Libraries have moved rapidly over the last decade from housing a few stand-alone computers to networked virtual environments that provide and organize information and encourage user participation and creation of knowledge. The school learning environment may also be virtual as well as physical. To make this possible, schools and libraries use a wide variety of technologies for digitizing resources, organizing information access, facilitating participation, structuring collaborative student learning, and connecting to the networked world. This course examines the current and emerging technological systems and software used in schools and libraries, their selection, implementation, management and evaluation as well as legal and ethical issues involved in their use.
Competencies
The College of Education conceptual framework, The
Teacher is a Reflective Facilitator, is the underlying structure
in our teacher preparation program at UW-Whitewater that gives conceptual
meanings through an articulated rationale to our operation. It also provides
direction for our licensure programs, courses, teaching, candidate performance,
faculty scholarship and service, and unit accountability. In short, our
teacher education program is committed to reflection upon practice; to
facilitation of creative learning experiences for pupils; to constructivism
in that all learners must take an active role in their own learning; to
information and technology literacy; to diversity; and to inquiry (research/scholarship)
and assessment. In addition, the program supports the code of ethics published
by the American Library Association.
The library media program meets standards from several bodies. To demonstrate
proficiency in the standards, each student will be required to create and maintain
a professional portfolio demonstrating
progress on the competencies. The State of Wisconsin in its new PI34 teacher
licensure requirements has described the content
standards for initial and professional licensure as a library media specialist
in seven areas. The American Association for School Librarians and NCATE have
approved theALA/AASL Standards for Initial Preparation of School Librarians. The National Board of Professional Teaching Standards has also defined competencies
for a master
teacher in the area of school librarianship. The course competencies and
the related standards and their assessments are delineated below.
Competency
DPI competency (professional level)
AASL/NCATE competency
NBPTS
Assessment
1. Demonstrate an understanding of technological
systems and software used in schools and libraries
Access 1, Tech 1
3.2, 3.3
III, VI
Discussions and quizzes.
2. Monitor, evaluate, determine where best hosted, and employ current and emerging digital technologies used in schools and libraries for:
Organizing access to resources (e.g, integrated library systems)
Encouraging a participatory culture by involving users in contributing to the library’s resources (e.g, social networking software such as social bookmarking, blogs, wikis, content management system)
Facilitating access to resources within and outside the library (e.g., networking, VoIP, servers, firewalls and proxy servers, filtering software, wireless access, cloud computing, remote hosting, handheld devices)
Access 1, Tech 1
3.2, 3.3
III, VI
Examine an integrated library system in depth for its ability to facilitate access to information based on an analysis of user needs.
Research one technology and issues surrounding it and develop learning activities on its background, implementing this new technology in a school including policies and procedures. (Individual research project plus Moodle lesson(group))
Discussions and quizzes.
Activities in Moodle Lessons.
3. Examine issues that surround development, use,
and modification of digital resources and technologies (e.g., filtering, privacy and
patron records, net neutrality, copyright, DRM, Creative Commons,
security, licensing and terms of service agreements) and begin to develop
strategies for addressing these issues.
Admin 3
5.2
III
Research one technology and issues surrounding it and develop learning activities on its background, implementing this new technology in a school including policies and procedures. (Individual research project plus Moodle lesson(group))
4. Examine support structures needed for information and instructional technology including:
Communicating effectively and collaborating with others
Developing appropriate staffing structures
Identifying when to take responsibility for aspects of information and instructional technology
Admin 2
5.3, 5.4
V
Examine the staffing needs for information and instructional technology in a school district and develop a staffing plan.
5. Examine the issue, challenges, advantages, and models of implementation of open source software.
Access 1, Tech 1
3.2, 3.3
III, VI
Moodle Activities
Moodle Lesson (group)
6. Plan, design and incorporate strategies responsive to the needs of students with diverse abilities and needs that encourage active learning, interaction, participation and collaboration in the online environment with clear expectations, appropriate feedback, and valid formative and summative assessments. This course will satisfy the Wisconsin DPI requirement for 30 hours of prfessional development designed to prepare a teacher for online teaching (WI State Statute 118.19(13)) by addressing the following standards:
The teacher has the prerequisite technology skills to teach online.
The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.
The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations.
The teacher models, guides and encourages legal, ethical, safe, and healthy behavior related to technology use.
The teacher understands and is responsive to students with special needs in the online classroom and is able to implement individualized instructional plans (IEPs) as necessary.
The teacher demonstrates competencies in creating and implementing assessment in online learning environments in ways tht assure validity and reliability of instruments and procedures.
The teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement of learning goals.
The teacher demonstrates competencies in using data and findings from assessments and other data sources to modify instructional methods and content and to guide student learning.
Access 1, Tech 1, 2, Instr Leadership 3, 5
1.1, 1.2, 1.3, 3.2, 3.3, 5.4
I, II, III, VI
Moodle Actvitites
Moodle Lesson (group)
Required Texts
You will be required to have a gmail account for class communication.
There are no required texts for this course, but if you prefer to have a manual,
the top title in each category below are recommended. These optional titles
are available from:
Lowe, Doug (2009). Networking for Dummies. 9th ed. Wiley
Publishing.
Lowe, Doug. (2010). Networking All-in-One for Dummies. 4th ed. Wiley.
Habraken, Joe and Hayden, Matt (2009). Teach Yourself Networking
in 24 Hours. 4th ed. SAMS.
Halberg, Bruce (2009). Networking: A Beginner's Guide. (5th
ed.). McGraw-Hill Osborne Media.
Ross, John (2009). Network Know-How: An Essential Guide for the
Accidental Admin. No Starch Press.
For more information on online learning (optional):
Rice, Kerry (2012). Making the Move to K-12 Online Teachng: Research-Based Strategies and Practices. Pearson
Cavanaugh, Cathy and Blomeyer, Robert (2007). What Works in K-12 Online Learning. ISTE.
Dvorak, Randana (2011). Moodle for Dummies. Wiley Publishing.
Rice, William (2007). Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Packt Publishing.
Rice, William (2008). Moodle 1.9 E-Learning Course Development: A complete guide to successful learning using Moodle. Packt Publishing.
Additional readings as assigned. Many will be available through either Badgerlink or
UW-Whitewater Library's Electronic Reserve(generic
userid: library, generic password: 08warhawks)
Learning Management System
Desire2Learn (D2L)
We will start in D2L, but spend most of our time in Moodle in this class as you are going to become a Moodle teacher as part of the course. Almost all of you all have experience in D2L from previous courses. For this course we will use it mainly to record grades privately as everyone will be a teacher in Moodle. To use D2L:
1. Log in to http://www.uwsa.edu/d2l/.
Make sure you are using this URL and not the one for your home campus's version
of D2L.
2. Enter your username (your firstname.lastname e.g., eileen.schroeder)
and password (initially "changeme" if you have not been in D2L before).
These are all lowercase. You should change your password when you first go
to the course. If you had a password for a previous class, this may still be
in effect. If you cannot remember it, select the "Forgot Password" link
on the homepage.
3. Click on the course, Information Technologies - Summer 2012.
For technical support with Desire2Learn, the first step is to try to figure
it out yourself using some of the resources available through D2L. On the homepage
(before you select your course), there are links for HelpDesk Documentation
and to Report a Problem.
If that doesn't work, email D2L support at d2l@uwsa.edu.
Try these before calling the help desk. Finally, you can call 608-264-HELP,
available from 6 AM to 1 AM. Pick the option for "Learn@UW/D2L."
Moodle
To give you more experience with the most common learning management system in schools, we'll be working with Moodle in this course. Never used Moodle before? Here's a brief explanation of what it is from moodlefan (http://youtu.be/_XPZl6LLvik)
We are using the JEDI network's version of Moodle. They are currently running version 1.9. If you have Moodle at your school, you may be running a later version (2.2 is the most recent).
Click on the GO TO CLASS link on the right side of the window.
Login using a userid in this format: UWWlastname2012. For example, mine would be UWWSchroeder2012. Your initial password is changeme. You'll be prompted to change it immediately.
The course is InfoTechinLibraries.
You are in Moodle as a teacher with editing privileges. In the second half of the semester you'll be using these to create a lesson with two partners. In the first half of the class, ou will not have to turn on editing.
When you get into Moodle, you may want to go in and edit your profile.
Click on Participants
Select Edit Profile
Click Show Advanced button.
Add at least a brief description, a picture, and your Skype ID.
Click Update Profile button.
For help on any page, select the MoodleDocs for this Page at the bottom of any page. This will give you instructions specifically for the function on this page. This is version 1.9, so choose that option.
For the basics of navigating around a Moodle course, watch the Moodle Tutorial: Intro by CiaThompson (http://youtu.be/uQyqpVobDR4). It looks a little different from D2L but has the same basic featrues.
Later in the class we'll start editing this course, but for the first few weeks, we'll focus on using it as a student. If you want the true student experience, switch your role from Teacher to Student om the drop-down menu on the upper right side of the window.
Communications and technology
Forums
Discussion forums are similar but slightly different in Moodle and D2L.
Selecting the appropriate discussion forum. When you get to the discussion
area, there will be numerous forums for discussing different subjects. Sometimes we'll discuss things as a whole class and sometimes
in smaller groups. The appropriate topic will be indicated in the week's
content module.
Selecting the appropriate forum and then the topic you want to discuss.
Composing and posting messages including attaching Word, PDF, HTML, or other documents
to a message.
Replying to a message so yours appears indented under the one you are
responding to. This will allow related messages to be read together. Including
part of the message in your reply.
Printing messages (all or selected ones).
Email
Each person should have a personal gmail account. This can be found under
the Participants link. You can send an email to a classmates from within the program
by clicking on the person's name under Participants. Make sure you check your own email at least 4 times
a week. It may be used to communicate important information.
Chat will be available for any groups that want to use them to work
on projects or just instant messaging. Simply agree with your classmates on
a time, and then use the chat room at the appointed time for a synchronous
discussion. Type your messsage in the box at the bottom. You may also choose to use VoIP such as Skype or iChat to communicate with classmates
or the instructor synchronously.
Problem Solving
Technology problem-solving is a byproduct of distance education class over
the web. Limited assistance can be provided by the instructor for difficulties
in accessing the class web page and discussion forum. It is best to have
someone close by that you can call with technical problems. Often this may
be your Internet Service Provider, a colleague with technical expertise or
a skilled teenager. The UW-Whitewater Help Desk is of limited assistance
to off-campus users, but you may try them if you have continuing difficulties
connecting specifically to UWW and the library website or reference desk can be useful in solving eReserve problems.
Assignments
Assignment
Competencies Covered
Date Due
Points
Module 1 discussion
6
June 18-23
50
Module 2 activity on lesson planning
6
June 25-30
100
Module 2 copyright quiz
6
June 25-30
50
Module 2 open education resources discovery activity
6
June 25-30
50
Module 3 activity on communication and interactivity
6
July 2-7
100
Module 4 activity on assessment and feedback
6
July 8-14
100
Research on technology and issues
1, 2, 3
July 13
200
Networking activity (in class) and quiz
1
July 16-18
100
Staffing activity (in class)
4
July 16-18
50
Integrated library system activity (in class)
2
July 16-18
50
Online lesson design (group)
5, 6
July 16-18
300
Online lesson implementation and individual reflection
6
July 19-Aug. 10
50
Feedback on one online lesson from another group
6
July 24-Aug. 11
50
Participation in five online lessons (50 points each)
2, 3
July 19-Aug.10
250
TOTAL
1500
More information on each assignment will be provided during the
8 weeks of class. Due dates are noted in the calendar. All assignments
should be produced on a computer unless otherwise noted. The electronic version
may become part of your electronic portfolio for the library media program.
More information will be provided on this in class. Bibliographic references
should conform to the APA (American Psychological Association) style.
As the goal of this course is to learn from each of the assignments,
students are encouraged to talk with the instructor before any assignment is
due for additional help or critique up to a week before the assignment is due.
Assignments submitted on the due date are considered the final version and
will be graded as such. Points will be deducted for late papers, so plan
ahead.
Submitting Assignments
We will use the Moodle to submit assignments rather than sending
them as email attachments.
IMPORTANT: Use your own software applications to complete assignments.
Microsoft Office is the accepted product for this class. Do NOT user Microsoft
Works. When naming an assignment file, you must use single-word file names
or insert an underscore between words. Many programs do not recognize
file names with spaces, or characters that are not numbers or letters.
The assignment should also have the appropriate extension (e.g., .html, .docx,
.ppt, .xls). Please use the following format for your filenames to avoid having
your file overwritten by some else's when downloaded:
YourLastName_AssignmentName.extension
Grading
Grading options vary by campus. On some an AB is possible and on others the
student would earn an A- or B+.
A
92%-100%
1380-1500 points
AB or A-/B+
89%-91.9%
1335 - 1379 points
B
82%-88.9%
1230 - 1334points
BC or B-/C+
79%-81.9%
1185 - 1229 points
C
72%-78.9%
1080 - 1184 points
CD or C-/D+
69%-71.9%
1035 - 1079 points
D
62%-68.9%
930 - 1034 points
Policies
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and
non-discriminatory learning environment. It is the responsibility of all undergraduate
and graduate students to familiarize themselves with University policies regarding
Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination
and Absence for University Sponsored Events. (For details please refer to the Undergraduate
and Graduate Timetables; the "Rights and Responsibilities"
section of the Undergraduate Bulletin; the Academic Requirements and Policies
and the Facilities and Services sections of the Graduate Bulletin; and
the "Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student
Nonacademic Disciplinary Procedures" [UWS Chapter 17]).
Attendance
This class relies heavily on class discussions and activities, so it is important
to contribute to weekly discussions regularly and attend all on-campus days. Unexcused
absences from class and lack of online participation will have a negative impact
on your performance and your grade. Unforeseen events such as illness or
dangerous driving conditions due to weather may come up, making it impossible
to attend class. It is rare that the university is closed for inclement
weather, but when in doubt, listen to the local radio stations, check your email,
and / or contact the department secretary (262-472-1380) by 5:00 pm on the day
before an on-campus class session. Please use your judgment when the weather
is bad. If you have a personal emergency, you should provide documentary
evidence.
It is the responsibility of the student to make up any missed work. It
may not always be possible to make up work after the week it is covered is
past. Late assignments will be downgraded.
Special Accommodations
Students who have a handicapping condition that may require special accommodations
during class or testing should inform the instructor prior to the start of the
first class.
Religious Beliefs Accommodation
Board of Regents policy states that students' sincerely held religious beliefs
shall be reasonably accommodated with respect to scheduling all examinations
and other academic requirements. Students must notify the instructor, within
the first three weeks of the beginning of classes (within the first three weeks
of summer session and short courses), of the specific days or dates on which
they will request accommodation from an examination or academic requirement.
For additional information, please refer to the section in the University
Bulletin and the Timetable titled, Accommodation of Religious Beliefs.
Academic Misconduct
The University believes that academic honesty and integrity are fundamental to
the mission of higher education and of the University of Wisconsin System. The
University has a responsibility to promote academic honesty and integrity and
to develop procedures to deal effectively with instances of academic dishonesty.
Students are responsible for the honest completion and representation of their
work, for the appropriate citation of sources, and for respect of others' academic
endeavors. Students who violate these standards are subject to disciplinary action.
UWS Chapter 14 identifies procedures to be followed when a student is accused
of academic misconduct. For additional information, please refer to the section
in the Student Handbook titled, Student Academic Disciplinary procedures.
Absence for University Sponsored Events
University policy adopted by the Faculty Senate and the Whitewater Student
Government states that students will not be academically penalized for missing
class in order to participate in university sanctioned events. They will be
provided an opportunity to make up any work that is missed; and if class attendance
is a requirement, missing a class in order to participate in a university sanctioned
event will not be counted as an absence. A university sanctioned event is defined
to be an intercollegiate athletic contest or other such event as determined
by the Provost. Activity sponsors are responsible for obtaining the Provost's
prior approval of an event as being university sanctioned and for providing
an official list of participants. Students are responsible for notifying their
instructors in advance of their participation in such events.
Eileen
E. Schroeder
University of Wisconsin School Library Education Consortium
Last updated:
June 2, 2012
