Here are two courses I have worked on this past 6 months. One is a basic technology course all education schools offer on things like video editing, web pages, and other technologies. The only difference is that my particular class was actually for non-education majors. I used this wiki for the course last semester, which has some links to resources and tutorials. Unfortunately all the videos and websites that the students created have since been deleted from the school servers. During the semester I tried to show the students free alternatives to iMovie, Photoshop, and the other tools traditionally used in the course, so that they could actually try them out on their own computers at home without having to spend hundreds of dollars. On the first day we all burned a copy of software for starving students and on the last day we all ran live Ubuntu CDs on the macs to explore how to do the same things in Linux.
The second course is a project-based online course on advanced instructional design. The students have already learned about traditional (ISD) and face to face approaches to instruction, so this semester they are learning about constructivist techniques for instruction and designing their own online instructional activities in moodle. I can’t share the whole course yet as many of the readings are copyrighted, but I hope to share a link or a zip of the moodle course later this semester. I already posted the resources we looked at in the 2nd week about the nature of learning and understanding in an earlier blog post. This class has a very diverse group of over 40 students, ranging from K-12 teachers to librarians to college professors to professional designers. It’s made for some great weekly discussions, which have really been the best part of the class. They are just beginning to work on their own moodle courses, and so far the moodle software has held up perfectly. In the meantime, here is the syllabus.
It looks like next semester I’ll get to teach a course on the foundations of educational technology as well as a special topics course which I may use to introduce more students to computing and programming for the purposes of developing educational software. See also the aforementioned article Programming: The New Literacy and Mark Guzdial’s Introduction to Media Computation courses, which have been much more successful at attracting and retaining students, especially women, than traditional programming courses.