Information Page

The Online Classroom

Syllabus

Course Prerequisites
Instructional Goals
Method of Instruction
The Seven Segments of the Course
Completing a Segment

Course Prerequisites

1. Familiarity with using e-mail for learning applications

2. Familiarity with a web browser and the World Wide Web

3. Fluency with computers, word processing software

4. A good imagination, a sense of humor, and creativity

Instructional Goals

1. To develop expertise with one navigation program (i.e., Netscape, Internet Explorer, Firefox, Opera, etc.) and internet searching necessary to successfully use the Internet as a source of curriculum.

2. To become familiar with important websites as they relate to your teaching area or specialty.

3. To develop an original integrated curricular unit of instruction, which employs the use of the Internet by either students or teachers.

4. To work with an Internet group to develop knowledge and expertise on the many sources of information found on the Internet.

5. To become familiar with and examine issues related to using the Internet safely in a classroom, including Acceptable Use Policies and Censorship.

6. To become familiar with using web resources to enhance fiction and nonfiction.

7. To become familiar with creating websites by using HTML or an editing program.

Students taking this course as part of a Master's degree, which emphasizes distance technology, will be expected to take advantage of assignments and assignment options which draw upon Internet resources.

This is a beginning Internet course where you will find out how to use your basic Internet navigation programs so you may gather information from the Internet. In the process of navigating the Internet, you will be asked to use the information in practical classroom applications. You will need to keep a three-part Notebook. Part 1 is a reflective journal stating the NEW information you have learned as a result of doing the segment; Part 2 is the application you created; and Part 3 is YOUR handbook. The Notebook is more fully described the syllabus.

Method of Instruction

Internet applications such as email, webpages, and OnCourse.

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The Seven Segments of the Course

1. Browsers, Searching the Web, OnCourse, and Website Evaluation

2. Electronic Mail or E-mail

3. Nonfiction and the Internet

4. Integrated Units Using Internet Resources

5. HTML (Hypertext Markup Language)

6. Internet Safety while Promoting Learning

7. Multimedia and the Web

Each segment has been designed to build upon the knowledge you learned from the previous segment; however, if you want to take a different path through the course segments, you may as long as you are aware of the roadblocks.

Completing a Segment

To start a segment, go to the webpage for the class and point and click on the prompt for that segment of the course. Each segment has four components: A) Purpose; B) Readings, Web Walkings and Learning C) Assignments and Application to Your Teaching; and D) Notebook Responses. Each component is explained below.

A. Purpose

I always like to know why I have to do something. Listed in this section of the website, is the reason why you need to know the information you are going to be reading. It is a simple rationale statement. Throughout the course I will ask you for the rationale or reason or purpose for the lesson. In order to have a clear idea of what you learning, one must have the purpose, reason or rationale clearly stated beforehand.

B. Readings, Web Walkings and Learning

The Basic Text is The Online Classroom: Teaching with the Internet(4th Edition) by Eileen Giuffré Cotton, 2000, Bloomington, IN: ERIC-REC/EdInfo Press. You are expected to read the relevant chapter(s) in the text, for each segment of the course. You can order the book by calling 812-323-9862. You can send a fax to 812-331-2776 or you can email canlearn@bloomington.in.us. The reason for this book is the sample lessons.

Please do not go to Amazon.com to buy the book. If you choose to complete segment 3, you will need to purchase 1 book in the 72 book series titled Book2Web.com published by Wright Group/McGraw Hill. I co-authored this series of books for 4-5-6 grade kids. The 72 books are divided into 2 categories: Social Studies and Science. Within Social Studies there are 4 strands: History, Famous People, Geography and Culture. Within Science there are 2 strands: Earth and Physical Science and Life Science. To find the Book2Web book you would like, go to www.wrightgroup.com. Click on “content areas” and scroll to “technology.” On the next window that comes up, click on Book2Web. On the next screen, click on “view components” to see the various titles. After you have decided upon a book, call 800-523-2371 (domestic) or 609-426-5793 (international) and order 1 book. The price will be about $6.00. The searchable website for all 72 books is located at www.book2web.com. It will take about 10 days for you to receive the book.

Gather and read at least four (4) other sources of information on each segment. By going to the chapter web sites you will have a fairly updated list of URLs related to the course segment. Keep track of all your sources in part 3 of your Notebook (see below).

C. Assignment and Application to your Teaching

Each segment has assignments that might help you develop skills and expertise in that particular area. The assignments are designed to familiarize you with the topic so you will be able to create a better application for your teaching.

When you feel you have mastered a topic, you need apply it to your teaching situation. This is based on learning theory: when you apply what you learn to a real situation, you will learn it better. Follow the outline on the web site for the course. For each segment, there are several suggestions for applying what you have learned in your particular classroom. Choose only one of the suggestions. In most cases you will create or develop a lesson or unit that utilizes what you have learned. To make your application better, share it with your colleagues using the forums at OnCourse to refine your thinking. After revision and/or editing, and when you are pleased with it, send the finished product as Part 2 of your Notebook. Please note, that if an application suggestion does not fit you or your class, tell me how you want to modify the assignment to meet your needs. I do not believe in spinning wheels, so write to me at cotton@instruction.com and let's discuss how the assignment can be modified for you! (I mean this!) All lessons are meant to PLEASE YOU, therefore I really mean it when I say “Do not try to please the professor.”

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D. Notebook Responses (3 parts)

When people write what they have learned, they learn it better; thus the writing component to this class. You will be keeping a three part (3) Notebook: Two parts for me and one part for you. In reality, all the parts of the Notebook are for you, but you will only share Parts 1 and 2 with me.

Part 1 of the Notebook is a "Reflective Journal." Complete it after you have finished A, B, and C above. It consists of a 1-3 page essay reflecting on what you have learned that is NEW from the segment. Please limit your reflections to no more than three (3) pages. Please use proper grammar, spelling and punctuation.

Part 2 of the Notebook is the "Application" or assignment for your students. In other words, it is a lesson you plan to use with your students that applies what you have learned to the curriculum you are teaching. E-mail me (cotton@instruction.com) your reflective journal and application at the same time (that way they will not become lost). Clearly label them with your NAME, EMAIL ADDRESS AND SEGMENT NUMBER.I will send you feedback in a timely fashion. Do not send your work as an ATTACHMENT! I have lost too much information to viruses sneaking in around my virus protection software. Let me thank you ahead of time for not sending attachments.

Part 3 of the Notebook is for you only. It is your personal teacher's guide on each of the segments in the course. It can be relatively detailed so you can refer back to it time and again. Part 3 of the Notebook can be divided into sections, one for each segment of the course, and each section can have the at least the following parts (but it may include more) including:

a. Vocabulary/definitions important to the segment of the course. These are not dictionary type definitions, but definitions that have meaning and use to you and are easily understandable to other readers and your students.

b. Your notes based on readings and websites that help you understand the course segment better. Included in this part of the journal are things that you learned that were completely new to you as a result of the course, important Internet addresses (URL and e-mail), as well as musings about the Internet, reactions to specific websites, collections of especially good websites for particular areas of study, etc.

c. Copies of particularly interesting webpages or articles that relate to using the internet in your classroom.

d. Any completed assignments that are related to the topic.

To make any part of the Notebook more meaningful and useful, submit all or parts of it to other members of the class for their comments and responses. Use the class listserv to communicate with one another. Then, based on comments develop responses and changes as needed. From these comments and your responses and changes to them, you are creating a collection of learnings that should help clarify your thinking about the Internet and its appropriate use(s) in a classroom for instruction. The final product should be a very detailed yet personal teacher's guide to the Internet and how to use it as an effective teaching tool.

As you can tell, I believe we learn best when we write about what we have learned and when we share what we have learned with other folks. Therefore it is important to use OnCourse to share your learnings with the other people in the class. If everyone does this, there should be a wealth of information about teaching with the Internet at the listserv archives for the class. This is a Good Thing!!!!

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This page was last updated 15 August 2006 by Eileen G. Cotton, Ph.D.