Syllabus -- Fall 2016 -- DEMO
The course is delivered through the Saint Michael's Learning Management System Canvas--This is just a demo site! To access the actual course, once it is open, please go to the SMC Portal at http://my.smcvt.edu and use your log-in information and password. Click Canvas. Contact the instructor for up-to-date course information.
Mobile technology/QR (Quick Response) Codes: Use your Smartphone to "read" Web pages. Download a QR code app and use it to reach this page on your Smartphone.
no textbook; links to articles will be provided; chapters will be assigned from the following books:.....
Participants learn how to incorporate computer and mobile technology into flipped classroom lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based multimedia and assessment tools. Participants construct an interactive/collaborative portfolio Web space (Wiki) for teaching and learning, review current research and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of Web sites and/or courseware. Course meets requirements for ESL licensure. Cross-listed with GED 565
Computer access time: 9-12 hours time per week (more for lower
tech skill levels)
Adapted from the four “electronic literacies” in Warschauer, Mark (2002). A developmental perspective on technology in language education. TESOL Quarterly 36(3), 453-475. These learning outcomes follow the TESOL Technology Standards Framework (2008) as well as the ISTE Standards for Teachers (2008).
The basic course requirements consist of two parts:
Please click on the two links below to find out the course requirements.
Assessment/Grading Criteria (may be adjusted based on the needs of the class and in consultation with course participants and will include group/team assessments):
TOTAL: 100% -- 100 points
EXTRA CREDIT: Extra credit points will be added to the course grade, at 2% maximum (= 2 percentage points).
Graduate Grading Scale
To determine the grade points for a course multiply the qualitative points for the letter grade received by the credit hours assigned to the course. To arrive at the Grade Point Average (GPA) add the grade points for all courses and then divide this sum by the number of credit hours attempted.
A “B” or 3.0 average must be maintained to continue work in a graduate program and to receive a master’s degree or certificate. Students whose grade point average falls below 3.0 will be subject to review by the Graduate Academic Review Board. The Review Board will determine whether or not the student will be allowed to continue in the program.
Time on Task: The course work corresponds to the 37.5-hour requirement for 3-credit graduate courses at SMC in that I have scheduled 15 weeks worth of "Tasks" and "Assignments." According to the Academic Policies in the Graduate Catalog, 2014-2015, the General Academic Requirements specify that "students spend approximately two to three hours in preparation for each hour of class time." Transferring this to the online environment, the "Tasks" are estimated to require about 3 hours of intensive on-task work plus roughly two to three times that amount for "Assignments," including readings, hands-on preparation and regular weekly assignments (3+6 or 9 = 9 or 12 hours total per week). Please note: Students with low computer skills will require more time-on-task than the average estimate above. Many tasks are optional or extra credit, and although many students choose to complete them because they are interesting, these should not be counted into the number of hours spent on task. Please note: When you upload your assignments, they receive a date stamp, so it is easy to see if an assignment is late or not. In case of an emergency or extenuating circumstances for not being able to complete the weekly tasks, please send me an e-mail message.
Completion of course work: In order to complete the course successfully and to enjoy the contributions of the course participants, you will need to stay in step with the course schedule and complete the assignments during the weeks that they are assigned. This includes readings, hands-on assignments, and projects. You can find the details above. In fact, I will reduce the points/grade for delinquent assignments by 10% for each week late.
Academic Integrity: Students must abide by the Saint Michael’s College Academic Integrity policy as outlined in the Academic Policies of the Graduate Catalog, 2015-2016. According to those policies, "Violations of academic integrity include the following: plagiarism, unauthorized assistance, interference, and multiple submission." Sanctions may include repeating the assignment with a grade reduction, failure for the assignment, a grade reduction for the course, failure for the course, or dismissal from the course.
Incomplete Grades--Please note the SMC criteria for assigning a grade of "I" (Incomplete). I will adhere to them. (copied from the Academic Policies in the Graduate Catalog, 2015-2016)
A grade of “I” (Incomplete) is assigned only in the case of a student who, for illness or circumstances beyond his/her control, has missed a final examination or major assignment. A student must gain approval from the program director and course instructor who will submit a signed form to the Registrar. If an “I” grade is not made up within six weeks of the beginning of the semester following the assignment of the notation (not counting summer session), a “WF” grade is assigned.
Learning Disabilities Policy and Services for Students With Disabilities--Please note the SMC criteria for Learning Disabilities. I will adhere to them. (copied from the Academic Policies in the Graduate Catalog, 2014-2015):
Saint Michael’s College is committed to providing support services for all students, including students with disabilities. Students wishing to disclose a learning disability and who are in compliance with the Americans with Disabilities Act, Sec. 504, may receive additional support. A clear understanding of strengths and weaknesses in learning and of the influence of the disability on current and past educational processes will afford a broader assessment of abilities. To ensure the provision of reasonable and appropriate accommodations for students having learning disabilities, students needing such accommodations must provide current and comprehensive documentation, including a copy of a psycho-educational evaluation completed within the past three years that includes a measure of cognitive functioning, a documentation of the learning problem(s), and current measures of reading, math, and written language achievement. The testing must be conducted by a certified professional, must address the nature of the disability and should provide suggestions for reasonable accommodations. The earlier the information is received, the better prepared we will be to address specific needs.
© 2000-2016: Christine Bauer-Ramazani, Saint Michael's College. Last updated: July 14, 2016