Course Name/Number/Year:

CS 240 Digital Teaching and Learning 2016

Instructor: Sarah Poling,
MAT
Contact Information:
spoling@emmaus.edu
563-663-1598 (cell)

I.

EBC Mission Statement

Our mission as a biblical higher education community is to glorify God by
educating and equipping learners to impact the world for Christ through faithful
and effective service in their ministries, professions, and communities.

II.

Program Mission Statement

The mission of the Teacher Education Program at Emmaus Bible College is to
produce reflective teachers with a Christian worldview, who glorify God and
impact the world through their innovative yet sound and effective professional
practice and lifestyle of serving others.

III.

Course Description
The student will develop digital literacy on a personal level as well as the ability
to think critically about the use of technology/media for learning. Model digital
citizenship, 21st century learning, engaged learning, blooms taxonomy, and
other key terms will be emphasized. The student will be exposed to a wide
variety of tools/gadgets, web 2.0 technology, and resources to help teachers
continue to learn and to enhance teaching. Each student will develop a blog for
their professional portfolio. Students will be encouraged and equipped with the
tools necessary to become highly connected teachers throughout their education
program and into their future classrooms.

IV.

Course Outcomes

As a result of this course students will be able to summarize learning theories and online
tools and demonstrate their ability to use them to connect virtually to others. More
specifically, the students will be able to use media, online tools, as well as gadgets to
foster spiritual growth, model digital citizenship, and to learn new content both for
themselves as well as others they will be teaching. Since these skills require a certain
level of digital literacy, the student will have the opportunity to assess their own digital
literacy as well as the quality of available resources. In addition, students will create a
Personal Learning Network (PLN) through which they curate resources they have found or
created so that they will become a highly connected teacher. Finally, students will
effectively demonstrate their knowledge and skills of 21st Century learning by teaching
peers about tools, quality resources, and a best practice learning model.
V.

Course Textbooks/Bibliography
Online reading, viewing, listening as assigned. No purchases necessary.

VI.

Course Requirements

Read, research, and interact with the course content in the class forum.
Develop your digital literacy by reflecting on your learning, by setting
goals, reporting on progress, and self-assessment.
Earn a 21st Century Learning Badge
o Synthesize your teaching/learning philosophy (as an online poster)
o Find and use online resources in your spiritual life.
o Curate quality resources for delivering content, sharing your
learning, and to keep students engaged. (in a PLN)
o Curate a list of tools to enhance student communication,
collaboration, creativity, and critical thinking (in a PLN)
Earn a Connected Educator Badge
o Create a googlesite for your teaching portfolio
o Create a PLN (Professional Learning Network)
o Develop your digital citizenship skills by being certified.
o Attend online learning (TED talk, webinars, conferences)
o Present a best practice example for your future teaching. (final)
Earn a Flipped Learning Badge
o Teach students how to use an online tool
o Train students how to navigate a quality content resource
o Create an online poster (that shares your teaching philosophy)
o Curate your research into a PLN that will function as a tool for
lesson planning and unit development

Assignments: Be a 21st Century learner:

Collaborate & Communicate & Critical Thinking: (30%)

o Class attendance, forum participation, discussion, and collaboration
o Interact with the course content with questions, ideas, wonders,
discoveries, reports from your experience and learning.
o Goal Setting and Reflection
Spiritual tool test
Set a goal, report, and reflect
Midterm and Final Grade and Thinking Analysis
Curate Resources: (20 %)
Create a PLN that will help you be a 21st century learner and leader
o Digital Citizenship Certification
o Communicating learning: quality content resources
o Collaboration resources: social media, tools
o Creativity resources: (in content delivery, in sharing your learning)
o Critical Thinking Models, lessons, games, simulations
o Professional learning connections (people to follow, blogs,
resources)
o Creating an online portfolio with google site.
Creativity & Collaboration in six online presentations
o An about me (powtoon or prezi) 5%
o Google slides AEA tool intro 5%
o An online interactive poster of your learning theory 10%
o An instructional presentation on how to use a tool 10 %
o An instructional presentation on a quality learning model/tool 10 %
o A final presentation that showcases best practice learning in your
area. 10 %

All assignments should be completed and turned in on time. Because of the

importance of timeliness in the professional world, grade deductions may be
taken on any work not submitted on time. Please submit work on the due date
indicated in section IX below. Work that is finished after these due dates will be
considered late.
Excellence in writing is another way to show your professionalism. Assignments
submitted should evidence significant investment of time, thought, and effort.
Correct grammar, spelling, and punctuation should be demonstrated on all
assignments.
VII.

Grading Scale
Grade

Grade Points

A+
A
AB+
B
BC+
C
CD+
D
F
VIII.

4.3
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0

Percentage
s
99-100%
93-98%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
67-69%
65-66%
0-64%

Course Schedule
Assignments due at the end of each unit:
Unit One: About Me Presentation
Unit Two: AEA slide presentation
Unit Three: Online presentation: Quality Learning Tool
Unit Four: Digital Citizenship Certification
Unit Five: PLN curation
Unit Six: Online Tool Presentation
Unit Seven: Googlesite, Learning Theory Poster
Unit Eight: Online Presentation: Best Practice Learning Model

IX.

Participation and Non-participation

The discussion forum functions as the center of your online class where you
meet your fellow students and your professor. You interact with your course
materials there and make your contribution to the learning that is taking place.
You are expected to make a meaningful contribution to the forum discussions.
Your posts in the forum and your responses to the posts of others will be
evaluated.

X.

Federal Credit Hour Guidelines

The U.S. federal government provides specific guidelines for the awarding of
college credit. The federal definition of a credit hour is as follows:
(1) One hour of classroom or direct faculty instruction and a minimum of two
hours of out of class student work each week for approximately fifteen weeks for
one semester or the equivalent amount of work over a different amount of time;
or
(2) At least an equivalent amount of work as established by the institution,
including laboratory work, internships, practica, studio work, and other academic
work leading to the award of credit hours.

XI.

Academic Integrity
Emmaus Bible College expects students to complete all academic work with
integrity. Students are responsible to complete all of their own work. Dishonesty
in the completion of assignments, papers, presentations, examinations or any
other academic work is contrary to Biblical principles of Christian living and is
unacceptable at Emmaus.
Plagiarism is the deliberate presentation of another persons ideas or words as
your own, or the failure (intentional or unintentional) to cite the source of your
ideas. Below are some examples of plagiarism:
1. The words, sentences, ideas, conclusions, examples, and/or organization of an
assignment are borrowed from a source (a book, an article, another students
paper, tapes, etc.) without acknowledging the source.
2. A student submits work done by another studentin part or wholein place
of his or her own work.
3. A student submits assignments received from commercial firms or any other
person or group.
4. A student knowingly aids another student in plagiarizing an assignment as
defined above.
Other violations of academic integrity include unauthorized collaboration,
violation of the conditions under which the work is to be done, fabrication of data,
and excessive revision by someone other than the student.

Cheating, plagiarism, or other violations of academic integrity will result in

academic penalty, which may include failure of the assignment, exam, or paper,
failure of the course, and further disciplinary action brought by the Student
Development Committee. The Vice Presidents/Deans for Academic Affairs and
Student Development will be notified.
XII.

Technology Usage
Students are expected to be able to use technology to complete their online
courses successfully. Course work can be done on a desktop, laptop, tablet, or
smart phone. Access to the internet, with a good and regular connection, is
required.

XIII.

Disability Services
Emmaus Bible College seeks to ensure that qualified individuals with disabilities
receive equal access to all college services, activities, facilities, and privileges.
Disabilities may include specific learning disabilities, attention
deficit/hyperactivity disorder, visual impairments, deaf and hard of hearing,
acquired brain injury, physical and functional disabilities, psychiatric disabilities,
and other disabilities specifically diagnosed by licensed professionals.
Reasonable academic accommodations will be made on an individual basis by
application (available on the Emmaus website). Accommodations may include
services such as extended time for testing, reader for exams, semi-private room
for exams, larger-sized course materials, permission to record lectures, audio
books, tutors, and other appropriate strategies.
Students who have documented disabilities that might affect their academic
performance at Emmaus and require accommodations or other services should
contact the Vice President for Academic Affairs at lbeatty@emmaus.edu to
discuss possible accommodations.
All documentation of disabilities is considered personal health information, and
thus, falls under the privacy protection of HIPPA. Disabilities are not considered
during the admission process at Emmaus, and no disability information will
appear on transcripts or other documents (other than health records).

XIV.

Emmaus Library Resources

You can access the EBC library catalog and journal articles on the library pages
through the Emmaus Navigator. Our library can provide you with virtually
anything you need for research, including books and articles not available on
site. Our helpful librarians, John Rush and Beth Arjona, are glad to assist you
throughout the research process and are available to answer your questions
about the library and its resources.

XV.

Discussion Forum Rubric

Unacceptabl
e/ Absent

Limited/
Emerging

Proficient

Advanced

Relevance to
Assigned
Reading/
Question

Critical
Thinking
(Analysis/
Synthesis)

Contribution
to Learning
Community

The students
posts
demonstrate a
lack of
familiarity with
and
comprehensio
n of assigned
materials.
Posts are offtopic,
incorrect, or
irrelevant to
the discussion.

The students posts

are built on limited
familiarity with
assigned reading
materials. The
relevance of the
posts may be difficult
to ascertain.

The students
posts are built
on familiarity
with but
limited
comprehensio
n of assigned
reading
materials.
Posts are
substantively
correct and
clearly
relevant to the
topic.

The students
posts are
clearly built on
familiarity with
and
comprehensio
n of assigned
materials.
Posts are
factually
correct,
reflective, and
contain
substantive
contributions.

Posts and
responses are
superficial and
do not
demonstrate
depth of
thought
beyond I
agree or I
disagree. No
connections
are made to
readings,
outside
resources,
relevant
research, or
specific, reallife situations.

Discussion postings
repeat and
summarize basic,
correct information,
but lack depth of
knowledge or
reasoning. Ideas are
not linked to
readings, outside
resources, relevant
research, or specific,
real-life applications
and do not consider
alternative
perspectives or
connections between
ideas.

Discussion
postings
display an
understanding
of the required
readings and
underlying
concepts
including
correct use of
terminology.
An attempt is
made to make
connections
between
course
materials and
other sources.

Student
responses
show in-depth
understanding
of the required
reading and
underlying
concepts.
Connections
are made
between
course
materials, and
references are
made to other
quality sources
or personal
experiences.

Discussion
postings do
not contribute
to ongoing
conversations
or respond to
peers'
postings.
There is no
evidence of
replies to
questions.

Discussion postings
sometimes contribute
to ongoing
conversations as
evidenced by

Discussion
postings
attempt to
stimulate
further
thought and
discussion by

Discussion
postings
actively
stimulate and
sustain further
discussion by
building on
peers'
responses,
including

affirming
statements or
references to
relevant research, or
asking questions,
or
making
oppositional
statements that may
be unsupported

affirming
statements or
references to
relevant
research, or
asking
related
questions, or

building a
focused
argument
around a
specific issue,
or

making an
oppositional

asking a
new related

Personal
Reflection

statement
supported by a
personal
experience or
related
research.

question, or
making an
oppositional
statement
supported by
personal
experience or
related
research.

The post is
unrelated to
the question
and is lacking
post-to-self,
post-to-text, or
post-to-world
connections.
The post is
underdevelope
d and does not
reveal any
personal
insight or
growth.

The post may be

related to the
question and
attempts to make
connections, but the
connections are
inaccurate or unclear.
The student attempts
to include personal
thoughts and
feelings, but fails to
demonstrate depth of
analysis.

The students
posts make a
good attempt
to reflect on
the meaning,
theme,
message, or
issue of the
question. The
post includes
personal
thoughts and
feelings but
may need to
clarify how the
question
contributed to
personal
insight and
growth.

The students
posts reflect
on the
meaning,
theme,
message, or
issue of the
question and
make a postto-self, postto-text, or
post-to-world
connection.
The posts
include
personal
thoughts and
feelings and
explain how
the question
contributed to
personal
insight and
growth.

Etiquette/
Professional
ism

Written
interactions on
the discussion
board use
slang or
sarcasm and
show
disrespect for
the viewpoints
of others.

Contains some nonstandard English or

expresses ideas in an
unprofessional and/or
critical tone.

Written
interactions on
the discussion
board show
respect for the
viewpoints of
others.
Standard
English is used
throughout.

Written
interactions on
the discussion
board show
respect for and
interest in the
viewpoints of
others.
Professional
language and
standard
English are
used
throughout.

Promptness

No response
was provided
during the
acceptable

Initial posting was

made too late for
peer responses.

Initial posting
was made with
limited time
for peer

Discussion
postings and
responses are
distributed

(Analysis/
Application)

timeframe.

Conventions
of Writing

No evidence of
revising/editin
g numerous
errors in
grammar,
spelling, and
punctuation.
(12 or more
errors)

ADD:
Presentation Rubric
PLN checklist -rubric
Poster Rubric
Peer eval?

Discussion postings
respond to most
postings of peers
several days after the
initial discussion.

responses.

Multiple errors in
grammar, spelling,
and punctuation
make
reading/comprehendi
ng the discussion
posts difficult. (8-11
errors)

Minimal errors
in grammar,
spelling, and
punctuation do
not detract
from
readability. (57 errors)

Discussion
postings
respond to
most postings
of peers within
a 48 hour
period.

throughout the
module (not
posted all on
one day, only
at the
beginning, or
only on the
last day of the
module).
Posts and
responses are
free of errors
in grammar,
spelling, or
punctuation.
(1-4 errors)