Alaska Pacific University
Teaching Effectively Online Syllabus
I. Course Description
A practical introduction to the emerging best practices in online distance learning including a review of newer platforms and new Web 2.0 tools. This course surveys the dominating K-12 Internet curriculum design methods for creating effective web-based lesson units, to include but not limited to; self-paced online courses, “live” and archived webinars, and asynchronous video courses. An emphasis will be on learning to incorporate existing rich media content as a strategy to minimize the time required to generate new online courses. Emerging careers for online teachers and the impacts of innovative commercial e-learning businesses will be reviewed.
Mobile devices, such as Iphones and Ipads, and trends in mobile learning, will be reviewed for their motivational aspects for K12 students, informal community education, and “youth not in school.” We will review social media tools for creating and sharing instructional videos and “show me” video captures.
This course is
designed to support
innovations related directly to over $180 million in new rural
infrastructure in Alaska including developing
21st Century workforce readiness skills and behaviors for growing an
The target audience is Alaskan K12 educators. This self-paced online course is presented in a mastery learning format with instructor support for questions of any nature.
II. Course Format
Self-paced asynchronous online course for Alaskan educators; Three 500 level credits, students may start at anytime with one year to complete the lessons. Eight four-hour lessons with one 8 hour final project. Frequent interaction with the instructor and other students is required.
a. 3.0 credits; 500 level.
b. Course is entirely Web based featuring a self-study design with constant interaction (on the Web) with the instructor and other participants. 40 hours or more are required to meet minimum course requirements.
c. Does not apply to any degree or certificate at API.
d. Lab fees may be assessed for this course to defray the cost of materials and/or services used or consumed by participants.
e. Coordination with other departments at APU is not required for this course.
f. Students may reregister for a one year course extension for only $90 IF they do so within 90 days of the course one year deadline date. Otherwise students much pay the full registration in order to finish the class and receive credit for work previously performed.
IV Course Objectives
ATTITUDES: The Participants will
Š Demonstrate proficiency with effective class interaction using required course collaborative tools
Provide an overview
of trends, and issues related to
competent design and delivery of
online courses reflecting awareness of best practices and common Elearning platforms.
PROCESSES: The Participants will
Š Increase the ability to design and deliver online units and courses reflecting modern best practices
Increase the ability
to directly incorporate new
media learning objects in original online
Increase the ability
to stay current and leverage
effective collaboration to both send and receive
new educational resources and evolving online learning platforms and methods on an ongoing basis
UNDERSTANDINGS or SKILLS: The Participants will
in the ideal impacts of effective
use of online learning with
emphasis on use of open source platforms and creative commons copyright resources
Š Provide resources and online presentations for peers in the class demonstrating collaborative skills
Š Demonstrate new media production skills for creating rich media content K12 curriculum
V. Course Prerequisites/Corequisites
Participants must have Internet access, basic computer, Web browsing, and e-mail skills. Participants must be able to create electronic folders and know how to save and move files. Otherwise, three are no course prerequisites or corequisites for this course. It is strongly recommended participants first take the "Making the Best Use of Internet for K-12 Instruction" a 3 credit, 500 level course.
Participants are required to consult directly with the instructor to discuss their broadband speeds, local filtering limitations, prior experience with online learning, web authoring , web 2.0 authoring tools, and social media.
VI. Course Evaluation
Course grading will be PASS/FAIL based upon the following –
As a student you will be expected to:
required articles and lesson text
reading assignments, showing a competent
understanding of material presented.
Complete all online
videos viewing, and resource
exploration assignments presented in the
lesson, showing a competent understanding of material presented.
written essays, postings, and
contributions to the interactive class discussion
for each lesson, including sharing new resources of interest, and demonstrate ability to
effectively encourage others in the class
essay writing assignments with the
minimum word count shown for each a
Complete all media
assignments as core authentic assessments for each
Š Complete the lesson evaluation requested at the end of each lesson
PASS: To pass the course participants must
1) complete all eight lessons, including hands-on exploration of key
resources, written interaction with peers and the instructor using
multiple forms of social media, specific demonstrated skill-building
activities and a web-based product outcome reflecting original
curriculum and resource development.
2) complete a final project that incorporates multiple social media
tools in an original web-based activity suitable for classroom and
FAIL: Participants do not complete all eight lessons, participants do
not adequately interact with their peers or the instructor, or
participants do not complete the final project.
Participation on the Listservs - 30%
Participants must complete eight self-paced instructional modules
Lessons - 70%
Lessons submitted via e-mail and web pages created make up 70% of the grade. Lessons or web pages determined to be sub-standard will be returned for revision.
Important details on course format requirements are available in the "Welcome to the Class" bulletin at http://lone-eagles.com/teachwelcome.html
VII. Course Outline
Lesson One: The
Unique Advantages and
Disadvantages of Online Instruction
Research on online learning; double the retention in half the time. When and why online instruction can sometimes outperform classroom instruction. Interactive reading and writing as foundation for teacher/student relationships. Appropriate and inappropriate applications for online instruction. Student attitudinal prerequisites for online instruction. Evaluation of online instructional units, courses and strategies. Trends regarding the changing economics for education.
Two: Constructivism: Blended Learning and Project-based learning
Real world public problem solving using online collaborative tools; service learning and civic engagement trends. A review of the newest tools, and emerging media formats including new curriculum collection innovations and resources; web-based learning module models; webquests, interactive new media, student authored new media. Slideshare powerpoint collections, educational video sites, interactive media collections, archived webinars, and more.
Lesson Three: Key Design Considerations for Online Courses
Design options for
courses, and designing for student self-directed learning.
Issues and strategies for authentic online assessments and quality-control.
A review of trends in emerging local and national models; comparing advantages and disadvantages of top national online course platforms.
Lesson Four: Online Interaction Considerations
Assessing important differences and opportunities for enhancing the online teacher/student relationship. Maintaining a manageable interaction plan; student-student interaction strategies and considerations for media-based interaction VS human interaction. What’s new and useful regarding social media and mobile learning.
Lesson Five: Student Performance Assessment Methods
individual student messages,
individual and group self-assessment for self-directed learners,
methods for leveraging
social interaction motivations.
Avoiding plagiarism and patronizing interaction. Motivating accelerated measurable outcomes with the first digital generation; authentic assessments based on new media self-publishing skills.
Lesson Six: “The New Normal” – How We Can Do More With Less.
Issues for the classroom without walls, or clocks
anytime learning; scalability for
Virtual classroom opportunities and student motivation challenges;
Everyone both learner and teacher; all the time;
Trends in cyberschools, charter school, and online education;
Lesson Seven: Innovation Diffusion and Traditional Education
the inevitable changes our
educational system has already begun.
Change theory, rural innovation diffusion, and self-esteem Issues. Social media strategies for keeping to the same instant of progress in a world of accelerating change.
New roles for teachers, and students; a positive view of the future.
Lesson Eight: Copyrights and Instructional Entrepreneurship
commons copyrights and the
trends toward mash-ups using the work of others.
Instructional entrepreneurship for teachers and students; promotion and sale issues for online curriculum. Information brokerage and trends for educational materials
Marketing and royalty sharing models for teacher/student-created online
lessons and courses
VIII. Bibliography or References
Required text is DIYU – Edupunks, Edupreneurs, and the Coming Transformation of Higher Education
from Amazon.com – it is suggested you download the E-book to your
computer and use the free Kindle app to read it. ($9)
OR, download the new free version below....
Strongly recommended Edupunk's Guide - Free Download
The book: DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education now has a new free downloadable version.
In fact, at the links below you'll see how the author, Anya K. is using social media to market herself. Creating free content and Ebooks as a promotional strategy has become very common. Note her "Blog Roll" gives you links to other key resources as her way of demonstrating her high level of connectedness and expertise.
Free download of Edupunk's guide, sponsored by the Gates Foundation is at this specific link
X. Instructor Description:
As president of Lone Eagle Consulting, Frank has enjoyed teaching online courses for ASDN since 1998. Frank served as a faculty for 13 years at the University of Montana, Western in Dillon, Montana, Frank received his BA degree in Psychology from the University of California, Davis, and his Master’s degree in Instructional Technology from the University of Wyoming. From 1988 to 1998, he was director of the well-known Big Sky Telegraph network, providing on-line courses to rural teachers. Frank's work has been recognized for excellence by four congressional reports, the White House, and dozens of books and publications.
resources, courses, articles,
and inservice workshop
services are at http://lone-eagles.com
(An internal Google search engine on the home page allows for specific topical searches; search “Alaska”).
Frank’s resume and published Alaskan history are at http://lone-eagles.com/articles/frank.htm
2011 Lone Eagle Update at http://lone-eagles.com/expertise.htm International and national professional activities
Contacting the Instructor:
You may contact the
emailing Frank at firstname.lastname@example.org.
Morning consultations are preferred for voice and Skype consultations.
specializes in friendly mastery learning support of Alaskan Educators.
Ph/Fax: 406-683-6270, Cell: 406 925 2519
Skype ID: frankodasz