Assessments


Activity
Description
Weight
Networked Professional Learning
One of the key goals of the course is to have students participate in networked learning environments and critically, and continually, reflect upon those experiences. In practice, this means students utilize a number of social tools (e.g., blogs, wikis, microblogging platforms), read widely from a number of traditional (e.g., academic journals) and non-traditional sources (e.g., educational blogs, Twitter), and connect with other educators who are already 'connected'.

The instructor recommends that a blog is used to describe and reflect upon your experiences. This blog will also act as an important communication tool between you, your classmates, your instructor, and the wider educational community. At the very minimum, your blog should show evidence of:
  • weekly, scholarly reflections/responses of course activities, readings, and presentations;
  • frequent reading and analysis of key educational articles, media, and/or blog posts from other educational bloggers;
  • interaction with other community members through pingbacks; commenting, and descriptions of interactions;
  • sharing and review of discovered resources and/or tools; and,
  • thoughtful, critical reflection of the use of technology (through ongoing experimentation) in your personal or professional context.

It is also important that a blog has unique affordances that distinguishes it from paper and other non-digital media. Students should foster the appropriate use of hyperlinks, pingbacks, video & audio embeds, information pages, and other devices in this space.
40%
Summary of Learning
Students will produce an artefact (e.g., narrative, slide deck, audio, video, concept map, other visual, etc.) that summarizes the learning experience in EC&I 831. The artefact should reference particular course experiences (e.g., reflections, assessments, readings, presenters, networking, experimentation, etc.) that contributed to the greater understanding of educational technology and media. Students will present these artefacts, or make them available to others, for the last day of the course.
25%
Major Digital Project
Students will develop a digital project related to technology in teaching and learning. This project is wide-open to possibilities. Some ideas: portion of an online course or unit, digital video (e.g., presentation, advertisement), educational resource website, course blog or wiki, etc. Additionally, there will be a reflective component to each project, which will be tied in to the blogfolio. Note: In lieu of a major digital project, the professor will accept a scholarly paper on a subject related to the course. Inquire for details.
35%