Wiscasset High School
eLearning and Information Studies
Spring 2013
Web 2.0 Foundations Assessment Syllabus
Course Instructor: Thomas Steele-Maley
Instructor Information:
Thomas Steele-Maley (FirstClass), steelemaley (Google+ and Skype), steelemaley (Twitter)
Assessment and Rubrics
Assessment (for details, see course Project Descriptions| Course Rubric):
This course is primarily project based. You will construct one major and extended project over the course including a capstone exhibition of that project that shows your mastery of the course objectives. In addition to the project there will be weekly activities that range from reading and short written response via a personal blog to many collaborative creations. All of your work will be archived in your public ePortfolio space.
Ongoing
1: More than Participation (approx.20%)
2: Course ePortfolio (approx.10%)
Projects
3: Student Directed Project (approx. 50%)
4: PLEPLN Project (Networked Learning) (approx.20%)
Project Grading Guidelines |
A level - Good to Excellent Work A+ (98%) A very high level of quality throughout every aspect of the work. It shows the individual (or group) has gone well beyond what has been provided and has extended the usual ways of thinking and/or performing. Outstanding comprehension of subject matter and use of existing literature and research, and technologies. Consistently integrates critical and creative perspectives in relation to the subject material. The work shows a very high degree of engagement with the topic. |
A (95%) Generally a high quality throughout the work. No problems of any significance, and evidence of attention given to each and every detail. Very good comprehension of subject and use of existing literature, research and technologies. For the most part, integrates critical and creative perspectives in relation to the subject material. Shows a high degree of engagement with the topic. |
A- (90%) Generally a good quality throughout the work. A few problems of minor significance. Good comprehension of subject matter and use of existing literature, research, and technologies. Work demonstrates an ability to integrate critical and creative perspectives on most occasions. The work demonstrates a reasonable degree of engagement with the topic. |
B level - Adequate Work B+ (88%) Some aspects of good quality to the work. Some problems of minor significance. There are examples of integrating critical and creative perspectives in relation to the subject material. A degree of engagement with the topic. |
B (85%) Adequate quality. A number of problems of some significance. Difficulty evident in the comprehension of the subject material and use of existing technologies. Only a few examples of integrating critical and creative perspectives in relation to the subject material. Some engagement with the course. |
B- (80%) Barely adequate work at the secondary school level |
C & D level - Seriously Flawed Work C (70-79%) D (60-69%) Serious flaws in understanding of the subject material. Minimal integration of critical and creative perspectives in relation to the subject material. Inadequate engagement with the topic. Inadequate work at the secondary school level. |
F level - Failing Work F (0-59%) No work turned in |
Over the course of the semester, you will create and maintain a portfolio using WHS ePortfolios . This is the "official" portfolio for Web 2.0 Foundations and may be used by you for all of your studies and future professional plans. Your filter for portfolio content should be professional and not personal. Content should relate to your experiences in Web 2.0 Foundations, other WHS courses and other pursuits related to your learning and future profession.
Your portfolio will be constructed on your WHS Portfolio and include:
1. Splash Page A photo of you for the sidebar, sized correctly and a personal statement of your learning and technology goals.
3. In the standards section evidence with links and annotations for all Web 2.0 Foundations projects and the many elements included in your PLN (Twitter, del.icio.us, Wiki, Blog, other) and Transforming School Project.
4. (optionally) link to any other sites or pages that you'd like to include--work samples, photos, relevant online resources, etc.
5. Any other sidebar elements that you feel are appropriate.
Remember that the filter for content should be professional--what do you want a colleague or potential admissions personnel or employer to see?
Course ePortfolio Low------------Avg------------High |
Clarity of Communication/writing & Substance 1--------1.5--------------2.5 ePortfolio is complete and functional 1--------1.5--------------2.5 Presentation & Style 1--------1.5-------------2.5 Grammar & Style 1--------1.5--------------2.5 Total: xx/10 |
Participation is valued at 20% of your final grade. I refer to the level of participation as a conversation which entails a variety of things including your best academic work along with articulation of your views and presentation online and in class following the course standard NETS-S 5. Participation is interdependent with preparation for each course meeting and section, which involves reading (taking notes via Diigo), writing (Tweeting, posting to discussions, note-taking, questioning, defining, mapping, framing, summarizing, journaling, blogging and commenting on blogs, podcasting, exposition, etc.), organizing (using Evernote, Mindmapping etc.), reflecting (rethinking, reincorporating, remapping, analyzing, synthesizing, etc.), and speaking (in course sessions, corresponding with peers in forums, blogs and chat, etc.).
Participation Low------------Avg------------High |
Appropriately and accurately articulates key constructs and themes in readings, networked tools while following Nets-S 5 1---------------3---------------5 Reveals an attempt to synthesize knowledge of media and technology in education (readings, networked tools.) while following Nets-S 5 1---------------5.5--------------10 Advances collective knowledge and consciousness by engaging with authors, peers, instructors in the course following Nets-S 5 1---------------3---------------5 Total: xx / 20 |
The SDP is the heart of the course and asks the student to find a topic, ask deep questions to guide research and provide answers to significant problems for a wide audience. The SDP is not a "report" on what you are interested in only, rather the project process give space for you to make a meaningful contribution to the world via learning networks. The SDP approach is dynamic in that the final product of your research can be in multi-media forms or traditional academic writing.
Networked Learning Project Low------------Avg------------High |
Clarity of Communication Using Project Foundry 1---------------7.5---------------15 Depth, Comprehensiveness & Substance of Project 1---------------7.5--------------15 Growth 1---------------10---------------20 Total: xx / 50 |
One of the key goals of the course is to have students participate in networked learning environments and critically, and continually, reflect upon those experiences. In practice, this means students utilize a number of social tools (e.g., blogs, social bookmarking, and Twitter), read widely from a number of traditional (e.g., texts, academic journals, OCW) and non-traditional sources (e.g., blogs, social bookmarks, Twitter), and connect with other young people who are already 'connected' and using Web 2.0 for learning.
The You will develop a PLE in this course that highlights your emerging and enduring understanding of personal learning through designing a system that works for blending your learning in face to face and online settings. You will also develop a PLN the does the same for participatory research using a wide variety of social media. As your PLE and PLN develop you will start to utilize the internet in new ways. The PLE and PLN are methods to help you research, evaluate and participate in your project process and daily learning adventures this term (and we hope well past this course). The PLE and PLN you create will support a major Networked Project you will undertake based on your informed research interests.
Participants in this course will create and use a blog as learning journal and personal website to describe and reflect upon experiences in the course. This blog will also act as an important communication tool between you, your classmates, Mr.S, and the wider educational community. At the very minimum, your blog should how evidence of:
* weekly, scholarly reflections/responses of course activities, readings/multimedia, and presentations;
* frequent reading and analysis of key articles, media, and/or blog posts from other edu-bloggers;
* interaction with other community members through commenting, and descriptions of interactions;
* sharing and review of discovered resources and/or tools; and,
* thoughtful, critical reflection of the use of technology (through ongoing experimentation).
It is also important that a blog has unique elements that distinguishes it from paper and other non-digital media. Students should foster the appropriate use of hyperlinks, video & audio embeds, information pages, and other devices in this space.
PLN Low------------Avg------------High |
Part 1 1----------------3---------------5 Part 2 1---------------3--------------5 Part 3 1---------------3--------------5 Part 4 1----------------3---------------5 Total: xx / 20 |