Ultra Micro MOOC

27 Jul

In my “Passing Notes in Class” course my peers will master managing a peer editing lesson using the iPad by learning the Notability app and sharing and commenting directly on a classmate’s paper.

Course Topic: Education; Classroom Management; Language Arts

Course Title & Photo: Passing Notes in Class

20130728-091250.jpg

Image from Flickr by Sean MacEntee under the Creative Commons Attribution License

Who is coming to your course?
This course is intended for ELA teachers interested in improving Peer Editing in their classroom. It is also intended for educators looking to find new ways to repurpose the iPad for use in the classroom. The tasks we will be completing will require the use of an iPad, and would be most effective in a 1:1 iPad classroom where each student has access to a PDF version of a piece of writing.

What will attract them?
The novelty and benefits of a 1:1 classroom is very appealing to school districts, students, parents, principals, school boards, technology coordinators, and teachers. However, many teachers find it difficult to figure out exactly how to go about incorporating this new technology into the classroom. Following the TPACK model, this course will strive to help teachers repurpose the iPad for use in an ELA classroom (although the skills learned in this course can be adapted to fit any classroom).

Why would they want to participate in this experience?
ELA teachers would want to participate in this experience because it teaches them one particular technique for incorporating the iPad into the classroom in a way that simplifies the task of peer editing. In addition to this, it can be taken as a introduction to electronic document editing in a 1:1 classroom. It begins with the objective of fulfilling the Common Core ELA standard SL 9-10.1 in which students must be able to participate and collaborate effectively with their peers. Beginning with this end-goal in mind, students will then complete the task of peer editing a paper electronically using an app called Notability on the iPad. This particular app allows the user to annotate a PDF file and send that annotated copy to any person via email.

What do you want learners to be able to do when they are done?
This is a fairly simple course that would take no longer than 30 minutes to one hour to complete. When they are done, learners will be able to teach students how to share documents (e.g. research papers) electronically using email, edit documents using Notability (an app for the iPad), and moderate the use of student iPads for peer editing. By doing an activity in which the learners participate in the task that their students will be completing, the learner will be experiencing the same tasks that their students will be experiencing. In this way, the task becomes a form of experiential learning in which the learner learns by actually completing a specific task, rather than simple reading a lesson plan, for example. Keeping this in mind, along with the principles of backwards design and the TPACK model, this course would allow the learner (e.g. an ELA teacher) to repurpose a piece of Technology (e.g. the iPad) using the teacher’s own Pedagogical Knowledge to teach students the particular Content that is required in the ELA Common Core Standards. To round it all off, this course also takes the principle of backwards design into account in that the course stems from the need for students to learn how to work effectively with their peers in order to accomplish a given task through the process of peer editing.

What will peers make?
In this course, peers will make annotations to a piece of writing in order to experience the process of peer editing that their students will encounter when this corresponding lesson is used the classroom.

How do those activities hang together as a course?

The end-goal of this course is learn:
-understand the Common Core standard SL 9-10.1
-effectively incorporate the iPad into a 1:1 ELA classroom

In order to accomplish this, learners in this course will complete the following projects:
-convert a document to a PDF
-share a document with a peer in the course via email
-annotate that document using the Notability app
-return that document to the original owner as an annotated PDF

Being aware of these ultimate goals is important in the planning process for this course because it encourages a deeper level of planning. The skills, projects, and activities in the course were designed with an understanding of the end goals of the course, and the activities allow the learner to actively take part in the experiences that their students will be having. It also combines elements of backwards design with the TPACK model.

How will peers help each other in your course?
In this course, peers will work with one another by completing the tasks (experiential learning) that their students will be completing in the corresponding lesson. They will share a PDF document with a peer via email, annotate that PDF, and return the annotated document to the owner via e-mail. Any questions or problems that arise will be handled and communicated via email.

References

Common Core State Standards Initiative. (2012). English Language AArts Standaards. Retrieved from http://www.corestandards.org/ELA-Literacy

Gentry, J. W. (1990). What is experiential learning? In Guide to Business Gaming and Experiential Learning. (Ch. 2). Retrieved from http://www.wmich.edu/casp/servicelearning/files/What%20is%20Experiential%

MacEntee, Sean. (n.d.). iPad. Retrieved from http://www.flickr.com/photos/smemon/7469170810/in/photolist-co2sg5-bCbxpW-7YZqgD-7T3Yq9-bC9SiJ-bR4BnR-bC9ZcN-bR4Dpc-bC9Yf1-84eVmv-bC9Tb9-bR4xvR-bC9W9W-bR4Anv-bR4HfT-bR4Gdv-7YZ6hF-bC9L5j-bR4tmP-bR4sDt-bC9LM5-bC9MCJ-9zvgtG-8sdWM3-8sdWAh-8sdWFC-8saStc-8sdWbQ-8saSGv-8saSzM-9ak3TJ-drE3VL-dkKVW1-dkL73p-dkKUft-9QV3CK-7QzajX-7Sj2pq-7Sj2uG-ffqdyc-8nicZh-bR4vGi-bC9Qvj-bC9Nzf-aDcoZk-bR61NM-8fWHDW-bR4rSH-bR4rnz-7Sj2rd-7SfKSn/lightbox/

Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from http://punya.educ.msu.edu/2008/01/12/mishra-koehler-2006/

Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Prentice Hall. pg 13-33.

Wikipedia Instructional Design. (2013, July 15). Retrieved July 27, 2013 from Wikipedia http://en.wikipedia.org/wiki/Instructional_design

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