DECADES
PROJECT​
SYLLABUS
Instructor
Kristi Kosina
Instructional Designer
Location: Corpus Christi, Texas
Email: klkosina@gmail.com
Phone: (361) 698-2425
Office Hours: Mondays and Tuesdays 9 a.m. - 1 p.m. You are welcome to make an appointment by email if you need assistance at other times.
Hello and thank you for taking this supplemental course! My preferred contact method is by email. You may send an email to my Gmail account if you have any questions, comments, or concerns about the course. If you need to call the phone number above, please leave a message for Mr. Brian Sellers who is the teacher there who is working with me on this supplemental course. Please click on the icons here to access my social media accounts that have more information about me and my work. I look forward to working with you on this course!
Syllabus Outline
Please click on a syllabus section link here to find more information on that particular part of the course.
Course Information
Course Overview
This electronic course will benefit students who are working on Mr. Sellers' Decades Project. The Decades Project requires students to choose a decade in the 1900s, explore various themes that capture the essence of that decade, and present their findings to the class. This website will include four lessons on skills needed to do well on Mr. Sellers' project. Students will develop collaboration skills, online research skills, technological skills, and presentational skills. Each module will consist of a brief multimedia video lesson, readings, an assignment that will directly or indirectly help you with the Decade's Project, a Discussion Question, and an assessment to check your skills.
Prerequisite Knowledge
This course has a strong emphasis on computer literacy. Students are expected to have basic computer and technology skills that were mastered from a Business Computer Information Management course previously taken.
Upon Completion of This E-Learning Course:
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You will demonstrate the ability to collaborate with classmates on a project.
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You will demonstrate the ability to research and cite credible sources.
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You will demonstrate effective technological capabilities through your research and presentation aids.
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You will demonstrate the ability to effectively present your research findings and presentation aids to the class.
Anticipated Workload: 60-120 minutes per lesson.
Required Materials
The following are the required readings and videos. Each of these required materials is freely available online. Please read and watch each of these links to gain a fuller understanding of this instructional unit.
Readings
Lesson 1: How to Improve Collaboration Skills.
"Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation." MindTools. Web. 14 Feb. 2016. <https://www.mindtools.com/pages/article/newLDR_86.htm>.
"Resolving Team Conflict: Building Stronger Teams by Facing Your Differences." MindTools. Web. 14 Feb. 2016. <https://www.mindtools.com/pages/article/newTMM_79.htm>.
Turner, Paige. "Team Communication Methods." EHow. Demand Media. Web. 14 Feb. 2016. <http://www.ehow.com/info_8465956_team-communication-methods.html>.
Sinsky, Christine. "Conducting Effective Team Meetings." STEPSforward.org. Web. 14 Feb. 2016. <https://www.stepsforward.org/modules/conducting-effective-team-meetings>.
Lesson 2: How to Improve Online Research Skills.
"Choose the Best Search for Your Information Need." NoodleTools. Web. 23 Feb. 2016. <http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html>.
Hudson, Hannah Trierweiler. "The 6 Online Research Skills Your Students Need | Scholastic.com." Scholastic Teachers. Web. 23 Feb. 2016. <http://www.scholastic.com/teachers/article/6-online-research-skills-your-students-need>.
O'Hanlon, Leslie Harris. "Teaching Students Better Online Research Skills." Education Week. 20 May 2013. Web. 23 Feb. 2016. <http://www.edweek.org/ew/articles/2013/05/22/32el-studentresearch.h32.html>.
Russell, Tony, Alan Brizee, Elizabeth Angeli, Russell Keck, Joshua M. Paiz, Michelle Campbell, Rodrigo Rodriguez-Fuentes, and Daniel P. Kenzie. "MLA Formatting and Style Guide." Purdue OWL. 2014 Oct. 10. Web. 23 Feb. 2016. <https://owl.english.purdue.edu/owl/resource/747/01/>.
Lesson 3: How to Improve Technological Skills.
"22 Alternatives to YouTube." Educational Technology and Mobile Learning. Web. 09 Mar. 2016. <http://www.educatorstechnology.com/2012/12/22-alternatives-to-youtube.html>.
Croxton, Justin. "27 Presentation Software & Powerpoint Alternatives For 2015." CustomShow. 08 Jan. 2015. Web. 09 Mar. 2016. <http://www.customshow.com/best-powerpoint-alternatives-presentation-programs/>.
"How to Make a Skit." WikiHow. Web. 09 Mar. 2016. <http://www.wikihow.com/Make-a-Skit>.
Nakodari, Ghaus Iftikhar. "30 Free Music Search Engines That Will Rock Your World." AddictiveTips. 17 Nov. 2008. Web. 09 Mar. 2016. <http://www.addictivetips.com/internet-tips/30-free-music-search-engines-that-will-rock-your-world/>.
Lesson 4: How to Improve Presentational Skills.
Eggleston, Steve. "Key Steps to an Effective Presentation." Stephen Eggleston. 2013. Web. 25 Mar. 2016. <http://seggleston.com/1/writing-and-communications/key-steps>.
"Preparing a Multimedia Presentation." Senior High School. Web. 25 Mar. 2016. <http://www.basdk12.org/Page/7288>.
"Presentation Tips." Disabilities, Opportunities, Internetworking, and Technology. Web. 25 Mar. 2016. <http://www.washington.edu/doit/presentation-tips-0>.
"Select Appropriate Media." Archive of Learning Design Instructional Guides. Web. 25 Mar. 2016. <http://archive.tlt.psu.edu/learningdesign/multimedia/selectmedia.html>.
Supplemental Materials
Where available, optional readings and videos are linked to the lesson page under the required readings or are provided on assignment pages of each lesson under Helpful Hints as green rounded buttons. These are used for supplemental purposes to aid the learning process and to help students progress through assignments and projects if needed. Many of the concepts mentioned in these materials can be found in the required materials above. The Check Your Skills quizzes will only test from the required readings and lesson multimedia presentations.
Computer/Technical Requirements
Students who take this module will need access to a laptop, desktop computer, or mobile device with internet access. Students will also need an email account, a Facebook account, and a Google account to complete course requirements. The content of this lesson was created on a PC with internet access, Google Chrome for PC version 40, Adobe Flash Player 16, and Java 8 Update 31. So computers with these specifications will be able to access and complete this module. This module was not tested on a Mac computer, but it may still be accessible from one.
Major Course Requirements and Evaluation
Assignments
Each of the four lessons will include an activity assignment, a discussion question, and a quiz assessment to practice and assess the newly acquired information. Each assignment will include an activity that requires the student make decisions to solve real project problems. Discussion questions cover at least one lesson topic. Students will respond to the discussion question for each lesson and then respond to two students' responses. The quiz assessments will include multiple choice questions that include a feedback page for each possible answer. More detailed instructions are provided on each lesson page and corresponding activity pages.
Grading
Students will be graded on assigned discussion question participation, assignments, and quiz assessments. Discussion questions will allow students to apply the lessons' materials to current scenarios. Assignments will help the student practice newly acquired lesson concepts and consist of the heaviest weight because the students will need to create a product to fulfill each lesson's requirements. Quiz assessments will be the final task in each lesson. The total possible points for each kind of task is below. A "C" or 70 percent is considered a passing grade. All assignments will be graded a week after they are turned in.
Late Submission Policy
Since this unit is self-paced and web-based, all coursework will be graded upon completion.
Topical Outline
Course Policies
Etiquette and Netiquette
When interacting and collaborating on course activities, it is expected that students will demonstrate professionalism, which includes the following behaviors:
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Be respectful of oneself, classmates, and the instructor while in person and online.
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Show courtesy in communications, including emails, social media pages, and discussion forums.
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Do not engage in cyberbullying.
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Do not steal others' work and give credit where it is due.
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Use appropriate language and writing techniques in communications.
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Avoid using ALL CAPS because it looks like you are screaming.
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Use proper spelling and grammar.
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Use proper formatting where appropriate.
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Avoid writing a wall of text in discussion forum responses. Separate paragraphs with an extra space.
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For more information, please click on the following link and read Netiquette: Rules of Behavior on the Internet.
Discussion Forum Participation
Students will participate in the discussion forum in each lesson as part of the requirements for successfully completing this course. Use the netiquette guidelines above as you formulate your response and respond to your classmates.
Makeup and Extra Credit Work
This online course does not have makeup assignments or extra credit. Since it is a self-paced course that includes several learning activities, there are enough opportunities to pass this course even if you do not do well on a particular activity. Also, the Check Your Skills assessments can be retaken if questions are missed.
Submitting Coursework
All assignments and discussion questions responses should be completed and submitted in the required format at the required locations. Assignments should be submitted at the link for submitting assignments. Discussion posts should be completed and posted at each corresponding discussion forum thread. Check Your Skills assessments should be completed and submitted to receive credit. If you submit any coursework by email, you will not receive a grade.
Before Making Big Decisions
You are welcome to contact me before you make any major decision regarding this course. If you would like to have me look at your assignments and provide feedback, it may take a day or two before I can make a response, please plan accordingly. If you are unable to complete coursework for any reason, please let me know so we can plan on how to move forward.
Course Changes
The instructor reserves the right to make changes to the course and this syllabus throughout the semester. If changes are made, an announcement will be created notifying you of the changes.
Institutional Policies
Collegiate High School's institutional policies can be found in the CHS Student Handbook. Some of the institutional policies are summarized below.
Student Support
If students need additional assistance with coursework beyond what I or Mr. Sellers can provide, please take your questions and concerns to your Advancement Via Individual Determination (AVID) class. AVID is an advisory period for students to reflect on coursework and plans for college and future job opportunities.
Students with Disabilities
Students requesting disability accommodations or information are encouraged to contact the CHS principal, Tracie Rodriguez, and she will, in turn, contact the Office of Special Services, 188 Harvin Center, 361-698-1298. If the Office of Special Services has documented that you have any special needs, please give me that notification at the beginning of the semester.
Assistive Technologies
Please let me know at the beginning of this course if you need access to assistive technologies. I will help you find technology that can assist your learning needs. For more information, please read Assistive Technology: What It Is and How It Works.
Academic Integrity
Students are expected to have academic integrity. If any student plagiarizes, steals others' work, does the work for others, submits work previously completed for another class, or otherwise claims or gives credit without proper attribution or citations, disciplinary action will be taken. Teachers reserve the right to handle academic dishonesty disciplinary actions in-class, but repeat offenders can be put on academic probation. For this particular course, students will be given a chance to correct their work, but they will also be informed of the consequences should they continue to engage in academic dishonesty.
Abusive Behavior, Discrimination, Cyber Bullying, and Violence
Students, faculty, and staff will not engage in discrimination, cyber-bullying, violence, sexual harassment, or abusive behavior of any kind. If you suspect that classmates or staff are engaging in abusive behaviors, please inform authority figures so that appropriate action can be taken to remedy the situation. If serious allegations are made, parents will be informed.