Study of the design and development of distributed learning systems in education and training. Topics include: foundations of distance education, distance learning research, and the design and development of e-learning courses and workshops. Student involvement in the design of an e-learning course or workshop will be emphasized.
Introduction to the instructional design process from needs assessment and goal definition through evaluation. Each student will design prototype instructional materials based on an instructional design model and/or procedures. The course will also introduce students to the field of instructional design and technology.
Clinical techniques for the diagnosis of reading disabilities. A course designed to develop both theoretical understandings and operational skills in clinical diagnosis of reading problems. Classroom application of the techniques is discussed.
A study of language and literacy development (oral and written language development, first and second language development, etc) across the lifespan to provide a foundation for literacy instruction and curriculum development.
Throughout the preparation year, teacher leaders engage in sensitive observation and responsive teaching of individual grade one children who have been identified as having difficulty learning to read and write. They study the theoretical rationales and practical application of Reading Recovery teaching procedures and connect their practice to wider understandings of literacy development. Across the year, teacher leaders work with a variety of children to gain a range of experiences, always focusing on teaching for accelerated learning.
Teacher Leaders in training examine the theoretical base underlying the processes of reading and writing. We will explore and extend our own personal models of reading and writing processes and ground this theory, building in close observations of young children reading and writing.
The course prepares teacher leaders for multiple and complex roles. Teacher leaders learn how to deliver initial training courses and ongoing professional support for Reading Recovery teachers. A key aspect of the teacher leader's role is to provide the yearlong course of initial training for Reading Recovery teachers. In order to prepare teacher leaders for this role, attention is given to research, theory and practice relating to adult learners.
Through campus and school-based experiences, students will learn how to engage young people in learning social studies and how to make decisions about planning instruction and develop assessment based on a sound kowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
Through campus and school-based experiences, students will learn how to engage young people in learning English and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
