EDU 609 Week 2 Assignment Online Course Syllabus

Online Course Syllabus [CLOs: 1 & 4]. Due by Day 7. In this assignment, you will create a course syllabus that will accompany the course you began planning in Week One.
Read the following materials:
• How to Improve Your Teaching With the Course Syllabus
• The Purpose of a Syllabus
Create a Course Syllabus
As you create your course syllabus, keep in mind the purpose of a syllabus, as well as the major roles that Parkes & Harris (2002) present. You want your syllabus to reflect these. The Quality Online Learning and Teaching (QOLT) Evaluation Instrument document (available in the online classroom) contains explanations of each item and can be used as a worksheet as you develop your own syllabus
Download and review the instrument and each of the objectives outlined in the nine sections as described below:
• Course Overview and Introduction (8 objectives)
• Assessment and Evaluation of Student Learning (6 objectives)
• Instructional Materials and Resources Utilized (6 objectives)
• Students Interaction and Community (7 objectives)
• Facilitation and Instruction (8 objectives)
• Technology for Teaching and Learning (5 objectives)
• Learner Support and Resources (4 objectives)
• Accessibility and Universal Design (7 objectives)
• Course Summary and Wrap up (3 objectives)
Refer to each item as you are developing your own syllabus.
In the previous courses you’ve taken as part of the Online Education Specialization, you practiced creating various course elements that might be located in a syllabus where you can utilize what you’ve created. If the course you are creating is unrelated to any of your past work, don’t worry. Your course syllabus should reflect the course you’re creating here in EDU609.
In a Word document, create a course syllabus that includes the following:
• Course Description (developed in EDU600, if using that material)
• Course Materials (developed in EDU600, if using that material)
• Course Objectives (You wrote these last week; in addition, you wrote objectives in EDU602, if using that material.)
• Course Expectations (developed in EDU601, if using that material)
• Code of Ethics
• Technical Requirements (developed in EDU600, if using that material)
• Support services and resources available to support students in achieving their educational goals
• Accessibility information and policies related to the online course environment
• Late Work Policy (You completed this last week.)
• Grading Scale (You completed this last week.)
Create a Course Shell Using CourseSites
Remember the CourseSite course you’ve been working in throughout the Online Educator Specialization? This week you are going to create a new course within CourseSites.
• Sign into your CourseSites account and create a new course. Give your course a name that reflects the course you started planning last week.
• Enter your course and make sure the “Edit mode” is on. Next, click the Customize Page link and select a theme to apply to your course. You may also rearrange the elements on your home page to create a layout that you feel would be suitable for your course
While in edit mode and on the Homepage, add a “Content Area” and label it “Course Syllabus.” To review how this is done, view the “Modifying the Course Menu” video within the “Getting Started with CourseSites” training under “Build.”
• You will see a Course Syllabus link appear in the main menu along the left. While on that page, click “Build Content” and select “File.” Browse to find your Course Syllabus document, upload the file, and click “Submit.”
• Finally, move the Course Syllabus page so that it is under the Home page along the left in the main menu.
• Using the same process you used to create your Course Syllabus page, create a learning module. While in the edit mode and on the Home page, add a “Content Area” and label it “Module 1.” Repeat the process for “Module 2.”
• Make sure that the two module pages are moved under the Course Syllabus page along the left in the main menu.
• At this point, you should have a course with a page label Course Syllabus with your syllabus uploaded, a Module 1 page with nothing in it, and a Module 2 page with nothing in it.
Add Your Instructor to the Course and Submit Your Assignment
Before submitting this assignment, you will need to add your Instructor as a student to your course so that they are able to access the course. To add your Instructor (or any user) go into your course and under Control Panel click on “Users and Groups.” Then click on “Users.” Next, click on the “Invite” drop down and select “Users.” Finally, enter you instructor’s email address and send them the invite. To review how this is done, view the “Create of Invite Students” area within the “Getting Started with CourseSites” training under “Facilitate.”
Save and Submit Your Assignment. When you have completed your assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor via the classroom Assignment Basket or Waypoint

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Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

EDU 609 Week 2 Assignment Online Course Syllabus