Faculty of Education

EDUC2401U: Learning in Digital Contexts

Course Outline for Spring 2019

1. Course Details & Important Dates

Term Course Day and Type CRN # and Instructor Time
5 Wednesdays: Online (2 hours in Adobe
11320 Thompson 9:00-11:00 AM
Connect, 2 hours asynchronous)
11322 Morrison 9:00-11:00 AM
Spring 3 Wednesdays: Asynchronous (4 hours each)
11323 Thompson 12:00-2:00 PM
1 Field Activity: Scheduled by TCs (4 hours)
11325 Morrison 3:00-5:00 PM
Total: 36 hours

CRN # URL # Classes Start Classes End

11320 http://uoit.adobeconnect.com/educ-2401u-201905-11320 Wednesday, Wednesday,

May 8, 2019 June 26, 2019
11322 http://uoit.adobeconnect.com/educ-2401u-201905-11322

11323 http://uoit.adobeconnect.com/educ-2401u-201905-11323

11325 http://uoit.adobeconnect.com/educ-2401u-201905-11325

Locations: Adobe Connect Room--see above for URLs, Blackboard and

Online Modules: http://learningindigitalcontexts.weebly.com/

2. Instructor Contact Information

Instructor’s Name Email
Stephanie Thompson [email protected]
Laura Morrison [email protected]
TA: Shannon Gould [email protected]
Office Hours: By Appointment—Please email instructor/TA

3. Important Dates
 May 8th – Start date for classes
 June 26th – Last day of classes
 For other important dates, go to 2018-2019 Academic Schedule
4. Course Description

The purpose of this course is to discuss strategies for integrating digital technologies in
the classroom based on current research practice and to examine the impact of
embedding these technologies in learning environments. This course will address
practical and technical knowledge, the pedagogical and theoretical practices associated
with technology enhanced learning and the intersections of race, gender, ethnicity,
class, ability and culture as they relate to the consumption, production and utilization
technology. The tools and resources available to students will be introduced on a
thematic basis, encompassing key areas pertaining to 21st-century learning and skills
development. This includes, but is not limited to: digital presentations, game-based
learning, digital storytelling, website design, adaptive and assistive technologies, and
teacher productivity applications. In-class activities will include group discussion as well
as practice acquiring and utilizing essential skills for integrating digital tools into the
classroom.

5. Learning Outcomes

On the successful completion of the course, students will be able to:

LO 1. Model collaborative knowledge construction by engaging in the

learning environment in [f2f and] online environments;

LO 2. Demonstrate openness to new and diverse perspectives of teaching

and learning;

LO 3. Integrate appropriate technologies, across subject areas, courses and

divisions to support student learning;

LO 4. Apply, with understanding, various learning theories to teaching and

learning experiences;

LO 5. Create learning experiences that foster creativity, innovation, critical

thinking,
problem solving, disciplinary thinking, and collaboration;

LO 6. Describe how the employment of effective maker pedagogies

enhances student learning and achievement.
6. Course Design

This 36 hour course will include the following:

4 hours field activity* to be completed during the course
Week 1 2 hours in-class + 2 hours asynchronous
Week 2 4 hours asynchronous
Week 3 2 hours in-class + 2 hours asynchronous
Week 4 4 hours asynchronous
Week 5 2 hours in-class + 2 hours asynchronous
Week 6 4 hours asynchronous
Week 7 2 hours in-class + 2 hours asynchronous
Week 8 2 hours in-class + 2 hours asynchronous

Rationale
The instructors have intentionally altered the format of the course from a weekly
synchronous class to a more flexible synchronous/asynchronous model for a number of
reasons. For effective communities of practice to be built and for meaningful online
discussion and engagement to occur, it is not always necessary for classes to convene
synchronously every week. The instructors are taking this opportunity to help teacher
candidates build both their social presence and communities of inquiry by having them
experience a mix of both formats. This will allow for increased flexibility as well as
opportunities to develop new digital skills and for more meaningful discussion within
learning groups.

Teacher candidates and the instructor will engage in a variety of teaching and learning
activities, which (time-permitting) include instructor-led seminars, small group
cooperative learning activities, inquiry-based activities and experiential learning. The
online synchronous sessions will be held in Adobe Connect and the asynchronous
sessions/activities will be completed with the use of the online Weebly modules, on
Blackboard, and in the support of a collaborative learning group.

Before each synchronous session, students will review the slide deck (with embedded
videos and resources), complete the weekly readings and activities and generate a list of
discussion questions that synthesize the content from all pre-class materials. Students
are expected to participate in all scheduled activities and must inform the instructor of
expected absences in advance (see Teacher Candidate Responsibilities below for
details). Instructors and teacher candidates are expected to behave in a fair, courteous,
empathetic and professional fashion and, in general, exhibit behaviour befitting the
teaching profession in Ontario. The instructor will provide appropriate information and
resources in cases of identified special needs.
7. Teacher Candidate Responsibilities

Teacher candidates are required to attend class, participate professionally, refer to

Blackboard or Weebly to determine and complete all required readings and activities, and
prepare for each class.

Teacher candidates are responsible to the instructor of their course for attendance. If
teacher candidates are going to be absent, they shall notify their instructor in writing giving
the reason for absence. The teacher candidate must check Blackboard or Weebly and
consult with classmates to recover the lost class time. In addition, teacher candidates
must make up time as per the class readings/requirements. After notifying the instructor of
an absence, teacher candidates must provide the instructor with a plan of action regarding
how they will demonstrate learning of concepts/topics addressed during the missed class;
this action plan must be sent to the instructor and Academic Advisor.

8. Outline of Topics in the Course*

*subject to change based on learners’ needs

Date Focus Readings/Activities/Bring

To be In the Field Activity* Required Reading: Hughes, J., & Morrison, L.
completed TC-Directed Inquiry into (2018). Works of heart: Revisiting creativity and
between Making innovation through maker pedagogies, UAL Spark
weeks 1-8 Journal, 3(2), 150-160.

TC’s will develop an inquiry question on the

subject of making/makerspaces/maker
pedagogies, arrange a visit to a school to
explore/respond to their question and document
their learning in a response on BB.

Module Course Overview Required Reading: Tour, E. (2017). Teachers’ self-

1/Week 1: initiated professional learning through personal
May 8 Topics: Personal Learning learning networks. Technology, Pedagogy and
Networks (PLNs), social Education, 26(2), 179-192.
networking & connectivism:
What role do these play in Recommended Reading:
today's learning? Richardson, W., & Mancabelli, R. (2011). Personal
learning networks. Bloomington, IN: Solution Tree
Assignment A Introduced: Press.
Online Learning Environment
Critique In-Class: Setting up PLNs (Personal Learning
Networks) for this Semester’s Learning Activities.
Module Topic: Learning online: E- and Required Readings:
2/Week 2: M-learning -- what are they, Clark, R. C., & Mayer, R. E. (2011). E-Learning and
May 15 how are they different from the Science of Instruction. San Francisco, CA:
each other (& traditional Pfeiffer. [Chapter 2 only]
NOTE: This learning & assessment) & what AND
is an makes each effective or not? 5 Ways to Reduce Cognitive Load in eLearning:
Asynch http://elearningindustry.com/5-ways-to-reduce-
Week cognitive-load-in-elearning

Recommended Reading: Mehdipour, Y., &

Zerehkafi, H. (2013). Mobile Learning for
Education: Benefits and Challenges. International
Journal of Computational Engineering Research,
3(6), 93-101.

Module Topic: COIs: How do Required Reading: Peacock, S., & Cowan, J.
3/Week 3: Communities of Inquiry (COIs) (2016). From Presences to linked influences
May 22 relate to best practices for within Communities of
teaching online? Inquiry. International Review of Research in
Open and Distributed Learning, 17(5), 267-
283.

Recommended Readings:
Garrison, D., Anderson, T., & Archer, W.
(2001). Critical thinking, Cognitive Presence,
and computer conferencing in distance
education. American Journal of Distance
Education, 15(1), 7-23.

Garrison, D., Anderson, T., & Archer, W.

(2010). The first decade of the Community
of Inquiry Framework. The Internet and
Higher Education, 13(1), 5-9.

In-Class: How do Communities of Inquiry

(CoI) relate to best practices for teaching
online?
Module Assignment A Due: Online Required Reading: Ontario Ministry of Education.
4/Week 4: Learning Environment (2016).Towards Defining 21st Century
May 29 Critique Competencies for Ontario: 21st Century
Competencies Foundation Document for
Discussion.
NOTE: This
is an http://www.edugains.ca/resources21CL/About21
Asynch stCentury/21CL_21stCenturyCompetencies.pdf
Week

Module Topic: Focus on the Future: Required Reading: Johnson, L., Adams Becker, S.,
5/Week 5: How has technology impacted Estrada, V., and Freeman, A. (2017). NMC Horizon
June 5 education & where do we now Report: 2017 K-12 Edition. Austin, Texas: The New
need to focus our efforts as Media Consortium, [Challenges--pages 24-36]
educators?
In-Class: Focus on the Future—Horizon Report
Assignment B Introduced: Challenge Analysis
Multimodal Culminating Task:
Intersections of OLEs &
Making in YOUR Classroom

Module Topics: Maker Culture– What Required Readings: Hughes, J. (2017).

6/Week 6: are makerspaces & how can Meaningful making: Establishing a makerspace in
June 12 they radically transform the your school or classroom. What Works? Research
current education system? into Practice. Literacy Numeracy Secretariat.
Ontario Ministry of Education, Toronto: Queen’s
Why are design-thinking, grit Printer.
NOTE: This and a growth-mindset
is an important concepts to teach Recommended Reading: Science 3D: Discovery,
Asynch and how can a makerspace Design & Development through Makerspaces
Week facilitate students’ learning of
these concepts? Improving Schools Through Design
Thinking:http://www.edutopia.org/blog/improvin
g-schools-through-design-thinking-thomas-riddle
 Module 7 Topic: AI and IoT—Artificial Required Reading: Freeman, A., Adams Becker, S.,
Week 7: Intelligence and the Internet of Cummins, M., Davis, A., & Hall Giesinger, C.
June 19 Things: What are they and (2017). NMC/CoSN Horizon Report: 2017 K–12
how can we (and why is it Edition. Austin, Texas: The New Media
necessary to) teach our Consortium. [Sections on AI & IOT, pages 48-51]
students to be critical
consumers and creators of Recommended Reading: Kortuem, G., Bandara,
both? A. K., Smith, N., Richards, M., & Petre, M. (2013).
Educating the Internet-of-Things
generation. Computer, 46(2), 53-61.

In-Class: IoT and AI in the classroom

Module 8 Topic: Productivity and Time Required Reading: The Tim Ferriss Show: How to
Week 8: Management in the Digital Age 10x Your Results, One Tiny Tweak at a Time, 2016:
June 25 – How can we mentally de- http://fourhourworkweek.com/2016/03/04/how-
clutter, get organized and to-10x-your-results/
increase productivity with (and -OR-
despite) increasing Freakonomics: How to be More Productive:
technology? http://freakonomics.com/podcast/how-to-be-
more-productive/
Assignment B Due:
Multimodal Culminating Task: Recommended Reading:
Intersections of OLEs & Bailey, C. (2016). The Productivity Project:
Making in YOUR Classroom Accomplishing More by Managing Your Time,
Attention and Energy. Toronto: Random House.

In-Class: Work and Time Management

9. Required Texts/Readings

No specific textbook is required for this course. A number of documents and articles will
be used and explored, including:

 Ontario Ministry of Education. The Ontario Curriculum Grades K-12: [all

subjects]. Available [Online]: http://www.edu.gov.on.ca
 Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation,
and Reporting in Ontario Schools. Available [Online]: http://www.edu.gov.on.ca
 UOIT Education Library: http://guides.library.uoit.ca/sb.php?subject_id=10508
 All other materials are posted in the above chart.
Additional readings may be assigned or recommended during the course.
10. Assignments

Due Date % Learning Description

Outcomes
Week 4: May 29, 2019 25 01,02,03,04 A) Online Learning Environment
(Asynchronous presentation) Critique
Week 8: June 26, 2019 30 01,02,03,04, B) Multimodal Culminating Task
05.06
Weeks 1-8: (Ongoing) 25 01,02,04 C) Weekly Asynchronous Assignments
Weeks 1-8: (Ongoing) 20 01,02,04 D) Learning Community Contributions

Submitting Assignments

All assignments must be professionally presented in digital form and include the following
information:

o Title (name of assignment) (do not use a title page)

o Your name and student # and other group members’ names
o Course code
o Instructor's name
o Save all text-based documents as PDF files. Do not submit documents saved
in WORD.
o When submitting an assignment with multiple components, merge the PDF
files into one PDF document. (ie. for a video with written report – insert link
to video in written report and save as a PDF)
o Name the file using an appropriate format: Assignment Title_Your Name(s)
(i.e., Online Learning Environment Critique_Morrison)
o Submit all instructor-assessed assignments through the “Assignments” Tab
in BlackBoard

Please use APA style guide for all assignments.

Late Assignments
Students must notify the instructor in writing ahead of time if they are unable to meet a
deadline. The instructor and the student will negotiate a solution and an alternative due
date. Students who do not notify the instructor ahead of time could receive a grade of 0
on the assignment unless there are exceptional circumstances.
Assignment A: Online Learning Environment Critique Presentation (25%)

What: A critique of an online learning environment

When: Due Week 4: Wednesday, May 29 at 23:59
Who: Groups of 4
Where: On BlackBoard, through the assignment tab, “Online Learning Environment
Critique”
Why: Online learning environments and learning management systems are common at all
levels of education now – elementary through to post-secondary. E-learning is becoming
increasingly popular. Understanding what makes good online learning environments,
their affordances and considerations and best pedagogical practices are all important.
How:
 You will use multimodal tools to create your presentation (video; dynamic
presentation software; infographic/poster making software, etc.)
 Include the following information --
o The name of the online learning environment you chose to critique
o The various features included in the environment (embedded digital tools,
site architecture) and how they influence the teaching and learning process
o The environment’s affordances & constraints (and with these, suggestions
for improvement)
o The best demographic with which to use this particular online learning
environment
o Reference the Principles of e-Learning and other learning theories, where
applicable, when critiquing the resource’s various features
 Your presentation will be TA assessed (see BlackBoard for rubric).

Assignment B: Multimodal Culminating Task Assignment: Intersections of Online

Learning Environments and Making in Your Classroom (30%)

What: A multimodal online learning environment that integrates making, using the
digital tool of your choice
When: Due Week 8: Wednesday, June 26 at 23:59
Who: This is an assignment that may be done in partners or individually
Where: On BlackBoard, through the assignment tab, “Culminating Task”
Why: To consolidate the knowledge you have acquired throughout this course with
respect to online learning, making and inclusivity and how your new learnings can be
applied in your own classroom.
How:
 Using the digital tool of your choice and your new knowledge of online learning
environments, you will showcase an OLE that you have created in order to
demonstrate your understanding of maker pedagogies and how they apply to
learning in a digital context within your subject area or division.
 Your assignment will be TA assessed (see BlackBoard for rubric).
Be sure to include the following components in your OLE:
 Measurable and appropriate learning goals
 Tasks that connect clearly to the learning goals
 Clear connections to making/maker pedagogies
 Content and instructional materials that are logical and developmentally appropriate
 OLE is easy to navigate
 OLE contains a number of multimodal elements
 Text is consistent and all writing is error free

C: Weekly Asynchronous Assignments (25%)

What: Weekly tasks which will include readings, activities, review of videos and slides
that pertain to the following week’s class (flipped classroom model), and discussion
questions
When: To be completed each week prior to the next class
Who: Individually and in your PLN groups
Where: Discussion questions are to be posted on the weekly BlackBoard discussion
board
Why: As part of your asynchronous work, using a flipped classroom model, you will
explore the following week’s topic/concept in more depth by reviewing articles,
journals and slides--completing these tasks both individually and in your group allows
for a degree of personalized learning and also collaboration, knowledge generation and
social learning.
How:
 Each week a new topic will be given, which will ask you to read, review, and prepare
to discuss in class within your PLN and with the whole group. More details will be
provided in class.
 Your assignment will be instructor assessed (see BlackBoard for rubric).

D: Learning Community Contributions (20%)

What & Why: In any learning environment and particularly in an online setting, it is
important to make student learning visible. Accordingly, this course stresses the
importance of contributing to the learning community regularly and in a way that
demonstrates your understanding of learning theories as well as connections you can
make to professional practice.
When: Assessment will be ongoing throughout the course
How: The assessment criteria is as follows:
 Demonstrates commitment to learning by being prepared for all synchronous
classes;
 Communicates clearly, consistently and respectfully with colleagues and
instructors;
 Models effective listening skills (e.g., demonstrates active listening, demonstrates
 comprehension);
 Demonstrates consistent punctuality and attendance in synchronous sessions;
 Maintains responsibilities for the duration of the activity (e.g. small group work,
shared assignments);
 Shows initiative by actively participating in large and small group activities;
 Demonstrates openness to new and diverse perspectives of teaching and learning;
 Upholds the Ontario College of Teachers Standards of Practice and Ethical
Standards.
 This will be instructor assessed (see BlackBoard for rubric).

11. Students with Disabilities

Accommodating students with disabilities at UOIT is a responsibility shared among

various partners: the students themselves, SAS staff and faculty members. To ensure that
disability-related concerns are properly addressed during this course, students with
documented disabilities and who may require assistance to participate in this class are
encouraged to speak with me as soon as possible. Students who suspect they have a
disability that may affect their participation in this course are advised to go to Student
Accessibility Services (SAS) as soon as possible. Maintaining communication and working
collaboratively with SAS and faculty members will ensure you have the greatest chance of
academic success.

Students taking courses on the North Campus Location can visit Student Accessibility
Services in the U5 Building located in the Student Life Suite
Students taking courses on the Downtown Oshawa Campus Location can visit Student
Accessibility Services in the 61 Charles St. Building, 2nd Floor, Room DTA 225 in the
Student Life Suite.

Disability-related support and accommodation support is available for students with

mental health, physical, mobility, sensory, medical, cognitive, or learning
challenges. Office hours are 8:30am-4:30pm, Mon-Fri. For more information on services
provided, you can visit the SAS website at http://uoit.ca/studentaccessibility

Students may contact Student Accessibility Services by calling 905-721-3266, or email

[email protected]

Students who require the use of the Test Centre to write tests, midterms, or quizzes
MUST register online using the SAS test/exam sign-up module, found here
www.uoit.ca/SASexams. Students must sign up for tests, midterms or quizzes AT LEAST
seven (7) days before the date of the test.
Students must register for final exams by the registration deadline, which is typically 2
weeks prior to the start of the final examination period. SAS will notify students of the
registration deadline date.
12. Professional Conduct (if applicable)

As a teacher candidate in Ontario, you are responsible for upholding the professional
standards as described above, and as such you must demonstrate behaviour appropriate
to practice in the teaching profession as described in the UOIT general academic
regulations. The following information is an excerpt from the 2018-2019 UOIT Academic
Calendar regarding “professional unsuitability” located in Section 5. You are strongly
encouraged to read the full section regarding general academic regulations.

Professional unsuitability
Students in programs leading to professional certification must demonstrate behaviour
appropriate to practice in those professions. Where a dean determines that behaviour
inconsistent with the norms and expectations of the profession has been exhibited by a
student, that student may be immediately withdrawn from the program by the dean or
subject to one or more of the sanctions described below.

A student demonstrating professional unsuitability may be immediately suspended from

any practicum, field work or similar activity at the discretion of the dean pending a final
decision.

Details are available here:

http://calendar.uoit.ca/content.php?catoid=12&navoid=431#Academic_conduct

Additional Information:
Information regarding a student's academic performance including, but not limited to,
information relating to grades, academic standing, academic misconduct professional
unsuitability and graduation shall be communicated to students via their official UOITnet
email addresses. Information sent to a student's UOITnet account shall be deemed to
have been received by the student on the day it was sent. Under no circumstance shall
failure to monitor this email account constitute grounds for appeal of an academic
regulation.

http://calendar.uoit.ca/content.php?catoid=12&navoid=431#Academic_conduct

13. Academic Integrity

Students and faculty at UOIT share an important responsibility to maintain the integrity of
the teaching and learning relationship. This relationship is characterized by honesty,
fairness and mutual respect for the aim and principles of the pursuit of education.
Academic misconduct impedes the activities of the university community and is
punishable by appropriate disciplinary action.
 Students are expected to be familiar with and abide by UOIT’s regulations on Academic
Conduct ( http://calendar.uoit.ca/content.php?catoid=20&navoid=814 )
which sets out the kinds of actions that constitute academic misconduct, including
plagiarism, copying or allowing one’s own work to copied, use of unauthorized aids in
examinations and tests, submitting work prepared in collaboration with another student
when such collaboration has not been authorized, among other academic offences.

The regulations also describe the procedures for dealing with allegations, and the
sanctions for any finding of academic misconduct, which can range from a resubmission
of work to a failing grade to permanent expulsion from the university. A lack of
familiarity with UOIT’s regulations on academic conduct does not constitute a defense
against its application.

Further information about academic integrity can be found on the Academic Integrity
resource for students here: http://academicintegrity.uoit.ca/students/index.php

Extra support services are available to all UOIT students in academic development, study
skills, counseling, and peer mentorship.

14. Turnitin (if applicable)

UOIT and faculty members reserve the right to use electronic means to detect and help
prevent plagiarism. Students agree that by taking this course all assignments are subject
to submission for textual similarity review by Turnitin.com. Assignments submitted to
Turnitin.com will be included as source documents in Turnitin.com's restricted access
database solely for the purpose of detecting plagiarism in such documents for five
academic years. The instructor may require students to submit their assignments
electronically to Turnitin.com or the instructor may submit questionable text on behalf of
a student. The terms that apply to UOIT's use of the Turnitin.com service are described on
the Turnitin.com website.

Students who do not wish to have their work submitted to Turnitin.com must provide with
their assignment at the time of submission to the instructor a signed Turnitin.com
Assignment Cover sheet:
http://www.uoit.ca/assets/Academic~Integrity~Site/Forms/Assignment%20Cover%20sheet
.pdf

Further information about Turnitin can be found on the Academic Integrity link
http://academicintegrity.uoit.ca/?utm_source=redirect&utm_medium=web&utm_campa
ign=academic-integrity-staffstudent_videos.php
15. Freedom of Information and Protection of Privacy Act

The following is an important notice regarding the process for submitting course
assignments, quizzes and other evaluative material in your courses in the Faculty of
Education.

As you may know, UOIT is governed by the Freedom of Information and Protection of
Privacy Act (“FIPPA”). In addition to providing a mechanism for requesting records held
by the university, this legislation also requires that UOIT not disclose the personal
information of its students without their consent.

FIPPA’s definition of “personal information” includes, among other things, documents

that contain both your name and your Banner ID. For example, this could include graded
test papers or assignments. To ensure that your rights to privacy are protected, the
Faculty of Education encourages you to use only your Banner ID on assignments or test
papers being submitted for grading. This policy is intended to prevent the inadvertent
disclosure of your information where graded papers are returned to groups of students at
the same time. If you still wish to write both your name and your Banner ID on your tests
and assignments, please be advised that UOIT will interpret this as an implied consent to
the disclosure of your personal information in the normal course of returning graded
materials to students.

If you have any questions or concerns relating to the new policy or the issue of implied
consent addressed above, please contact [email protected]

16. Course Evaluations

Student evaluation of teaching is a highly valued and helpful mechanism for monitoring
the quality of UOIT’s programs and instructional effectiveness. To that end, course
evaluations are administered by an external company in an online, anonymous process
during the last few weeks of classes. Students are encouraged to participate actively in
this process and will be notified of the dates. Notifications about course evaluations will
be sent via e-mail, and posted on Blackboard, Weekly News and signage around the
campus.