ED 7722 - Distance Learning Trends

Part of the IT&DML Program at the University of New Haven. A comprehensive overview of contemporary distance learning technologies and processes, combining theoretical frameworks with practical design experience for K-12 educators.

Course Description

This course presents a comprehensive overview of contemporary distance learning technologies and processes. The course addresses theoretical issues and practical considerations for practicing educators and K-12 students. Students explore conceptual frameworks, guiding principles, critical steps, current technologies, and future trends in their respective subject areas and curricula. Case studies contribute to in-depth understanding of important issues by relating theoretical explanations to practical challenges in order to create strong distance learning alternatives.

Essential Questions:

What are the historical and conceptual foundations of distance education and learning?
What design and instructional practices are needed in distance learning environments, and how do these affect learning and learners?
What policies, administration, and management characteristics are needed to attract and suit different audiences?

Learning Objectives

Synthesize distance learning trends in order to explain the evolution of distance learning technology.
Evaluate distance learning technologies for use in various learning contexts.
Connect learning theories with current teaching practices, using those theories to examine the efficacy of practice.

Required Readings

All readings available on the course Google Drive folder.

Assignments

Online Participation (15%) — Contribute to online discussions and complete mini weekly assignments. Respond a minimum of two times during each weekly discussion block. Also contribute weekly to the DLMOOC Google+ Community.
Weekly Digital Curation — Developing a Digital Identity (20%) — Each week, collect and curate all online participation from ED 7722 coursework (Google+ posts, tweets, blog posts, webinar participation, DLMOOC participation) and relevant digital content from the connected network. Demonstrate evidence of networked learning including personalized learning from open online webinars, Twitter chats, and online events.
Personal Online Case Study (20%) — Reflect on yourself as a learner and describe the knowledge, skills, and dispositions that make or could make you a successful online or blended educator. 1,000–1,500 words. Include evidence of personal growth and reflection through integration of weekly learning artifact curation, changes to the Learning Hub design, and networked learning through DLMOOC, online webinars, or Twitter chats.
Online Collaborative Module Design Project (25%) — Group or pair assignment to write one online module collaboratively using ICTs (Google+, WordPress, Edmodo, Wikispaces, or Canvas). Module must be interdisciplinary and can be multi-grade. Incorporate basic design elements: Universal Design for Learning (UDL), Understanding by Design (UBD), and Deeper Learning principles.
Distance Learning Medium Review (20%) — Write a review of a specific distance learning environment, LMS, medium, or combination of digital tools. Identify appropriate knowledge, skills, and dispositions a general teacher needs for understanding and using this type of distance environment. Include at least one how-to video created by the student.

Grading

Grade	Points
A	171–200
A-	163–170
B+	158–162
B	153–157
B-	148–152
C+	143–147
C	138–142
F	Below 133