: (1) The candidate is expected to assume greater responsibility and to exercise more individual initiative. (2) More extensive and intensive reading is generally required. (3) Greater emphasis is placed on productive research, with particular emphasis on the use of primary materials. (4) Seminar methods are employed with greater frequency, as greater class participation by the candidate is required. (5) Less instruction is provided in content, survey-type lecture courses. Graduate study thus involves far more than the passing of a given number of courses and the fulfillment of certain minimum requirements. The candidate cannot be content solely with earning acceptable grades. The candidate must continually satisfy the Graduate Faculty in the major field by displaying superior intellectual powers and scholarly commitment in order to maintain graduate status and good standing in the school. Research writing style: In the Department of Curriculum and Instruction, all candidates should adhere to American Psychological Association Publication Manual (APA) when completing written assignments, and when applicable, in other electronic or media-style presentations. The APA Manual is available at the ASU library, at the bookstore, or on-line at American Psychological Association. (2009). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: American Psychological Association. 2

3 Candidates Participation: Candidates should participate actively and enthusiastically in all online discussions. Readings and school experiences will prepare candidates for discussions. When prompted by learning modules, discussion boards, PowerPoint presentations, or at any other direction for participation, the minimum response from each student is: (1) to post a response to the original or initial posting and/or question; and (2) to post a response to 2-3 other student s posting (your assignment prompt will make you aware of the required minimum of peer responses). More frequent responses are both allowed and encouraged so that each student can learn from peers and professor s insights. Initial discussion posts should be made by Wednesday evening of the week due, allowing Thursday-Sunday for peer responses. Please plan ahead accordingly. Candidates Written Work is expected to: Demonstrate content quality and clarity that emphasizes depth and breadth, reflection and insights, scholarly discussion using scholarly vocabulary. Clearly show a high level of understanding regarding classroom discipline/ the topic of discussion. Demonstrate writing quality and clarity, including mechanics, spelling, grammar, appropriate language. Demonstrate appropriate and accurate inclusion of authority to support discussion, with citations that follow a scholarly (APA) format. Demonstrate appropriate use of respectful person-first language (e.g., student with dyslexia rather than dyslexic student ). Demonstrate an overall appearance according to APA format (title, page, 12pt font, 1 inch margin, and double spaced), completeness, and timeliness. Candidates Communication: Candidates should maintain open communication with the instructor. Ask questions in a timely manner to provide time for the instructor to respond prior to due date. Candidates are expected to check Blackboard and ASU (not personal ) on a regular basis, preferable daily. Candidates are expected to complete assignments and meet all deadlines for submission of coursework. Please allow 24 hours for responses by the instructor. Instructors will make every attempt to grade assignments within 5-7 days of the due date. It is your responsibility to review feedback and grades in a timely manner and ask questions as needed. Candidates may contact the ASU Help Desk at to learn about Blackboard, how to access and navigate it, or other assistance. This should be done EARLY in the class, preferably before the first class day. Instructions are also provided in the course room. 3

4 Evaluation: Each assignment will be worth a varying number of points. Grades will be determined by the percentage of the total possible points earned. A= % B= 80-89% C= 70-79% All activities should be submitted as scheduled. NO LATE WORK IS ACCEPTED. Point Allotment: Introduction Post MOOC participation Flipped Classroom Unit Digital Delivery Assignment Book Study Current Trend Assignment Discussions 50) 50 points 50 points 100 points 50 points 150 points 100 points 100 points 600 points Persons Seeking Accommodations: Persons with disabilities, which may warrant academic accommodations, must contact the Student Life Office in order to request such accommodations prior to any accommodations being implemented. You are encouraged to make this request early in the semester so appropriate arrangements can be made. Please see Blackboard for more details. Academic Honesty: Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is contained in both print and web versions of the Student Handbook. Plagiarism is strictly forbidden, and ASU instructors may utilize Internet search links that assist in identifying plagiarized materials. A plagiarism module is required for this course, and instructors have discretion to assign a failing course grade to learners who have plagiarized their assigned work. 4

5 Class Schedule Assignment details will be posted in Blackboard. Assignments are due on Sunday evenings at midnight for the date listed, with the exception of weeks 1 and 8. Week Due Dates Assignments Due 1 6/12 Friday Introduction Post, Instructor Expectations Post, Plagiarism Post 2 6/21 MOOC Participation 3 6/28 Flipped Classroom Unit 4 7/5 Discussion Post 5 7/12 Digital Delivery assignment 6 7/19 Current Trend assignment 7 7/26 Book Study due 8 7/29 Wednesday Discussion Post, Course Evaluation, IDEA (these are two separate evaluations) Book Study Options: Beetham, H. and Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age: Designing for 21 st Century Learning. Second edition. (Amazon paperback $41.75, Kindle rental $17.58). ISBN-13: Routledge Press. Conrad, C. and Dunek, L. (2012). Cultivating Inquiry-Driven Learners: A College Education in the 21 st Century. (Amazon paperback $24.95, Kindle $14.72) ISBN-13: Johns Hopkins University Press. Jacobs, H.H. (2010). Curriculum 21: Essential Education for a Changing World. (Amazon $20.20 paperback). ISBN-13: ASCD: Virginia. Kay, K. and Greenhill, V. (2012). The Leader s Guide to 21 st Century Education: 7 Steps for Schools and Districts. (Amazon: $30.28 paperback, Kindle Rental for $18.90). ISBN-13: Pearson. Little, T., Ellison, K. and Waldman, A. (2015). Loving Learning: How Progressive Education Can Save America s Schools. (Amazon $19.86 Hardcover, $12.99 Kindle) ISBN-13: W.W. Norton & Company. 5

6 Marx, G. (2015). Twenty-One Trends for the 21 st Century: Out of the Trenches and Into the Future. (Amazon paperback $13.17, Kindle $8.99) ISBN-13: Education Week Press. Tough, P. (2013). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. (Amazon paperback $10.33). ISBN-13: Mariner Books. Whitaker, T. and Zoul, J. (2015). What Connected Educators Do Differently. (Amazon paperback $28.45, Kindle $23.91). ISBN-13: Routledge Press. Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. (Amazon $24.69 paperback, Kindle $16.17). ISBN-13: Corwin Press. 6

7 Skype Download Instructions Your instructor is available on Skype during some e- office hours (inquire of your specific instructor what those may be) or during appointment. If you need to chat, this is an alternate option to an or phone call. To download Skype (free), follow the directions below: 1. Go to 2. Click on Download Skype Now. 3. A message should come up that says You are now downloading Skype. 4. Click Run when the pop up download box appears. 5. If you receive a message that says A program needs your permission to continue, click Continue. 6. Choose your language, then click I agree- - - install, on the box that appears. 7. Click Continue installing Skype. 8. You should receive a message that says Thank you for installing Skype. Click Finish. 9. Close your browser box. 10. In the box that appears, create your Skype account information. Accept the Terms, hit next, then complete the rest of your account information. Click Sign In. 11. Close the Welcome screen. To add your instructor as a contact: 1. Once you have logged in, click on +New in the left corner. Click on New Contact. 2. You can search by name (Amy Williamson) or username (amymw3). Once I have been added as a contact, you can see when I am online and available to chat with you. Please note: These directions are for a PC, but the process is very similar for a Mac. Note: You do NOT need a webcam to utilize Skype as a resource. Virtual conference calls are optional; Skype also has a simple chat function for you to use. 7