This web site has been created to support teaching and learning in ED555. The web site has been created using 2 frames. The frame on the left is the Index frame. The index frame contains hyperlinks to the course syllabus, calendar, required readings, tutorials, learning tasks, the task tracker, and other useful web links. When you click on an Index hyperlink, the right frame will display the called page. This format always displays the navigation (i.e., Index) links regardless of what page is displayed in the right frame. It is my hope that this format will make navigating throughout this course web site more efficient. When you are ready, give it a try...just click on one of the links in the Index.
has received Honorable Mention by the
Paul Allen Virtual Education Foundation
in the 1998 Outstanding Online Course Awards.
The Outstanding Online Course Award received 182 entries from 148 institutions in the USA and abroad. The Outstanding Online Course Award was conceived with two purposes in mind. First to recognize distinguished accomplishment in the new and fast-developing world of online learning. Second, to reveal something about the general state of current practice among those developing the best online courses. The contest succeeded famously on both counts. The winner and honorable mentions are all eminently worthy of recognition, and among the remaining entrants there was a wealth of information about what is going on across the country and the world.
Bryan Barnett, Vice-President
Paul Allen Virtual Education Foundation
The Interactive Journey
It is my hope that this web course will provide you with an exciting and useful journey to learning. The instructor will be your guide through a process of integrating curriculum. This process is based on four important components: 1) reflective practices, 2) context, 3) instructional design, and 4) leadership. Each of these components will be presented throughout this course in the form of a problem scenario and a series of learning and performance tasks. Each of these tasks will be completed on-line and therefore present a new style of learning through a virtual environment. It is my hope that you will see this as an opportunity and engage fully in this new experience. Learning in a web course is in many ways no different than learning in a classroom. Learning requires your participation and interaction. I hope your participation and interaction will be meaningful to you and therefore a valued experience.
This course is founded on the premise that learning is inclusive, contextual and most of all, meaningful. It presupposes that adult learners are resourceful, and attempts to provide an atmosphere for generating creative solutions to a virtual educational dilemma. This course also encourages professional reflection in developing conceptual complexity in approaching the practice of instruction and the role of being a leader in the field of education. It is my hope that this course will leave you with more questions than answers, and encourage you to boldly address the challenge of not changing students, but designing environments in which students thrive, reason, and change themselves. I wish you well on your journey.
It is important that you take the time to read all of the instructions carefully. Equally important, the materials and information contained within this web course are not to be viewed and used as a "textbook." Successful completion of this course will depend on your solving the problem scenario. Each of you may solve the problem in a different way...and that is as it should be. It is NOT necessary that you read everything contained in this course, just what you believe you need to solve the problems and be a well informed collaborator.
Please feel free to contact me at any time if you have a question, comment, need guidance, or just
want to chat. I am happy to be working with you this term.
Becoming an educator requires an alignment to a destination with respect to a point of reference. Orienting to facts, principles, and changing situations is a prerequisite for successfully maneuvering through the educational landscape. It is within this context that orienteering is practiced and understood. It requires researching and applying both knowledge and skills to problem scenarios that are inherent in any complex and dynamic system.
In addition to having access to appropriate survival gear, the accomplished orienteer is reflective. How you handle the effects brought on by uncertainty can determine your rate of success or failure in any outdoor situation. Taking pause on the journey's purpose and the meaning of being right where you are is central to designing a plan that is both adaptive to unexpected challenges and stalwart to forge through dense coverings. As a leader, the orienteer is aware of the connection between the journey and the landscape one interacts with. Authentic assessment, therefore, is measured through an immersion in, rather than a separation from, this interactive context of practice.