Welcome to EDF 6215: Learning Principles for Educators. The information contained on this page is offered as a course overview to help prepare you for the coming semester. After reading the entire file, I hope that you will feel free to contact me with questions.
The course home-page serves as a syllabus and contains an overview of the course. It may be beneficial, if you have not already reviewed that page, to return to the home-page and take a look around. Go ahead- I'll wait.
In the past, I have taught this course with at least 2 face-to-face meetings. This semester the course will be taught entirely on-line, which presents some new challenges. The most important of these is communication. I have worked hard to provide enough information to respond to many of your questions before they are asked. I also have interspersed this site with questions and answers from former students that will fill in some gaps. However, the course continues to change and evolve, which means that I may not have addressed your specific question. Please ask, and I will attempt to respond as quickly as possible.
Now- on to the course. Essentially, the course consists of a series of modules that you will need to work through. In addition, there are 4 major types of assignments to be completed. Let's start with the modules, then move on to the assignments.
Modules: The course consists of 9 modules (a number subject to change), each centered around a specific topic related to learning. The modules are designed to be similar in their format, so that you will know what to expect from every module after you have completed the first. Each module will contain a list of learning objectives provided as an advanced organizer. When the module is complete, review the objectives, if you have not met one of the objectives, then you will need to review some portion of the material. Most modules will also contain a series of pages that represent a "mini-lecture" I have constructed on the topic. Some people have found it helpful to review this lecture prior to reading, others after reading the book. You know your learning style- approach the material in whatever manner you believe will be most beneficial for you. Following the mini-lecture, there is usually a section for practice. In some cases the practice section includes an on-line multiple-choice test. These responses are not recorded and are supplied entirely to provide you with an opportunity for self-assessment.
Assignments: There are essentially 4 types of assignments to be completed in this course: lesson plans, lesson plan critieus, discussion postings, and a research paper. Click on each assignment type, and you will go to an instruction page. THe assignments are largely new this semester, so samples are not available. Please note that the due date of assignments is on the course home-page. At points throughout the semester you will be required to post to the class webboard. If you have additional questions, want to discuss additional themes, or just need to express some level of disquiet, feel free to do so. The WebBoard is a student area for discussion, and need not limit itself to questions or topics I post. Past experience suggests that the single largest concern students have about completing a course on-line is the lack of interaction with others. Utilize the WebBoard as a tool to help maintain this contact.
Much of our communication will be done via e-mail. I will use a University-based distribution list frequently to send out notices. Therefore, you will need to take responsibility to check your University e-mail regularly, or to request that the postmaster forward your mail to another site. Student Services has set up a web page that will allow students to manage all aspects of their E-Mail account on their own. Students need their PIN number (the same they use to register) and then can activate or update their forwarding information on-line. Students can link to the correct web site from the School of Education Homepage, or they can go to the Student Services web site and link from there. If you want to check out what is there, the direct link is: http://condor.fgcu.edu/eagle/index.html . I would like to encourage you to periodically check your University e-mail, especially in the days immediately following your forwarding request to ensure that mail is being correctly fowarded.
In spite of all the technology available, such fancy gizmos are not always the best way to communicate. Feel free to call me (590-7792) at any time to talk. E-mail is efficient, but lacking in personal contact. A phone call can really help everyone understand that there are humans on both sides of this computer. Alternatively, stop in to BHG 124 and see me. I will generally be available in the afternoons. I would suggest an appointment to ensure I am available when you plan on making a trip.
Now, having gotten an introduction out of the way- I need some information from you. I will set up a course mail-page. This will be a fast way to link to the e-mail address of every student. I would also like to include links to personal home-pages for those students who have created one. Please send me an e-mail stating that you are a student in this course, provide me with your preferred e-mail (this will be on the mail-page but will not be a part of the distribution list so you still need University e-mail) and if you have a personal webpage, please provide the URL.
I look forward to the coming semester, and look forward to the opportunity to meet face-to-face.
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