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INTEGRATING TECHNOLOGY INTO ADULT LEARNING EXPERIENCES
Ramapo College of New Jersey
School of Theoretical and Applied Sciences
Master of Science in Educational Technology Program
I. Course Information
SGET 650: Integrating Technology into Adult Learning Experiences; 4 credit hours.
This course is an elective in the professional sequence of courses for students seeking a Master of Science in Nursing in a program offered jointly by Ramapo College and the University of Medicine and Dentistry of New Jersey (UMDNJ) – School of Nursing (SN).
Summer 2007, Science Semester I. May 22 - June 21, 2007
TWR, 5:00-8:20, Room 408
College Web Address: www.ramapo.edu
MSET Web Address: http://www.rst2.edu/masters/
College Closings number: (201) 236-2902
II. Instructor Information
Evelyn Horner, Adjunct Faculty, MSET Program
School
Office Location: G428/429;
School Office Phone: (201) 684-7724
Office Hours: TBA
E-mail: ehorner@ramapo.edu
III. Course Description
This course is designed for students in the MSN—Nursing Pedagogy Track. The pedagogy portion of this course will include discussion of: the characteristics and assessment of adult learners; creating an effective instructional climate for, and motivating, adult learners; instructional planning/design; and differentiated pedagogy to meet the needs of adult learners.
The technology component of this course will focus on the design, creation, and delivery of online learning modules. Students will use PowerPoint and web design skills to develop a complete portfolio of learning modules to support their current work assignments or perceived needs.
IV. Course Objectives
By the completion of the course, students will meet the following objectives, with respect to adult learners:
Describe their characteristics and learning styles.
Assess their needs, prior knowledge, and learning.
Use strategies to effectively motivate adults.
Design appropriate objectives and meaningful instruction.
Use effective pedagogy for meeting learners’ needs.
Evaluate online resources.
Create learning modules appropriate for online delivery.
Create an online portfolio using at least two different software tools.
V. Electronic Forms of Communication
In accordance with College policy we will use Ramapo College email addresses to communicate course-related information. Students must therefore make sure to activate Ramapo email accounts following the directions on the College website.
VI. Instructional Resources
Required Texts:
De Young, Sandra. (2002). Teaching strategies for nurse educators. Upper Saddle River, NJ:
Prentice Hall.
Amazon Link - Please do not buy the book until after the first
meeting in class!
Other articles and readings will be distributed in class and/or provided online.
Technology Requirements:
- Microsoft FrontPage software, version 2000 or higher.
- Microsoft PowerPoint software, version 2000 or higher.
- A USB drive of at least 128 mb.
VII. Course Requirements
A. Pedagogy & Technology Components
Participation
Class participation is expected. Readings and homework are to be completed prior to class. Homework and in-class assignments will be given and/or collected on a variable schedule. These exercises are formative assessments, designed to provide students and the instructor with feedback regarding the effectiveness of the teaching/learning process. Formative assessments and class participation will be scored as check plus, check, check minus, or minus.
Assessing Learners
Before designing and implementing instruction for adult learners, it is important to assess learner readiness and competency.
Students will develop plans for summative assessment of learning and ways to provide learners with instructive feedback.
Each online module developed by students will demonstrate effective mechanisms
of feedback and evaluation.
Online Learning Modules: Person to Person or Person to Class Learning Modules
Students will design four online learning modules appropriate for the setting in which they teach. Modules will include objectives, materials, learning activities, assessments, and other components discussed in class and will be assessed according to a rubric provided at the outset of instruction.
These modules may serve as a tutorial for independent learning or as a supplement to onsite instruction. Online modules will be assessed according to a
rubric provided at the outset of instruction.
Cumulative Portfolio Presentation
Students will present an overview of all lessons developed in Modules 1 - 4 to the class and will receive feedback from classmates and the instructor.
This presentation will take place on the last day of class.
Online Portfolio & Course Evaluation
Students will complete an online portfolio designed to meet the needs of the
adult learners in the specialty area of each student. Each portfolio will
consist of four learning modules, incorporating at least two different software tools. Portfolios will be assessed according to a rubric provided at the outset of instruction.
The point distribution for the course is as follows:
For more specific information related to the technology component of
this course, visit the technology
section.
** Students who need academic adjustments because of a documented disability are asked to communicate with the instructor as soon as possible.
VIII. Classroom Management Guidelines
A. Guidelines for Establishing a Positive Learning Environment
A positive classroom environment (atmosphere) is critical for effective teaching and learning. To help create a positive learning environment, all participants are asked to:
- Interact and collaborate in a respectful manner. (Please turn cell phones off during class.)
- Attend class regularly.
- Come to class on time.
- Come to class prepared.
- Participate actively in class sessions, give others equal opportunity to do so, listen actively, and provide feedback in an appropriate manner.
- Exhibit the habits of mind appropriate for professional educators.
B. Policies
Policy on Class Absences: Students are expected to attend all class sessions. Class attendance is one portion of the participation assessment. Students who are unable to attend class are expected to notify the instructor prior to class and will be expected to submit make-up assignments.
Policy on Tardiness: Students are expected to come to class on time and to return from breaks in a timely manner. Timeliness is one portion of the participation assessment.
Policy on Late Submissions: Late submissions of student work will be penalized by point deductions (lowered grade).
Policy on Academic Integrity: Students are expected to adhere to the policies on academic integrity described in the Student Handbook and the College Catalogue. It is an unprofessional breach of academic integrity to claim another person’s work as one’s own or to make false claims in submitted work.
Procedures
Student Submissions of Work: Although all languages and dialects are acceptable, the use of
Standard English is expected in the classroom on all oral or written work presented by students and will be part of the scoring criteria. Papers should be word-processed, double-spaced, and error free.
Online submissions should be posted and linked to the student's online
portfolio, and free of technical errors. Submissions should represent the student’s best effort for each assignment.
IX. Course Grading
Course grades will be assigned as follows:
A = 93-100% (93-100 points)
A- = 90-92.9% (90-92.9 points)
B+ = 87-89.9% (87-89.9 points)
B = 83-86.9% (83-86.9 points)
B- = 80-82.9% (80-82.9 points)
C+ = 77-79.9% (etc.)
C = 73-76.9%
C- = 70-72.9%
D+ = 67-69%
D = 63-66.9%
D- = 60-62.9%
F = below 60% (below 57 points).
CRITERIA USED TO EVALUATE STUDENT WORK INCLUDE CLARITY, ACCURACY, LOGIC, RELEVANCE, DEPTH, BREADTH, AND CREATIVITY.
Please use the rubrics for individual Module
assessments.
X. Tentative Class Schedule - Calendar
Week 1 (May 22, 23, 24)
Tuesday (Pedagogy)—The characteristics of adult learners/assessing adult learners
Wednesday/Thursday (Technology)—PDF a document. PowerPoint to the web; using effective PowerPoint tools to create online sites
Reading Selections
Online Learning Module 1 is
Due by Monday May 28, 2007, 6 p.m.
Week 2 (May 29, 30, 31)
Tuesday (Pedagogy)—Creating the right climate for instruction; motivating adult learners; introduction to instructional design
Wednesday/Thursday (Technology)—Website design fundamentals; using a web design tool to create a portfolio site; connecting PowerPoint learning modules.
Online Learning Module 2 is
due by Monday June 4, 2007, 6 p.m.
Week 3 (June 5, 6, 7)
Tuesday (Pedagogy)—Instructional design for learning module 1; differentiated instruction for onsite delivery
Wednesday/Thursday (Technology)—Website design applications; evaluating online learning modules; developing online learning modules.
Online Portfolio Module 3 is
Due by Monday June 11, 2007, 6 p.m.
Week 4 (June 12, 13, 14)
Wednesday (Pedagogy)—Instructional design for online learning module; pedagogy for online instruction
Tuesday/Thursday (Technology)—Developing online learning modules for online portfolios
Week 5 (June 19, 20, 21)
Tuesday (Pedagogy)—Lesson presentations with feedback
Wednesday/Thursday (Technology)—Completion of online portfolios; portfolio presentations with feedback.
Online Portfolio Module 4 is
Due by June 21, 2007, 5 p.m. with a presentation of your complete
portfolio on June 21, 2007. |
