EDTEC 566 Amplifying thinking or organizing mental functions with computers. Prerequisites: EDPSY 421 and EDTEC 561

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Overview

This course introduces students to using computer applications to help learners think, process information and learn. Application software such as spreadsheets, concept mapping, databases, expert systems, systems modeling are hyperlinked presentations are explored for their potential for modeling domain knowledge, problems, experiences, systems, and thinking. Determining the effectiveness of the mindtools is also a major part of the course through the assessment and action research themes. Students will create mindtools, develop an assessment and research plan for one of them. This course is cohort-based, which means that there is an established start and end date, and that you will interact with other students throughout the course. The course materials consist of a textbook, journal article, and a course Web site that contains the lessons and communications tools.

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Course Goals

There are three main themes for the course, consistent with other courses you have taken in the ED TECH
program. They are:
1. Technology Content: Computers as Thinking Tools
2. Action Research Methodology
3. Assessment Strategies

The goals of Theme 1: Computers as Thinking Tools include:
1. Understanding Meaningful Learning
2. Understanding Modeling
3. Writing 5 mini case descriptions for modeling different types of learning phenomenon
4. Developing one learning tool to be used in an action research study (Theme 2)

Assignments:
1. Discussion outcomes -- meaningful learning
2. Discussion outcomes -- modeling ideas
3. Case descriptions for 5 thinking tools, and peer critiques
4. Fully developed mind tool for use in action research for Theme 2.

The goals of Theme 2: Action Research Methodology include:
1. Understanding action research methods
2. Design an action research project testing the effectiveness of thinking tools

Assignments:
1. Readings
2. Research proposal
3. IRB proposal submitted (but not necessarily approved yet.)

The goals of Theme 3: Assessment Strategies: include
1. Develop observational assessments
2. Develop rubric assessments

Assignments:
1. Develop an observational instrument for your action research project (if appropriate)
2. Create assessment rubrics for your action research project (if appropriate)

 

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Course Objectives

There are three main themes for the course, consistent with other courses you have taken in the ED TECH
program. They are:

1. Technology Content: Computers as Thinking Tools
2. Action Research Methodology
3. Assessment Strategies

The goals of Theme 1: Computers as Thinking Tools include:
1. Understanding Meaningful Learning
2. Understanding Modeling
3. Writing 5 mini case descriptions for modeling different types of learning phenomenon
4. Developing one learning tool to be used in an action research study (Theme 2)

Assignments:
1. Discussion outcomes -- meaningful learning
2. Discussion outcomes -- modeling ideas
3. Case descriptions for 5 thinking tools, and peer critiques
4. Fully developed mind tool for use in action research for Theme 2.

The goals of Theme 2: Action Research Methodology include:
1. Understanding action research methods
2. Design an action research project testing the effectiveness of thinking tools

Assignments:
1. Readings
2. Research proposal
3. IRB proposal submitted (but not necessarily approved yet.)

The goals of Theme 3: Assessment Strategies include:
1. Develop observational assessments
2. Develop rubric assessments

Assignments:
1. Develop an observational instrument for your action research project (if appropriate)
2. Create assessment rubrics for your action research project (if appropriate)

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Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

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Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more.

You can view the Online Students' Library Guide for more information.

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select  My Account.

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Technical Specifications

Technical Requirements

Operating System	Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version
Processor	2 GHz or higher
Memory	1 GB of RAM
Hard Drive Space	20 GB free disk space
Browser	We recommend the latest ANGEL-supported version of Firefox or Internet Explorer. To determine if your browser fits this criterion, and for advice on downloading a supported version, please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers. Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses.
Plug-ins	Adobe Reader [Download from Adobe] Flash Player (v7.0 or later) [Download from Adobe]
Additional Software	Microsoft Office (2007 or later)
Internet Connection	Broadband (cable or DSL) connection required
Printer	Access to graphics-capable printer
DVD-ROM	Required
Sound Card, Microphone, and Speakers	Required
Monitor	Capable of at least 1024 x 768 resolution

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

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Course Requirements

If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Tasks
The course is organized around three themes:

• Mindtools
• Action Research
• Assessment

Within the three themes cases, there are assignments and peer reviews to complete. Each of these tasks has
varied assessment criteria upon which your work will be evaluated. The list below will give you an idea of
the kinds of tasks that are incorporated in this course. Our on-line course materials will contain much greater
detail about how these activities are to be completed.

Mindtools Theme:

The mindtools theme and book is organized around three parts:

Part 1: Modeling for Conceptual Change

Chapters 1 – 3
In these three chapters, you will begin to gain an understanding about creating learning opportunities for
meaningful learning—what it is, how to use technology to model phenomena, and to assess learning.

Part 2: Modeling Phenomena

Chapters 4-8
In these five chapters, you will read about and gain an understanding of how to model five types of learning:
domain knowledge, systems, problems, experiences, and thinking. Each chapter begins with a definition of
the type of learning, and then recommends and exemplifies different mindtools that support modeling the five
types of learning.

Part 3: Modeling Tools

Chapters 9-17
These nine chapters support Part 2 by providing more detail about the various mindtool applications:
databases, semantic networks, spreadsheets, expert systems, dynamics tools, teachable agents, visualization
tools, hypermedia and structured computer conferences.

Assignments
1. Understanding Meaningful Learning – discussion forum
2. Understanding Modeling – discussion forum
3. Writing 5 mini case descriptions for modeling different types of learning phenomenon. The 5 mini cases
will be selected and written based on:

• Modeling Domain Knowledge -- select a tool
• Modeling Systems -- select a different tool
• Modeling Problems -- select a third different tool
• Modeling Experiences -- select HYPERMEDIA
• Modeling Thinking -- select a fifth tool --expert system or dynamic tool

4. Providing peer critique for one other class member.
5. Developing one learning tool to be used in an action research study (Theme 2). You can select one of the
mini cases to develop fully into a working mind tool.

 

MINDTOOLS SCHEDULE

Week 0 - spans the first half week of the semester.

Week 13 - spans the last half week of the semester.

The "weeks" begin on Monday and end on Sunday.

Readings support the week's work, so should be completed at the beginning of the week.

Discussions also support the week's work, and therefore engagement in the discussion is expected throughout the week.

Cases are due at the end of the week - Sunday by midnight.

WEEK	TOPIC	Readings and Assignments
WEEK 0	Introductions
WEEK 1	Modeling for Conceptual Change	Read Part 1: Chapters 1 - 3 Discussion activity for Part 1
WEEK 2	How Learning Phenomena are modeled (Learning communities formed based on mindtool selected)	Scan Part 2: Chapters 4 – 8 Discussion of Cases Submit an initial plan for cases
WEEK 3	Modeling Domain Knowledge	Read Chapter 4 (Modeling Domain Knowledge)-- and scanning 9, 10, 11, 15, and 6. Submit Case 1
WEEK 4-5	Modeling Systems	Read Chapter 5 (Modeling Systems) -- and scanning, 10, 13 and 11 Submit Case 2
WEEK 6-7	Modeling Problems	Read Chapter 6 (Modeling Problems) -- and scanning 9, 10, 11, 12, 13 and 15 Submit Case 3
WEEK 8-9	Modeling Experiences	Read Chapter 7 (Modeling Experiences) -- and scanning 9, 16 Submit Case 4
WEEK 10-11	Modeling Thinking	Read Chapter 8 (Modeling Thinking) -- and scanning 12 and 13 Submit Case 5
WEEK 12-13	SYNTHESIS ACTIVITY with Action Research Theme

Action Research Theme

The Action research theme is organized around two objectives:

Objective 1: Understanding action research methods
Chapters 1-3: In these chapters, you will read about what action research is, goals and rationale for action research and the process of how to conduct action research.

Objective 2: Design an action research project testing the effectiveness of thinking tools
Chapter 2
Review of IRB protocol
In this chapters you will apply what you have read to create an action plan to test the effectiveness of a
mindtool you will create as part of Theme 1.

Assignments:
1. Readings, discussion and brainstorming
2. Research proposal
3. IRB proposal submitted (but not necessarily approved by the IRB yet.)

SCHEDULE
Notes:
Week 0 – spans the first half week of the semester.
Week 13 – spans the last half week of the semester.
The “weeks” begin on Monday and end on Sunday.
Readings support the week’s work, so should be completed at the beginning of the week.
Discussions also support the week’s work, and therefore engagement in the discussion is expected throughout the week.

WEEK 4–5
Topic: Understanding Action Research
Reading: Chapter 1-3

WEEK 6-7
Topic: Understanding Action Research (cont)
Reading: Chapter 2 in more detail
IRB protocol: http://www.research.psu.edu/orp/areas/humans/
Discussion and Brainstorming

Assessment Theme
The assessment theme is focused around two specific objectives:

Objective 1: Developing observational assessments
Chapters Nitko – Chapters 3 and 4, and Chapter 11
In these chapters, you will read about what how to create valid and reliable quantitative observational assessments.

Objective 2: Developing rubric assessments
Nitko - Chapters 12
In these chapters you will read about how to create valid and reliable rubrics.

Assignments:
1. Readings
2. Development of an Observational assessment instrument
3. Development of Rubrics

SCHEDULE
Notes:
Week 0 – spans the first half week of the semester.
Week 13 – spans the last half week of the semester.
The “weeks” begin on Monday and end on Sunday.
Readings support the week’s work, so should be completed at the beginning of the week.
Discussions also support the week’s work, and therefore engagement in the discussion is expected
throughout the week.

WEEK 8-9
Topic: Developing Observational Assessments
Reading: Chapters 3, 4, and 11
Submit observational assessment instrument to be used in your action research

WEEK 10-11
Topic: Developing Rubrics
Nitko Reading: Chapter 12
Submit rubrics to be used in Action Research

Participation

You will be expected to log on to our course home page to engage in discussions and activities on a regular basis. Interaction with each other is an important part of this course. It is recommended that you log on to the course Web site at least five times a week to work through course materials and to participate in course discussions. This course is a 3-credit upper level course. You should plan on spending the same amount of time on this course as you would if you were taking it on a residential campus--about 12-15 hours per week for the semester length version of the course.

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Course Schedule

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Notes: Week 0 – spans the first half week of the semester. Week 13 – spans the last half week of the semester. The “weeks” begin on Monday and end on Sunday. Readings support the week’s work, so should be completed at the beginning of the week. Discussions also support the week’s work, and therefore engagement in the discussion is expected throughout the week. Cases are due at the end of the week – Sunday by midnight.

WEEK	TOPIC	Readings and Assignments
WEEK 0	Introductions	Lesson 00 Read Course Overview Materials Introduce yourselves
WEEK 1	Modeling for Conceptual Change	Read Part 1: Chapters 1 - 3 Discussion activity for Part 1
WEEK 2	How Learning Phenomena are modeled (Learning communities formed based on mindtool selected)	Scan Part 2: Chapters 4 – 8 Discussion of Cases Submit an initial plan for cases
WEEK 3	Modeling Domain Knowledge	Read Chapter 4 (Modeling Domain Knowledge)-- and scanning 9, 10, 11, 15, and 6. Submit Case 1
WEEK 4-5	Modeling Systems	Read Chapter 5 (Modeling Systems) -- and scanning, 10, 13 and 11 Submit Case 2
	Understanding Action Research	Read Chapter 1-3
WEEK 6-7	Modeling Problems	Read Chapter 6 (Modeling Problems) -- and scanning 9, 10, 11, 12, 13 and 15 Submit Case 3
	Understanding Action Research (cont)	Review IRB protocol: http://www.research.psu.edu/orp/areas/humans/ Discussion and Brainstorming
WEEK 8-9	Modeling Experiences	Read Chapter 7 (Modeling Experiences) -- and scanning 9, 16 Submit Case 4
	Developing Observational Assessments	Submit observational assessment plan
WEEK 10-11	Modeling Thinking	Read Chapter 8 (Modeling Thinking) -- and scanning 12 and 13 Submit Case 5
	Developing Rubrics	Submit Rubric
WEEK 12-13	SYNTHESIS ACTIVITY with Action Research Theme	FINAL PROJECT Submit fully developed mindtool Submit research proposal and IRB that includes assessment instruments

 

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

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Grading

Each course activity will have point values associated with the evaluation criteria. Points will be assigned
based on how the assignment meets the evaluation criteria. The course grade will be determined by
calculating the percentage of the total points each student accumulated, and then using the table below to
identify the grade.

94 - 100% -- A 90 - 93% -- A- 87 - 89% -- B+ 84 - 86% -- B 80 - 83% -- B- 77 - 79% -- C+ 70 - 76% -- C 60 - 69% -- D below 60 -- F

Points earned in the course will be converted to letter grades according to the table below. Grade point
equivalents assigned by Penn State are also indicated in the table.

Grade	Grade Point
A	4.00
A-	3.67
B+	3.33
B	3.00
B-	2.67
C+	2.33
C	2.00
D	1.00
F	0.00

Please refer to the University Registrar's information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

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Academic Integrity

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Accommodating Disabilities

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Additional Policies

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