&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

Getting Started Course Guide

GETTING STARTED WEEK
Introductions and Planning for the Semester
(Week 1: Feb 01 Feb 07)
At the end of this module, students will be able to:
OBJECTIVES

Set up a class portfolio and learning journal.

Discuss the history, influence, and meaning of the Community of Inquiry
Model of Online Teaching and Learning.
Establish personal an d professional goals for the class.

READINGS

REQUIRED: "Getting Started Week" Overviewunder Course Content

REQUIRED:Garrison, Anderson, & Archer. (2010)The First Decade of
the Community of Inquiry Framework: A Retrospective.
RECOMMENDED:An Overview of EPortfolios(pdf.)
RECOMMENDED:Should Graduate Students Create EPortfolios(doc.)

ACTIVITIES

BE SETTING UP:Your ePortfolio and Learning Journal

PARTICIPATE:in the Module Discussionas requested.
POST:in your Learning Journalregularly.

DUE:by Midnight, last day Getting Started Week, share the URL of your
DELIVERABLE ePortfolio and Learning Journal in the ePortfolio and Learning Journal
discussion thread.

MODULE 01
Historical and Theoretical Foundations
(Weeks 2 3: Feb 08 Feb 21)
At the end of this module, students will be able to:

OBJECTIVES

Define Learning Theory and be able to identify the most influential

learning theories of the 20th and 21st centuries.
Understand the role of learning theories in epistemology.
Explain how learning theory can be useful in informing pedagogy,
policy, and technology choices.
Identify the contribution of distance education theory and practice to
online teaching and learning.

KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ





&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

READINGS

REQUIRED: Module 01 Overviewunder Content

REQUIRED:Harasim, Chapters 1 and 2. pp. 129
REQUIRED:Saba, F. (2003) "Distance Education Theory, Methodology,
and Epistemology: A Pragmatic Paradigm" inHandbook of Distance
Education. pp. 319.
REQUIRED:Ally, M. (2008). "Foundations of Educational Theory for
Online Learning." fromThe Theory and Practice of Online
Learning(online book). pp. 1544
RECOMMENDED:Anderson. "Towards a Theory of Online Learning"
fromThe Theory and Practice of Online Learning(online book). pp. 45
74

ACTIVITIES

PARTICIPATE:in the Module Discussionas requested.

POST:in your Learning Journalregularly.
Assignment 01 Paper on DE and Online

DELIVERABLE

DUEto TA/WC between Tuesday and Thursday midnight, end of Module 01.
Duein Assignment folder Sunday, midnight, end of Module 01.

MODULE 02
Behaviorism, Cognitivism and Rubrics
(Weeks 4 5: Feb 22 Mar 06)
At the end of this module, students will be able to:

OBJECTIVES

READINGS

Define behaviorist and cognitivist theories of learning and explore their

strengths and weaknesses for online teaching and learning.
Demonstrate how behaviorist and cognitivist theories can inform
pedagogical and technological choices.
Exercise Best Practices in the creation and implementation of rubrics
for assessment.
REQUIRED: Module 02 Overviewunder Content
REQUIRED:Harasim, Chapters 3 & 4. pp. 3058.
REQUIRED:Kanuka, H. (2008). "Understanding eLearning Technologies
in Practice through PhilosophiesinPractice" fromThe Theory and
Practice of Online Learning(online book). pp. 91118
REQUIRED: Mertler, Craig A. (2001).Designing Scoring Rubrics for your
Classroom.
REQUIRED:Peirce, W. (2006).Designing Rubrics for Assessing Higher
Order Thinking.

KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ





ACTIVITIES

&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

VISIT:theQuality Matters Websiteand review theQuality Matters

rubric
VISIT: theRubric for Online Instruction Websiteand reviewtheir rubric.
PARTICIPATE:in the Module Discussionas requested.
POST:in your Learning Journalregularly.
Assignment 02 Behaviorist or Cognitivist Learning Activity: Explanation,
Justification, and Rubric

DELIVERABLE

OPTIONAL DUEto TA/WC between Tuesday and Thursday midnight, end of

Module 03.
Duein Assignment folder by Sunday, midnight, end of Module 03.

MODULE 03
Constructivism, OCL, and Social Media
(Weeks 6 7: Mar 07 Mar 20)
At the end of this module, students will be able to:

OBJECTIVES

READINGS

ACTIVITIES

Define constructivist and OCL theories of learning and explore their

strengths and weaknesses for online teaching and learning.
Outline the Community of Inquiry Model and discuss its relationship to
collaborative and constructivist approaches to learning.
Demonstrate how constructivist and OCL theories can inform
pedagogical and technological choices.
Outline ways that Social Media technologies can
affect/influence/contribute to online teaching and learning.
REQUIRED: Module 03 Overviewunder Content
REQUIRED:Harasim, Chapters 5 & 6. pp. 59108
REQUIRED:Koohang, Riley & Smith (2009)ELearning and
Constructivism: From Theory to Application.
REQUIRED:Lewis, C., & AbdulHamid, H. (2006).Implementing
Effective Online Teaching Practices: Voices of Exemplary Faculty
REQUIRED:Lee, M., & McLoughlin, C. (2010).Beyond Distance and Time
Constraints: Applying Social Networking Tools and Web 2.0 Approaches
in Distance Education.
EXAMINE:READ:The Community of Inquiry Survey Instrument (Click on
the "Download the COI survey" link.)
PARTICIPATE:in the Module Discussionas requested.

KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ





&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

POST:in your Learning Journal regularly.

Assignment 03 Constructivist or OCL Activity: Explanation and
Justification
DELIVERABLE OPTIONAL DUEto TA/WC between Tuesday and Thursday midnight, end of
Module 03.
Duein Assignment folder by Sunday, midnight, end of Module 03.

MODULE 04
Connectivism, Communities of Practice, & MOOCs
(Weeks 8 9: Mar 21 April 03)
At the end of this module, students will be able to:

OBJECTIVES

Explore the range of what community means in the field of online

teaching and learning.
Define connectivism and discuss how connectivism and the open
educational resources movement has contributed to the development of
MOOCs.
Discuss the current state MOOCs (xMOOCs and cMOOCs) and describe
how they may affect the current and future roles of instructors,
learners, course designers, and educational institutions and other
stakeholders.
Discuss structure and choice in the context of how students learn and
how instructors, course designers, and institutions may (or may not)
effectively facilitate that learning.

READINGS

REQUIRED: Module 04 Overviewunder Content

REQUIRED: Harasim, Chapters 7 & 9. pp. 109122;140168.
REQUIRED:Siemens, George. (2004).Connectivism: Learning Theory for
the Digital Age.
REQUIRED:Downes, Stephen. (2007).Introduction to Connective
Knowledge.
REQUIRED:Kop, R. & Hill, A. (2008).Connectivism: Learning Theory of
the Future or Vestige of the Past?
REQUIRED:Siemens, George. (2012).What is the Theory that Underpins
our MOOCs?(Blog post)

ACTIVITIES

EXPLORE:Recent videos, blogs, and articles on MOOCs on the Web.

FIND a MOOC:and sign up.
PARTICIPATE:in the Module Discussionas requested.
POST:in your Learning Journal regularly.

KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ





&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

Assignment 04 Communities of Practice Project

DELIVERABLE OPTIONAL DUEto TA/WC between Tuesday and Thursday midnight, end of
Module 04.
Duein Assignment folder by Sunday, midnight, end of Module 04.

MODULE 05
Best Practices: Theory, Policy, and the DE Organization
(Weeks 10 11: April 04 April 17)
At the end of this module, students will be able to:

OBJECTIVES

Discuss the range of best practices in online teaching and learning as

theory moves into practice.
Discuss how theory does (or does not) inform policy in the DE
organization.
Create a set of best practices in online teaching and learning that is
informed by theory and is appropriate for a specific educational
organization.

READINGS

REQUIRED: Module 05 Overviewunder Content

REQUIRED:Harasim, Chapter 8. pp. 121139
REQUIRED:Moisey, S. & Hughes, J. (2008). "Supporting the Online
Learner" fromThe Theory and Practice of Online Learning(online
book). pp. 419439
REQUIRED:Otte, G. & Banke M. (2006).Online Learning: New Models
for Leadership and Organization in Higher Education.
REQUIRED: Sangra, A., Guardia, L., & GonzalezSanmamed, M. (2007).
Educational design as a key issue in planning for quality improvement.
(in WebTycho Reserved Readings)

ACTIVITIES

BE WORKING ON:Your final project due during Wrap Up Week

PARTICIPATE:in the Module Discussion as requested.
POST:in your Learning Journal regularly.

DELIVERABLE DUE:Sunday, Midnight, end of Week 11: Complete your Learning Journal.

WRAP UP WEEK
(Week 12: April 18 April 24)
KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ





&2856(*8,'(20'(7HDFKLQJDQG/HDUQLQJLQ2QOLQH'LVWDQFH(GXFDWLRQ

OBJECTIVES

Complete final projects.

Assess the class.
Draw conclusions.

ACTIVITIES

REQUIRED: Wrap Up Week Overviewunder Content

REQUIRED:Harasim, chapter 10. pp. 168174
REQUIRED:Crosslin, M. (2010). When the future finally arrives: Web 2.0
becomes Web 3.0. (in Reserved Readings)
PARTICIPATE:in the Module Discussionas requested.
Assignment 05 Final Project: Memo or Best Practices Presentation

DELIVERABLE OPTIONAL DUEto TA/WC between Sunday and Tuesday midnight, end of
Wrap Up Week.
Duein Assignment folder by Friday, midnight, in Wrap up Week.

University of Maryland University College

KWWSVOHDUQXPXFHGXGOOHFRQWHQWYLHZ&RQWHQW9LHZ