Monday, April 27, 2015

Enroll Now! Instructional Design for E-Learning - Last Call for May 2015

EDUC 763 Instructional Design for E-Learning

http://www.uwstout.edu/soe/profdev/instructonline.cfm

Last Call for May 2015

Online Course 3 semester hours graduate credit
Instructor: Dr. Susan Manning*

May 4 - June 26, 2015


Learn how to create online courses that work efficiently. By understanding how people learn and how to design the experience conceptually and aesthetically, you can shape an effective and engaging learning experience. The course also addresses blended learning environments, synchronous and asynchronous concerns, the use of a variety of media such as video and audio along with accessibility concerns, and effective evaluation of online course design.
This course focuses on instructor-led and facilitated methods more than self-paced/ computer-based training.
This course is an approved elective in the Master of Science in Education online degree program and is one of the required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching.
(Don't miss a chance to learn with Susan Manning, a nationally recognized online instructor.)

Enroll Now: E-Learning for Educators Last Call for May 2015


Last Call Enroll Now for May 2015

(Blended Teaching and Online Training)


EDUC 760 E-learning for Educators 
EDUC 760 960 May 4 - June 26, 2015 Instructor: Sara Turansky
(Blended Teaching and Online Training)
Online Course 3 semester hours graduate credit

Learn how to add an online component to enhance traditional face-to-face instruction/training with blended learning or convert a course or workshop for online delivery. Create discussion forums, online surveys, quizzes and e-portfolios. Learn how to support new online learners with strategies that increase learner interaction and engagement.

Check out our Syllabus

Thursday, April 9, 2015

Cloud Based Collaboration Tool + Great Summer Online Classes from UW-Stout

In This Issue

Top 5 Cloud-based Collaboration Tools
Tech Tip: Quick Tips to Organize Dropbox for a Paperless Classroom
Featured Certificate Programs: Instructional Design and Reading
Popular Summer Online Courses
Editor: Karen Franker
This e-newsletter is brought to you by University of Wisconsin-Stout School of Education. If you do not wish to receive future issues, please see instructions to manage preferences at the bottom of this message.

Cloud-Based Collaboration Tools

Compare the features of free cloud-based tools to facilitate learner collaboration or projects with your peers. Discover tips for successfully managing shared files in a paperless office or classroom.
OneDrive, Dropbox, Google Drive, and Box: Which Cloud Storage Service is Right for You?
Sarah Mitroff compares the strengths and weaknesses of four popular cloud storage services including file size restrictions and free storage limits.

Collaborating with Office 365: OneDrive
Pip Cleaves describes how to create, upload, sync and share Word, Excel, OneNote and PowerPoint documents within OneDrive.

Using Evernote in the Classroom (Video 5:29 minutes)
Kyle Snowdon shares his strategies to foster learner collaboration with Evernote in the higher ed classroom.

Delivering Peer Feedback with Google Forms
Alice Keeler describes her system for using a rubric to simplify and manage peer-to-peer feedback in Google Forms.

8 Ed Tech Hacks: A Cheat Sheet for Interactive Classroom Collaboration
Kelly Walsh describes eight free online tools for “on the fly” learner collaboration including: Padlet, Twiddla, and Socrative.

5 More Cool Tools to Take Collaboration to a New Level
Alan John describes creative and fun Web tools such as ThinkBinder, Flowboard, Podio, DebateGraph, Dweeber to facilitate online study groups and other collaborative work.

Featured Certificate Programs

Register soon to reserve a spot to begin May 2015 and complete the certificate in 8 months. (8-week courses)

  • EDUC 765 May 4 - June 26, 2015

  • EDUC 766 June 29 - August 21, 2015
  • EDUC 767 August 24 - October 16, 2015
  • EDUC 768 October 19 - December 11, 2015
"I feel like a sweepstakes winner after completing this certificate. I received not only a promotion, a bump in pay, and I've been tasked to change our Computer Education group into an instructional design group that creates training sessions for staff, faculty and graduate learners. I would not have been able to achieve this without the four courses in this certificate program." ~ Keith Thompson, Taunton, MA

Reading Teacher Certification
http://www.uwstout.edu/soe/profdev/readingcert.cfm
Start in June and enroll in one course per term to complete the certification in six semesters (two years).
I know the rigor of the UW- Stout program was key to my success in being offered a reading specialist and literacy coaching position with the DeForest Area School District. The interview team was clearly impressed when I presented items from my eportfolio. I feel well prepared to take on this new and exciting challenge.” ~ Kathy Williams, DeForest, WI
USDLA Quality Standards Certification

Check out the Popular Summer Online Courses

Meet the instructors, view the descriptions and reserve your spot now!
Register today to reserve a spot. No payment is due now. Tuition for summer courses is due in mid-July.
Meet your professional development goals for continuing education, license renewal or advanced certification. Don’t delay!

Tech Tip:
Quick Tips to Organize Dropbox for a Paperless Classroom

Vicki Davis demonstrates some excellent quick tips to manage and share work in Dropbox. (Video 9:54 minutes)
ONLINE PROFESSIONAL DEVELOPMENT 

Monday, March 23, 2015

Graduate Online Course: The Maker Culture

Teaching for Creativity and Innovation: The Maker Culture

Online Course 3 semester hours graduate credit
Instructor: Shannon Mersand
Tuition and Registration
Fall: EDUC 660 900 September 28 - November 20, 2015

What You Will Learn

How can you support the learning by doing maker movement in your classroom or school library media center?
Description: Learn evidence-based instructional strategies that support building models, prototypes, inventions and innovations and encourage creative problem solving and team collaboration across a wide range of subject matters and all grade levels. Applications of learning theory and assessment strategies will be employed to create K-12 interdisciplinary inquiry-based maker experiences.

Who should enroll?

Designed for PreK-12 educators, school library media specialists, classroom teachers, STEM educators, and educational technology teachers who want to create “making” environments in traditional classrooms and school library/media centers and focus on teaching K-12 students the basics of design through hands-on, learning by doing. The course will be designed for participants to collaborate and co-create knowledge with opportunities to design a making experience. 
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Textbook

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. ISBN: 978-0989151108
Additional web-based readings, virtual field trips, and videos will be available within the course.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of K-12 interdisciplinary maker movement characteristics and differentiate between emerging “maker,” “digital fabrication,” hacker spaces, entrepreneurial spaces, and collaborative learning spaces.
  2. Research and distinguish between hands-on, inquiry-based learning and traditional K-12 instructional design and teaching strategies.
  3. Examine the relationship between inquiry-based maker experiences and academic disciplines.
  4. Analyze and identify opportunities, barriers, options and alternatives to incorporate the maker mindset for learning by establishing a process-driven curriculum based on student interest that is adaptable to a variety of grade levels.
  5. Evaluate examples of maker projects that are integrated with curriculum across grade levels and disciplines and designed for a diverse group of K-12 learners.
  6. Evaluate and select materials and technologies with the maximum learning impact to encourage interdisciplinary creative problem-solving when designing functional prototype projects.
  7. Examine the roles of the teacher and school media specialist as collaborators and leaders in the school-based maker movement.
  8. Utilize online social platforms that assist learners in finding, joining, and interacting with their own personal learning communities including other students and professionals, both within and outside of their school.
  9. Select, utilize, and apply appropriate tools and materials such as technology, photography, multimedia or non-digital tools and create a makerspace experience.
  10. Analyze and demonstrate appropriate teaching behaviors that support student reflection about an open-ended process, failure as part of the process, resourcefulness, and sharing work with others.
  11. Apply learning theories that support making principles when designing learning activities.
  12. Align instructional goals with flexible and customizable curricula and differentiate the appropriate and inappropriate use of assessment of inquiry-based learning projects.
  13. Synthesize the principles of learning by making with teaching strategies, instructional technology, and effective authentic, ongoing and continuous feedback and summative assessments.

Alignment with Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI)  3, 4, 7, 9
National Board for Professional Teaching Standard 3 and 4
Next Generation Science Standards
Common Core State Standards for English and Math
International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) 2 - Design and Develop Digital-Age Learning Experiences and Assessments
No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component. All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Thursday, February 19, 2015

E-Learning at UW-Stout: Final Call for March Online Courses

In This Issue

Ed Tech Trends in 2015
Tech Tip: Top Four Tools for Taking Screenshots



March Online Courses with Openings 
E-Learning for Educators
Assessment in E-Learning
Collaborative Communities in E-Learning
Using Games for Learning and Assessment
Editor: Karen Franker
This e-newsletter is brought to you by University of Wisconsin-Stout School of Education. If you do not wish to receive future issues, please see instructions to manage preferences at the bottom of this message.

Top Ed Tech Trends to Watch in 2015


Explore education technology experts' predictions about the most significant new directions for technology in 2015.
What’s Hot and What’s Not in Ed Tech for 2015

Greg Thompson describes five tech leaders’ opinions on “trending up” and “trending down” technologies, such as bring your own device (up) and learning management systems (down).

The Top 10 Trends That Will Affect Learning in 2015

Kathleen McClaskey and Barbara Bray describe ten learning trends with implications for technology planning including: assessment as learning and competency-based systems.

9 Ed Tech Trends to Watch in 2015

Rhea Kelly reports on five IT leaders’ predictions: learning spaces, badges, gamification, and six more.

NMC Horizon Report 2015 Higher Education Edition

The New Media Consortium’s latest report lists six key trends, six significant challenges, and six important developments in educational technology including: data-driven learning/assessment, students as creators, and agile approaches to change.

5 Top Trends in Education Technology 2015

Aaron Skonnard focuses on five trends: online corporate learning, skills measurement/ assessment, emergence of alternative learning styles, online competency-based training, and flipped learning technology.

Featured Courses

EDUC 760 931 E-learning for Educators
March 2 - April 24, 2015

Instructor: Sara Turansky

Add an online component to enhance face-to-face instruction/training with blended learning or begin converting a course or workshop for online delivery. Create discussion forums, online surveys, quizzes and e-portfolios. Learn how to support online learners with strategies that increase learner interaction and engagement.

EDUC 762 931 Assessment in E-learning

March 2 - April 24, 2015
Instructor: Jim Erbe

"I found this class to be immensely gratifying, and my mind is full with new ideas, new concepts and new ways to assess students that I either shrugged off as ‘it will never work’ or simply didn't think to consider."
~ Kristina Vines, Technical College Instructor/Program Chairperson Surgical Technology

EDUC 761 930 Collaborative Communities in E-learning - Online Facilitation Skills

March 2 - April 24, 2015
Instructor: Dr. Kay Lehmann

“The time management techniques and resources shared related to prepping, first week activities and what to do during and after your online course ends were pure gold!”

~Jennette Kane, Technology Integration Supervisor, Pepper Pike, Ohio


EDUC 646 Using Games for Learning and Assessment 
March 30 - April 24, 2015 

Instructor: Dr. Susan Manning

"The games course took instructional design to a whole new level by the use of learning tools that truly engage the learners.
"
~ Joni Burgin Ed.D., Superintendent, Grantsburg School District
USDLA Quality Standards Certification

Final Call for March Online Courses

Meet your professional development goals for continuing education, license renewal or advanced certification.

Plan ahead, and check out the Dates for Summer Online Courses

Tech Tip:
Top 4 Tools for Taking Screenshots

Sunday, February 8, 2015

E-Learning Facilitation! LAST call for Spring 2015



EDUC 761 Creating Collaborative Communities in E-Learning
Register Now!

This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.

Course activities include hands-on practice using asynchronous communication technologies.

You will actively:

  • facilitate, 
  • explore questioning skills, 
  • engage in conflict resolution, 
  • practice netiquette, 
  • experience problem solving scenarios, 
  • participate in simulations, 
  • and collaborate in online discussions. 

You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.

Don't miss this chance! Register Today!

EDUC 761 Creating Collaborative Communities in E-Learning
3 graduate credits
Totally online - no travel to campus required

No extra fees or surcharges for out of state or international participants.

This course is part of the University of Wisconsin-Stout Graduate Certificate in E-Learning and Online Teaching.

Instructor: Dr. Kay Lehmann 

Tuesday, January 20, 2015

Rubrics to Assess Collaboration and Teamwork ~ UW-Stout

In This Issue

List of January, February, and March Online Courses with Openings
Rubrics to Assess Collaboration and Teamwork
Tech Tip: Shortcut Tool for Creative Commons Image Attribution
Featured Course: EDUC 762 Assessment in E-Learning
(Re-Published here courtesy of Editor: Karen Franker)
This e-newsletter is brought to you by University of Wisconsin-Stout School of Education. 

Rubrics for Collaboration and Discussions


Consider the benefits of rubrics to streamline grading and clarify expectations for discussions and collaborative group work and explore samples of successful rubrics created by educators.
How to Use a Rubric without Stifling Creativity
Grant Wiggins asserts that rubrics do not squelch originality if accompanied by a variety of model examples, and if fresh ideas are explicitly encouraged and valued. 
Your Rubric is a Hot Mess; Here’s How to Fix It
Jennifer Gonzalez describes the use of a simple single-point rubric to highlight targeted student behavior and to provide detailed feedback on performance. 
Cultural Sensitivity Needed in Online Discussion Rubric Language
Debra Ferdinand explains how subtle wording changes in rubric descriptors can mitigate differences in intercultural communication styles and create a more inclusive class climate.
Development, Implementation, and Evaluation of a Grading Rubric for Online Discussions (PDF)
Ann Solan and Nikolaos Linardopoulos present their findings about developing, implementing, and gathering student perceptions of an online discussion rubric that considers quantity, quality, timeliness, and communication proficiency.
Rubric Examples 
Teamwork Rubric (PDF)
The staff at Stephen F. Austin University provide a modified five-point rubric adapted from the AACU Teamwork Value Rubric.
Middle School/High School Collaboration Rubric
Karen Franker’s rubric contains six criteria for assessing secondary school student collaboration projects including: dependability, research, listening, and questioning.
Upper Elementary Teamwork Rubric
Karen Franker's rubric includes six defined criteria for assessing team and individual responsibility including: focus on the task, work habits, and problem-solving.
Discussion Board Rubric
This sample rubric from the Rutgers University School of Communication and Information includes categories such as: connection to course materials, contribution to learning community, and writing quality. 
Discussion Participation Rubric (PDF)
Kelvin Thompson’s rubric includes criteria such as: responsiveness, application, timeliness, and adherence to protocols. 
Blended Learning Discussion Rubric (PDF)
The staff at Simmons College shares a selection of four discussion rubric models to consider for blended classrooms. 
Online Discussion Rubric
Joan Vandervelde’s discussion rubric assesses the ability to critically analyze, actively participate, respectfully interact, and clearly communicate.

Featured Courses




EDUC 762 931 March 2 - April 24, 2015 Instructor: Jim Erbe
EDUC 762 960 June 29 - August 21, 2015 Instructor: Datta Kaur Khalsa

  • Design robust online assessments
  • Learn strategies to minimize plagiarism
  • Develop concise rubrics for evaluating achievement of learning objectives
  • Discover timesaving voice and video grading options
  • Use blogs, wikis, surveys, and e-portfolios to assess individual and group activities
"I found this class to be immensely gratifying, and I can honestly say that my mind is full with new ideas, new concepts and new ways to assess students that I either shrugged off as ‘it will never work’ or simply didn't think to consider.”
 ~ Kristina Vines, Technical College Instructor/Program Chairperson Surgical Technology

Sunday, January 18, 2015

The Feedback Loop that just keeps giving and giving...

I love hearing from former students.  Sometimes the context is email, sometimes it comes via social networks. I always think of this kind of interaction as the tip of the iceberg. I have taught thousands of online students, it is so deeply satisfying to hear from them over time.

Here's a snapshot of one connection with Jen Hegna:


Thank you Jen! Teaching teachers to teach teachers is a gratifying experience.

Tuesday, January 6, 2015

Teaching and Assessing Writing with the 6-Traits: Online Class Open Now

Content Area Reading logo


EDUC 653 Middle School through Adult 6-Traits Writing Instruction
3 credits
Course Author: Dennis O'Connor
NCATE logo
Renee Williams
Instructor:Renee Williams
Telephone: 971-4504572474
E-mail:williamsr@uwstout.edu
Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.


Course Description

Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.
This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.
The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.
You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.
While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.

Free e-Textbook

Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and      Literature (6th Edition). Pearson. ISBN: 978-0132944106
Additional reading materials will be included as e-mail mini lectures or references on the WWW.
When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.
You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.
e-Textbook Tutorialhttp://www.uwstout.edu/textbooks/upload/engage-help.pdf

University Email

Checking your university email daily is recommended.
Mobile Phone Access to Your EmailYou may configure your mobile device to receive your university email automatically. Directions are provided at:http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262
Click on the appropriate link for directions that match your device.
If you need assistance, please call 715-232-5000.

Objectives

  1. Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.
  2. Analyze writing samples based on the critical attributes of each trait.
  3. Apply a variety of composing and revision techniques used in the writing process.
  4. Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).
  5. Utilize online databases to practice analytical scoring for each of the 6-traits.
  6. Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.
  7. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.
  8. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.
  9. Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.
  10. Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.
  11. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.
  12. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.

Assignment Due Dates

Review the Course Calendar.  A link is available on each course content page.

Instructor-Student Communication

The primary methods for communicating with students with be via...
  • Course NewsUpdates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.
  • DiscussionCheck the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.
  • Your UW-Stout Email Account
    Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.
Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.
The World Clock - Time Zones

Evaluation

Your final grade will be based on:
40% - Satisfactory completion of module activities20% - Final Project
20% - Online Discussion (postings to Discussion Forum)
20% - Self-reflection
Your projects will be evaluated using standards listed on the module rubrics or checklists.
A -- Exceeds the standardB -- Proficient demonstration of the standard
I -- Incomplete demonstration of the standard (Work must be resubmitted.)
Discussion Board Etiquette (Please Read!)
Evaluation of your Discussion Forum participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the Discussion Forum.
Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings.
Proficient indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions
Partially Proficient Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.
Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.
Discussion Rubric
Reflections will be evaluated for clarity and your understanding of the readings and activities.
Any time that you want to ask about your progress, send an email directly to your facilitator.

Grading Scale

A100-94
A-93-91
B+90-88
B87-84
B-83-81
C+80-78
C77-74
F73 or below
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.

Course Outline

  1. Getting Started With TraitsIntroductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait
  2. Trait: Voice
    Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide
  3. Trait: Ideas and Content
    Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas
  4. Trait: Organization
    Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide
  5. Trait: Word Choice
    Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide
  6. Trait: Sentence Fluency
    Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency
  7. Trait: Conventions
    Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric
  8. Practical Applications of the 6-Traits in Writing Across the Curriculum
    Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas
  9. The Assessment RoundtableBringing It All Together
    Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom

Participation and Collaboration

Participants will:
  • Exchange posts with their colleagues and participate in discussions using a Discussion Forum
  • Review and discuss online and text based reading materials
  • Use online examples to practice score each trait
  • Score demonstration papers using the rubric and discuss assessment rationale
  • Develop and score an original student sample for all traits.
You will be able to customize activities to your specific teaching responsibilities and needs.
Citations
No more that 10% of a discussion posting or paper may be directly quoted.
Tips for documenting direct quotes in a discussion posting or paper:http://owl.english.purdue.edu/owl/resource/560/02/
See: "short quotations" and "long quotations" and "summary or paraphrase."

Late Work

Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.
Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.
Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.
Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.
Please contact the instructor if you have any questions about the late policy.

Accommodations

If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.

Accessibility

UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:http://www.uwstout.edu/services/disability/contact.cfm

Academic Dishonesty

"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:
  • Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.
  • Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.
  • Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.
  • Assisting — The facilitation or assistance in academic dishonesty.
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â

Technology Requirements and Assistance

Complete the system checkup on this website  –https://uwstout.courses.wisconsin.edu/ – by clicking on the link that says:Check your system.
For help with your university email account, password, and login process:http://helpdesk.uwstout.edu
Madison Help DeskIf you have any questions about these preferences, please call the Madison Help Desk at one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week.
  • 1-888-435-7589 select option 3

    or
  • 1-608-264-4357 select option 3

Problems with Email

Ask5000 Help Desk
Call 715-232-5000 for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades.

Library Services

To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.


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Last Updated: Friday, September 26, 2014
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