GSL520/GED565: Computer-Assisted Language Learning (CALL) Online
 Professor: Christine Bauer-Ramazani
Saint Michael's College

Syllabus -- Spring 2008 -- DEMO

The course is delivered through the Saint Michael's Online Portal of eCollege--This is just a demo site!  If you are a currently enrolled student, you have reached this site in error.  Please go to http://smcvtonline.org and use the log-in information and password you have been sent.

Contact the instructor (cbauer-ramazani at smcvt.edu) for up-to-date course information. 

Textbook(s)

SUGGESTION: Print this document out for current and future reference--it contains valuable explanations and instructions for tasks and projects.

Texts, Articles, and Recommended Journals

I. Texts: All of the required and recommended books as well as the software (student discount!) can be purchased at or ordered through the Saint Michael's Bookstore (Manager: Steve McMahon).   As of May 13, 2008, shipping one book through the U.S. mail would take 4-5 business days and cost $10 (approximately $12 for international delivery in a Global Priority envelope).  If you need to order, you can contact the SMC Bookstore as follows:

  • toll-free number: 866-213-0727 (add 001 in front for international access and 1 for calls within the U.S. and Canada)

  • toll number: 802-654-2516 (add 001 in front for international access and 1 for calls within the U.S. and Canada))

  • Fax: 802-654-2596 (add 001 in front for international access and 1 for calls within the U.S. and Canada)

  • email:  smcmahon2@smcvt.edu

Please note: It may take 6 weeks or longer for the books to arrive from Amazon.com or TESOL  if shipped internationally..

Required:

  • CALL Environments (2007, 2nd edition) (Egbert, J., & Hanson-Smith, eds).  TESOL Publications (available online through TESOL)

Recommended (but optional) readings and activity books:
  • Chapelle, C., & Jamieson, J. (2008).  Tips for Teaching with CALL: Practical Approaches to Computer-Assisted Language Learning.  Pearson Education. ISBN-13: 978-0-13-240428-0; ISBN-10: 0-13-240428-1 (available online through Amazon.com)
  • Hanson-Smith, E., & Rilling, S. (2006).  Learning Languages Through Technology.  TESOL Publications (available online through TESOL)
  • Hubbard, P., & Levy, M. (Eds.) (2006).  Teacher education in CALL.  Amsterdam: John Benjamin Publishers (available online through Amazon.com)
  • Levy, M., & Stockwell, G. (2006).  CALL dimensions: Options and issues in Computer-Assisted Language Learning.  Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (available online through Amazon.com)

  • De Szendeffy, John (2005).  A Practical Guide to Using Computers in Language Teaching. Ann Arbor: University of Michigan Press. ISBN: 0-472-03048-5 (available online through Amazon.com)

  • Egbert, Joy (2005).  CALL essentials: Principles and practice in CALL classrooms.  Alexandria, VA: TESOL (available online through TESOL)
  • Roblyer, M.D. (2005).  Integrating educational technology into teaching (4th ed.).  Columbus, OH: Merrill Prentice Hall (available online through Amazon.com)
  • Butler-Pascoe, Mary Ellen &  Wiburg, Karin (2003). Technology and teaching English language learners.  Boston: Pearson Education (Longman).  ISBN: 0-205-32677-3 (order online through Amazon.com)
  • Meskill, Carla (2002).  Teaching and Learning in Real Time: Media, Technologies, and Language Acquisition.  Houston, TX: Athelstan (available online through Amazon.com)
  • Boswood, Tim (ed.) (1997). New ways of using computers in language teaching.   Alexandria, VA:  TESOL Publications.  (available online through TESOL; available online through Amazon.com)

For ORAL EXAMS (MATESL):
  • CALL Environments (2007, 2nd edition) (Egbert, J., & Hanson-Smith, eds).  TESOL Publications (available online through TESOL) (Note: Do not choose this text if you have taken the CALL Online course.)
  • Butler-Pascoe, Mary Ellen &  Wiburg, Karin (2003). Technology and teaching English language learners.  Boston: Pearson Education (Longman).  ISBN: 0-205-32677-3 (order online through Amazon.com)
  • Hanson-Smith, E., & Rilling, S. (2006).  Learning Languages Through Technology.  TESOL Publications (available online through TESOL)
  • Hubbard, P., & Levy, M. (Eds.) (2006).  Teacher education in CALL.  Amsterdam: John Benjamin Publishers (available online through Amazon.com; includes an article by me on the CALL Online course at SMC)
  • Levy, M., & Stockwell, G. (2006).  CALL dimensions: Options and issues in Computer-Assisted Language Learning.  Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (available online through Amazon.com)
  • Trinder, Ruth (2006).  Language Learning with Computers: The Students' Perspective--a Theoretical and Empirical Investigation. 
  • Roblyer, M.D. (2005).  Integrating Educational Technology into Teaching. (4th ed.).  Upper Saddle River, NJ: Pearson Education. (available online through Amazon.com)
  • Levine, S. Joseph (ed.) (2005).  Making Distance Education Work: Understanding Learning and Learners at a Distance.  Okemos, MI, LearnerAssociates.net (available online through Amazon.com)
  • Palloff, Rena, & Pratt, Keith (2005).  Collaborating online: Learning together in community.  San Francisco: John Wiley & Sons (available online through Amazon.com)
  • Egbert, Joy (2005).  CALL Essentials: Principles and Practice in CALL Classrooms.  Alexandria, VA: TESOL (available online through TESOL)
    • (Note: Do not choose this text if you have taken the CALL Online course.)
  • White, Cynthia (ed.) (2003). Language Learning in Distance Education.  Cambridge University Press (available online through Amazon.com)
  • Palloff, Rena, & Pratt, Keith (2003). The Virtual Student: A Profile and Guide to Working with Online Learners.  John Wiley & Sons (available online through Amazon.com)
  • Duffy, Thomas M., & Kirkley, J. (eds.) (2003). Learner-Centered Theory and Practice in Distance Education: Cases from Higher Education.  Lawrence Erlbaum Associates, Inc. (available online through Amazon.com)
  • Anderson, Terry, & Elloumi, Fathi  (eds.) (2003). Theory and Practice of Online Learning.  <http://cde.athabascau.ca/online_book/> -- This downloadable book (1.8MB) contains a discussion of various educational theories that apply to online learning, as well as administration, tools, and methods of designing and delivering learning online.
  • Chapelle, Carol (2002).  Computer Applications in Second Language Acquisition.  (available online through Amazon.com)

CALL bibliography:

Additional (optional) texts (older but still very good on the theory of technology in language teaching/learning):

  • Warschauer, Mark (2003).  Technology and Social Inclusion: Rethinking the Digital Divide.  MIT Press, 272 pp, ISBN 0-262-23224-3; see annotation by Mark Warschauer at http://www.gse.uci.edu/markw/books.html.
  • Palloff, Rena, & Pratt, Keith (2001). Lessons from the Cyberspace Classroom : The Realities of Online Teaching. San Francisco: Jossey Bass, Inc. (available online from Amazon.com)
  • Warschauer, Mark, & Kern, Richard (eds.) (2000).  Network-Based Language Teaching: Concepts and Practice.  Order from Cambridge University Press.  See further information about the book and its contents. 256 pps, ISBN 0-521-66742-9
  • Hanna, Donald, et al. (2000). 147 Practical Tips for Teaching Online Groups: Essentials of Web-Based Education. Atwood Publishing (available online through Amazon.com)
  • Collison,  George (2000). Facilitating Online Learning: Effective Strategies for Moderators. Atwood Publishing (available online through Amazon.com)
  • Swaffar, Janet K. (et al., eds.) (1998).  Language Learning Online: Theory and Practice in the ESL and L2 Computer Classroom (available online through Amazon.com)
  • Palloff, Rena M., & Pratt, Keith (1999).  Building learning communities in cyberspace: Effective strategies for the online classroom.  San Francisco: Jossey-Bass Publishers. (available online through Amazon.com)
  • Bush, Michael D., & Terry, Robert M. (Eds) (1997).  Technology-Enhanced Language Learning (ACTFL Foreign Language) (available online through Amazon.com)
  • Pennington, Martha C. (1996).  The power of CALL.  Houston:  Athelstan.  (available online through Amazon.com)
  • Warschauer, Mark (1999).   Electronic literacies: Language, culture, and power in online education.   Mahwah, NJ: Lawrence Erlbaum Associates.  (available online through Amazon.com)
  • Levy, Michael (1997).  Computer-assisted language learning: Context and conceptualization.  New York:   Oxford University Press.  (available  online through Amazon.com)
  • Wegerif, R., & Scrimshaw, P. (eds.) (1997).  Computers and talk in the primary classroom.  Bristol, PA: Multilingual Matters LTD.  (available online through Amazon.com)
  • Cameron, Keith (ed.) (1998).  Multimedia CALL: Theory and practice.  Exeter: Elm Bank Publications. (out of print, but you can check the library or get it from me)

II. Articles  (see links to electronic articles in each week)

III. Recommended Journals (in addition to the required subscriptions):

See my list at http://academics.smcvt.edu/cbauer-ramazani/Links/professional_online_call_journal.htm.
Course Description

Participants learn how to incorporate computer technology into lessons that enhance the skills of English language learners (K-12, adult) through tutorials, Web sites, hands-on tasks, and projects. Participants review current research and discuss the effectiveness of technological media for various classroom settings and contexts. Students construct projects relevant to their particular teaching context. Assessment is based on collaborative and individual projects as well as interaction. Requirements: Access to and familiarity with Windows (WinXP), basic file management, Internet navigation, e-mail, and word processing.  Students need Word, PowerPoint, and FrontPage (latest versions) and must be able to store large files (e.g. CD, Flash drive). Course meets requirement for ESL licensure. A $100 e-College lab fee will be charged.  Cross-listed with GED 565.
Prerequisites

Qualifications/Computer Skills/
 Hardware/Software/Other Prerequisites

  1. Qualifications: To receive credit, applicants need to fulfill Saint Michael's College (www.smcvt.edu/gradprograms) requirements. Please see the Admission requirements, tuition/fees, calendar, and online application on this Web site.  You may also contact the instructor (cbauer-ramazani at smcvt.edu).
  2. Skills: COMPETENCE in the Windows operating system (Win98 or higher), basic file management, Internet navigation, e-mail, and word processing  
  3. Hardware: preferred and recommended--2 MB RAM memory, sound and video cards, CD-RW drive, DSL or cable modem; microphone; headset or speakers; printer (optional: Web cam)
  4. Software:  MS-FrontPage 2002 or later; Internet Explorer (newest version) or Firefox; a word processing program (preferably MS WordXP or later); an email program capable of sending attached documents (preferably MS OutlookXP or later); MS PowerPointXP (or later).  You may also download open source software from OpenOffice at http://www.openoffice.org/ (for wordprocessing, download “Writer”; for presentations, download “Impress”), but you will be missing features/functions and incompatibility issues when we use the Insert Comments and Track Changes features, which the free software doesn't have, but which is extremely useful to educators.
  5. Computer access time: 10 - 15 hours time per week, depending on technical skill level
  6. Technical requirements for the eCollege course management system: Please run the Browser Test at http://smcvtonline.org/index.learn?action=technical
  7. Online learning: If you'd like to find out if you are temperamentally suited to engage in an online course, please take the simple and quick multiple-choice Self-Assessment at the Community College of Philadelphia. Let me know how you did via email (cbauer-ramazani@smcvt.edu).
Course Objectives

CALL Online participants are expected to integrate the learned technologies into their specific teaching and learning environments (ESL, EFL, Foreign Language, technology in education).  In particular, they will

1.  establish an interactive and collaborative online learning community by using computer-mediated communication (CMC) tools --(computer-mediated communication literacy)
2.  demonstrate their understanding of the history, theory, and research of CALL
3.  demonstrate competence in the use of computers and computer applications (Word, PowerPoint, Web editors) for teaching, in particular language teaching (computer literacy)
4.  author instructional materials for their target learners that incorporate computer applications, multimedia, Internet resources, and web-based authoring tools (multimedia literacy)
5.  evaluate online information, resources and software critically (information literacy)
6.  identify and use online resources for professional development

Based on the four “electronic literacies” in Warschauer, Mark (2002).  A Developmental Perspective on Technology in Language Education, TESOL Quarterly 36,(3).
Course Requirements

IMPORTANT NOTE: Print this document out for current and future reference--it contains valuable explanations and detailed instructions for tasks and projects.

The basic course requirements consist of two parts: 1)  Required subscriptions (free) to professional listservs and online resources, and 2) Projects.  Please click on each link to find out the details.

I.  Required Subscriptions
II.  Projects

I. Required Subscriptions
 

To learn about ongoing discussions in CALL and to see the latest research and student/teacher productions in CALL, you are asked to subscribe (free) to professional listservs and online resources.  

Subscriptions to Professional Online Resources
            Choose ONE of the following free online sources of ESL/EFL tech resources and subscribe to them.  Send me an email confirming your subscription or put cbauer-ramazani at smcvt.edu in the cc line.

Options (all FREE of charge):

  1. subscriptions for K-12 teachers: click http://academics.smcvt.edu/cbauer-ramazani/gsl520_online/eCollege_files/subscriptions_K12.htm.  Send a confirmation to the instructor.

  2. Professional discussion groups and listservs -- click Subscribing to Professional Organizations for more detailed information and subscription/registration, including

  • Webheads in Action -- a Yahoo!Group started in 2002 by Vance Stevens as an EV ONLINE session; strong participation and support by members; lots of good technology in the classroom information; must become a Yahoo! member first; click JOIN.  Send a confirmation to the instructor.

  • LearningwithComputers -- a Yahoo!Group started in 2006 where you will find the latest Internet tools and technologies posted by a very active member group; get a YahooID first, then go to <http://groups.yahoo.com/group/learningwithcomputers/> and click Join this group.  Send a confirmation to the instructor.

  • in January: One of the 6-week sessions offered by the Electronic Village Online -- click <http://evo08sessionscfp.pbwiki.com/> and follow the directions to subscribe to one of the sessions in YahooGroups. If you decide to participate in a session, please let the instructor know, as it will replace one of your course assignments.

  1. techLEARNING: The Resource for Education Technology Leaders -- includes Technology & Learning Magazine and free Webinars.  Send a confirmation to the instructor.

  2. The Internet TESL Journal.   Send a confirmation to the instructor.
                   - includes Articles, Research Papers, Lessons Plans, Classroom Handouts, Teaching ideas & Links).  This is a monthly web journal, so make a bookmark (no subscription).

  3. TESL-EJ - To subscribe, click here.  Send a confirmation to the instructor. (Includes an article by the instructor!)

  4. Robin Good's Master New Media (News, tools and ideas on how to learn and communicate more effectively with new media technologies) -- to subscribe, click http://www.masternewmedia.org/newsletters.htm.

  5. T.H.E. Journal -- To subscribe to the free paper version, complete the subscription page.  Send a confirmation to the instructor.

  6. TESLCA-L -- http://www.lsoft.com/SCRIPTS/WL.EXE?SL1=TESLCA-L&H=CUNYVM.CUNY.EDU
    NETEACH-L     (a discussion list with good discussions and tips, mainly for CALL teachers; not much participation). 

  7. Language Learning and Technology (journal).  Send a confirmation to the instructor.

  8. The Reading Matrix: An International Online Journal.  Send a confirmation to the instructor.

  9. Kairosnews: A Weblog for Discussing Rhetoric, Technology and Pedagogy.  Send a confirmation to the instructor.

  10. Stephen's Web - discussion community, articles, publications, etc.  Send a confirmation to the instructor. 

  11. One of the Learning Times communities -- excellent for technology in the classroom; includes access to audioboards and online conferences.  Send a confirmation to the instructor. 

  12. CALL-EJ Online.  Send a confirmation to the instructor.

  13. Teaching English with Technology (IATEFL Poland Special Interest Group).  Send a confirmation to the instructor.
               - includes Articles, Lesson Plans, Software, Word from Techie, Previous Issues

  14. TESOL Connections (must be a TESOL member) -- important announcements and news about the field from all over the world

  15. International Journal of Education and Development using Information and Communication Technology.  Send a confirmation to the instructor.

  16. Any other free online journal -- see the list at http://academics.smcvt.edu/cbauer-ramazani/Links/professional_online_call_journal.htm.  Send a confirmation to the instructor.

(Back to top)

II. Projects

This course is designed to give you hands-on experience with both the technology and the art of teaching.  The objective therefore is to learn about technology and CALL materials by completing a number of tasks and projects that apply what you have read about (= project-based approach ). Projects are completed individually or in teams of various sizes. Due dates/times are Sundays/midnight, unless otherwise noted. 
Please note: Due to the fact that some of the participants are taking the course under the old curriculum (3 credits), I have indicated projects that are for 4-credit participants only and changed the percentage distribution somewhat for the 3-credit participants.
During the course you will be required to complete the following: 

1.  INTERACTION and COLLABORATION with class members (68%):  Assessment of Objectives 1, 2, 3, 4, 5, 6
Interaction is the lifeblood of any online course, or of any course for that matter, whether online or face-to-face, but it is even more critical in online courses.  In order for you and for the course to be successful, all participants need to feel that they are constantly involved in the course through an ongoing dialogue.  This is UNLIKE the once-a-week face-to-face course where your presence is only necessary that one time a week.  In order for us/you to feel like a class/community, you need to be in DAILY communication with each other and me, contributing to the dialogue by posting responses in the various discussion forums (Reading Discussion and Sharing what you learned) for each week.  These postings will be in response to prompts in your weekly Assignments but should also be in response to other participants' postings.  In other words, YOU are expected to carry on a dialogue with the other course members and me.  I may not respond to all individual postings but interject comments as necessary and summarize trends and observations.   Your grade for this portion of the course will depend on the number and quality of your responses and on your postings as discussion moderator (see specifics for each Discussion forum).  I have also created a Virtual Cafe for informal interaction among the course participants (for Questions and answers from classmates, Shooting the breeze).  In addition, there will be opportunities for class meeting chats and office-hour chats, as described on the Getting Started page.  Research into online courses has found that participants who fall behind in their daily/several times-a-week interaction with the group lose interest and will eventually drop out.  For this reason I have included penalties for late postings and/or late assignments (please review the Policies and Procedures section, also reproduced at the bottom of this page.). 

  1. READING DISCUSSION FORUM: posting reactions to articles and interaction with classmates (15%): Assessment of Objectives 1, 2, 3
    a) Summary/Reaction:     For the readings we will use a jig-saw strategy: Students read and post summaries of different chapters/articles, thus covering a wider range of topics.  For the Reading Discussion Forum, participants post at the beginning of each week (Monday) which article/chapter they will read and summarize, avoiding duplication as much as possible.  Each week, they will post a 1-paragraph     summary of at least 15 of the class readings, followed by a 1-paragraph reaction (one per week)--see more specifics below as to what to write in a summary/reaction.  The choices of articles will be specified in the Weekly Assignments.  Preference should be given to chapters in the required textbook.  To post your response, click on the Reading Discussion Forum button in the left toolbar for each week.  Although there are quite a few readings listed each week, you should choose the ones that are most pertinent to your needs and teaching/learning situation.  You will receive extra credit for responses beyond the minimum number of 15.
    b) Interaction: In addition, you are expected to read and react to the responses written by your classmates, even if you did not choose the same article to write about.  Write at least two 1-paragraph responses per week in reaction to your classmates' postings. 

Guidelines for writing a summary/reaction: To identify the article you are summarizing and reacting to, use a heading for the posting that indicates the chapter and title of the article, e.g. E/H-S, Ch. 3.  Keep in mind--summary/reactions are much more informal (and shorter!) than a paper.  Briefly summarize the author's (or authors') point(s) of view, state your own position, and provide some arguments to support your position.  References to previously learned principles or theories as well as personal experience, especially as it relates to the classroom,  makes effective supportive arguments!  In your reaction, tell us, for example,  what "grabbed" you; tell us what you thought of the arguments; point out their strengths and possible limitations or weaknesses--either in the theory or in the practical application (i.e. the classroom)--and discuss  influences or crossovers that you see coming from other theories or disciplines.  As most of the articles are of a very practical nature, your reaction should include some possibilities for using the ideas in the typical classroom.   Please try to stay within the 2-paragraph range for your summary + reaction, as longer postings are more difficult (and more intimidating) for your classmates to react to.  (Due: during the week that these articles are assigned).    

  1. SHARING WHAT YOU LEARNED each week (15%): Assessment of Objectives 1, 2, 3, 4, 5, 6
    This is a major component of each weekly session.  After you have completed your weekly tasks and hands-on link assignments, you need to click on the     Sharing what you learned button in each week in order to post a brief comment/reaction to the tasks and hands-on links as indicated.  The Sharing what you learned forum is usually composed of 2 (sometimes 3) areas, or sub-forums, called Tasks and Hands-on Links.      You need to post two reactions in EACH of these forums, for a minimum total of 4 reactions per week.  Your reaction should specify in a heading the task/hands-on link that you are reacting to, e.g. Task 3--KeyPals.  Begin your reaction by summarizing the contents and function of the task/link. Then discuss possible applications/limitations you see in the typical classroom.  You may also voice any frustrations with the task itself.  (Due: each week)
  2. MODERATING A DISCUSSION (6 turns, 2 points each; total: 12%):  Assessment of Objectives 1, 2, 5, 6
    Each course participant (including auditing students) is expected to moderate three weeks of the Reading Discussion Forum and the Sharing what you learned discussion forum.  Being a moderator means "leading the discussion".  This means that during the week     that you are the moderator you post leading questions/comments at the beginning of the week (Monday) and continue the discussion during the week by posting timely responses/comments/questions to each of the course participants' postings.  This usually works best if the moderator posts the summary and reaction first, followed by a leading question.  Extra credit will be awarded for moderating a forum that has no moderator assignment (Please email me!). 

Moderator assignments:  Please click the Moderator Assignments for updated information and print out your assignments.  I will notify you of changes due to changes in course enrollment.

  1. INTERACTIVE/COLLABORATIVE TASKS (6 projects, total: 22% for 4-credit participants / 14% for 3-credit participants): Assessment of Objectives 1, 2, 3, 4, 5, 6 
    In order to build an online learning community, the course contains several interactive/collaborative tasks, that encourage use of newly-learned tools for computer-mediated communication:
    • (1) Peer review/comment on a classmate's PowerPoint lesson -- 1 % (4-credit participants only)
    • (2) Peer review/comment on a classmate's newsletter --  1% (4-credit participants only)
    • (3) an interactive/collaborative space on the Web, e.g. a YahooGroup, Blog, Wiki, or Podcast-- 4 % (4-credit participants only)
    • (4) a collaborative, timed WebQuest for a WebQuest -- 4% (7% for 3-credit participants)
    • (5) a collaborative Web site review (see #3 below) -- 6% (7% for 3-credit participants)
    • (6) a collaborative Software review (see # 3 below) -- 6%  (4-credit participants only)

    These tasks are outlined in the respective weekly Assignments or tasks.  (Due: as specified in the Weekly Assignments; see also an overview in the Semester Schedule link under Course Home)

2.  HANDS-ON PROJECTS (4 projects, total: 16% for 4-credit participants / 19% for 3-credit participants):  Assessment of Objectives 3, 4
For each computer application that you learn (Word, PowerPoint, web authoring), there will be an applied project. These projects need to be submitted to the DocSharing area. The projects should show that you have worked through the assigned materials and accomplished the goals.  (Due: as specified in the Weekly Assignments; see also an overview in the Semester Schedule link under Course Home)

  • (1) newsletter in Word: 5%, 5 points

  • (2) PowerPoint lesson slide show: 5%, 5 points

  • (3) Web-based rubric: 3%, 3 points (5%, 5 points for 3-credit participants)

  • (4) a Web-based quiz or exercise: 3%, 3 points (4%, 4 points for 3-credit participants)

3.  Two collaborative REVIEWS/Analyses (REVIEW 1: a web site that can be used for teaching--6% for 4-credit participants / 7% for 3-credit participants; REVIEW 2: a software package/demo--6%, 4-credit participants only, for a total of 12%): Assessment of Objective 5
These in-depth reviews will consist of a description of what the website/software/ is, how it is used, how it can/should be implemented in class, and how the participant evaluates its usefulness, following criteria outlined in the course and in the CALL research.  You will need to submit your reviews to the DocSharing area so that all course participants and the instructor, of course, may peruse and react to them.  (collaborative Web site review due March 9; collaborative software review due April 6)

4.  A short-term Multimedia WebQuest (a lesson for collaborative web exploration): (20% for 4-credit participants / 25% for 3-credit participants):  Assessment of Objectives 3, 4, 6
Course participants will be asked to develop teachable course material.  For the WebQuest, you need to sign up in Week 1 with a partner to develop a lesson for a particular topic/theme of web exploration.  The lesson should be conceived of as collaborative student project for the duration of one-three class periods (see the definition at http://edweb.sdsu.edu/courses/edtec596/about_webquests.html. The lesson should be conceived to last two to three class periods.  This project will consist of two parts--1. a CALL Lesson for a WebQuest in the form of a PowerPoint slide show and 2. a WebQuest on the Web in the form of predesigned templates.. 

Part I: The PowerPoint CALL Lesson for a WebQuest (8%) (10% for 3-credit participants)
 You should imagine how you would present your lesson to a class of real students, including objectives, all the stages of preparation, presentation, practice, follow-up work, performance evaluation, anticipated problems and solutions (more details to follow in Week 1, Assignments); technical equipment specifications must be included.  The lesson will be created as an animated slide show in MS-PowerPoint first and the information will then be transferred to web templates and published as a web page.  To demonstrate technology competence, you will need to include reference to various technology tools (multimedia) and resources in your lesson (e-mail, handouts in the form of Word documents, links to the Internet, a scanner, digital camera, sound, etc.) and give specific instructions to the students in how to use them.  This portion of your project is due on Feb. 17.

Part 2: The WebQuest (12%) (15% for 3-credit participants)
Your WebQuest will need to incorporate much (but not all) of the information from your PowerPoint CALL Lesson, which you can transfer to WebQuest templates.  It must include the specific components of a WebQuest: Introduction, Teacher's Page, The Task (Quest), The Process and Resources--including General background for the whole class/group and role assignments for teams of students, debating, discussing, reaching consensus, Real World Feedback--and a conclusion.  The address (URL) of the WebQuest must be published in the Webliography of the course site.  You may request feedback from your classmates and make any necessary revisions. The final WebQuest is due on the web site by April 27. 

(Back to top)
Grading Policy

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):

  1. Interaction with the class:    64% for 4-credit participants; 56% for 3-credit participants

    1. Reading Discussion:   (15%) – 15 articles, 1 summary + 2 reactions per week; 1 point per week; 1 extra credit point for each additional summary reaction

    2. Sharing what you learned:          (15%) – 15 weeks; 2 responses total per week; 1 point per week

    3. Moderating a discussion:           (12%) – 6 turns required – 2 points each; total of 12 points
    4. Interactive/collaborative Tasks    (22% for 4-credit participants / 14% for 3-credit participants)
      • (1) Peer review/comment on a classmate's PowerPoint lesson -- 1 % (4-credit participants only / extra credit for 3-credit participants)
      • (2) Peer review/comment on a classmate's newsletter --  1% (4-credit participants only / extra credit for 3-credit participants))
      • (3) an interactive/collaborative space on the Web, e.g. a YahooGroup or Wiki -- 4% (4-credit participants only / extra credit for 3-credit participants))
      • (4) a collaborative, timed WebQuest for a WebQuest -- 4% (7% for 3-credit participants)
      • (5) a collaborative Web site review (see #3 below) -- 6% (7% for 3-credit participants)
      • (6) a collaborative Software review (see # 3 below) -- 6% (4-credit participants only / extra credit for 3-credit participants))

  1. Hands-on projects:    12% -- 4 projects -- see description in 2. above.

16% for 4-credit participants
19% for 3-credit participants

  1. Two Collaborative Reviews:  See 1. D. (5) and (6) above.

12% for 4-credit participants
7% for 3-credit participants

  1. Multimedia WebQuest:  20% for 4-credit participants; 25% for 3-credit participants

  • Part 1: PowerPoint CALL Lesson (8%)  -- 8 points for completion (10% for 3-credit participants)
  • Part 2: WebQuest on the web (12%) – 12 points for completion (15% for 3-credit participants)
    ______________________________________________________________________
    TOTAL:                   100% -- 100 points

Grading Scale

Grade
Equivalent
Numerical
Equivalent
Qualitative Equivalent
Qualitative
Points
A
96-100
 Above average grad.-level work
4.0
A-
90-95
 Above average grad.-level work
3.7
B+
85-89
 Above average grad.-level work
3.3
B
80-84
 Average grad.-level work
3.0
B-
75-79
 Average grad.-level work
2.7
C
70-74
 Below average grad.-level work
2.0
F
0-69
 Failure
0.0
WD
 
 Withdrawal
0.0

WP

   Withdrawn Passing 0.0

WF

   Withdrawn Failing

0.0

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.

Policies and Procedures:

  • 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 college Graduate Catalogue and the Student Handbook and Code of Conduct (p. 7-9).  According to the Academic Policies of the Graduate Catalogue ,"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 SMC Graduate Catalogue, 2007-2008)

The 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 SMC Graduate Catalogue, 2007-2008):

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 Liaison for Students with Special Needs coordinates academic services for students with disabilities.  Any questions or concerns about such services should be directed to Antonia Messuri, Klein 111 (802.654.2818)
Terms of Agreement
Please indicate that you have read and understood the information on this page and accept the terms and conditions specified by typing your name, clicking the radio button, and then clicking submit.
Type Your E-mail:
Type Your Name: 
Yes, I agree to the terms and conditions specified in the Syllabus.

© 2000-2008: Christine Bauer-Ramazani, Saint Michael's College. Last updated: May 13, 2008