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講義概要/Course description
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The ability to communicate complex information to a large, diverse, and sophisticated audience through the rapidly evolving media of new technology is critical in today’s globalised environment. In this hyper-competitive, an understanding of digital communications and its potential to exchange information, influence opinions and ideas or services will have an advantage. Online academic courses offer a different learning experience from that of traditional face-to-face classes. In this class, you will experience a blended learning environment while learning about the underlying principles, research, as well as benefits and challenges associated with the design and delivery of such courses. Applying your course-learning, you will explore and evaluate global universities, their resources, and learning about the experiences students and faculty teaching via the Internet. It is expected that on completion of this course of study, you will have further advanced your knowledge and application of the written word in the context of interactive, digital media - as well as the development and implementation of a range of academic writing skills necessary for media genres that draw on the affordances of hypertext, interactivity and multimodality.
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達成目標/Course objectives
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From this course, you will have learned:
1. Questioning in a university environment
2. Links between independent study, revision and reading skills
3. Using and acknowledging the work of others through referencing
4. Data and its applicability to university study
5. Textual analysis and how literary texts are studied
6. Structuring thoughts and ideas and its importance at a university level
Also from this course, you will have experienced several of the following academic sub-skills for online learning:
1. Developing a clearer and more concise expression of ideas
2. Developing organised written arguments in an online discussion forum
3. Structuring an oral presentation and use appropriate language to participate thoughtfully
4. Developing critical listening skills for preparation and in tutorial discussions
5. Previewing and reading literary
6. Assessing visual and graphical texts critically
7. Interpreting graphical information and converting simple data able to use the library and online subject resources
8. Developing coherent arguments to support critical analysis
9. Developing creative thinking tools able to locate appropriate research materials online and in online databases and correct referencing
10. Demonstrating self-reliant and time-management for study, work-family and leisure
11. Reflecting on skills, attitudes and knowledge applies basic creative problem-solving processes
12. Giving appropriate feedback and being open to accepting critical feedback
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履修条件（事前に履修しておくことが望ましい科目など）/Prerequisite
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Please arrive at our first class with the following required items:
A pen and a notebook.
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授業計画/Lecture plan
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1
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| 授業計画/Class |
Review of Media Literacy through course power
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| 事前学習/Preparation |
Students review handouts. |
| 事後学習/Reviewing |
Students watch video clip. |
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2
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| 授業計画/Class |
Teacher presentation on written material from the internet. |
| 事前学習/Preparation |
Students research a topic. |
| 事後学習/Reviewing |
Review handouts. |
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3
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| 授業計画/Class |
Student presentations of written material from the internet. Week 1 |
| 事前学習/Preparation |
Students read internet article to be presented. |
| 事後学習/Reviewing |
Students write feedback on class. |
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4
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| 授業計画/Class |
Student presentations on internet article. Week 2 |
| 事前学習/Preparation |
Students read internet article to be presented. |
| 事後学習/Reviewing |
Students complete feedback on presentation. |
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5
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| 授業計画/Class |
Student presentations of written material from the internet. Week 3. |
| 事前学習/Preparation |
Students read internet article to be presented. |
| 事後学習/Reviewing |
Student write feedback on presentations. |
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6
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| 授業計画/Class |
Student presentations of written material from the internet. Week 4.
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| 事前学習/Preparation |
Students read material to be presented. |
| 事後学習/Reviewing |
Students write feedback. |
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7
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| 授業計画/Class |
Student presentations of written material from the internet. Week 5 |
| 事前学習/Preparation |
Students read internet article to be presented. |
| 事後学習/Reviewing |
Students write feedback. |
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8
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| 授業計画/Class |
Teacher presents audio-visual material from the internet. |
| 事前学習/Preparation |
Students watch video clip. |
| 事後学習/Reviewing |
Students plan for their next presentation. |
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9
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| 授業計画/Class |
Planning presentations, teacher feedback. |
| 事前学習/Preparation |
Preparation of video material. |
| 事後学習/Reviewing |
Reviewing video. |
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10
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| 授業計画/Class |
Student presentations of audio-visual material from the internet. Week 1 |
| 事前学習/Preparation |
Students view material to be presented. |
| 事後学習/Reviewing |
Student feedback on presentations. |
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11
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| 授業計画/Class |
Student presentations of written material from the internet. Week 2 |
| 事前学習/Preparation |
Students preview material to be presented. |
| 事後学習/Reviewing |
Students write feedback on presentation. |
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12
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| 授業計画/Class |
Student presentations of written material from the internet. Week 3 |
| 事前学習/Preparation |
Students preview video to be presented. |
| 事後学習/Reviewing |
Students write feedback. |
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13
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| 授業計画/Class |
Student presentations of written material from the internet. Week 4 |
| 事前学習/Preparation |
Students preview video to be presented. |
| 事後学習/Reviewing |
Students write feedback. |
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14
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| 授業計画/Class |
Student presentations of written material from the internet. Week 5 |
| 事前学習/Preparation |
Students preview video to be presented. |
| 事後学習/Reviewing |
Student write feedback. |
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15
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| 授業計画/Class |
Final 'talk' and consolidation. |
| 事前学習/Preparation |
The final presentation for the course will allow you to step back and reflect on your learning. Your presentation should include:
* Key insights from the course
* Questions that remain for you related to public speaking
* Next steps – how you will apply knowledge learned in the course to future projects
* How you plan to find answers to your remaining questions |
| 事後学習/Reviewing |
Peer assessment and self-assessment. |
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授業方法/Method of instruction
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This course will be face to face on campus apart from week 1 which is through Course Power
According to the report for the Association for the Study of Higher Education (ASHE), an assortment of methodologies is used to advance active learning. Referenced in the literature is that to ensure holistic learning outcomes, students must do more than sit passively and listen.
Students must engage in different types of reading, note-taking, and discussion in which they - question, agree, disagree, provide reasons and example. In short, our class is an active learning environment in which you are expected to demonstrate your prowess in problem-solving. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as the goals of the learning process.[1] In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.[2]
Course learning activities will include several or all of the following:
· Class discussion and seminar
· Critiques
· Essays
· Oral summaries and presentations
· Peer assessment
· Media-circle assignments
· Question and answer sessions
· Research-based projects
· Sustained silent reading (SSR)
· Tests and quizzes
References
1. Allen, I.E., & Seaman, J. (2014, January). Grade change: tracking online education in the U.S. Babson Survey Research Group and Quahog Research Group, LLC. Retrieved on October 20, 2014, from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
2. Bloom, B. S., Krathwohl, D. R., Masia, B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: David McKay Company.
3. Cima, M. (2014). Online learning with Michael Cima and 3.091. MIT Video. Retrieved on November 17, 2016, from http://video.mit.edu/watch/online-learning-with-michael-cima-and-3091-27038/
4. Collopy, R.M.B., & Arnold, J.M. (2009). To blend or not to blend: Online and blended learning environments in undergraduate teacher education. Issues in Teacher Education, 18(2), 85-101. Retrieved on November 17, 2017, from http://files.eric.ed.gov/fulltext/EJ858507.pdf
5. Davis, B.D. (1999). Encouraging Commuter Student Interactivity. Business Communication Quarterly, 62(2), 74-77.
6. Farajollahi, M., & Zarifsanaee, N. (2012). Distance Teaching and Learning in Higher Education: A Conceptual Model, International Perspectives of Distance Learning in Higher Education. In J. L. Moore (Ed.), International Perspectives of Distance Learning in Higher Education (13-32). Rijeka, Croatia: InTech. Retrieved on October 21, 2017, from http://www.intechopen.com/books/international-perspectives-of-distance-learning-in-higher-education/distance-teaching-and-learning-in-higher-education-a-conceptual-model-
7. Renkl, A., Atkinson, R., Maier, U. H., & Staley, R. (2002). From example study to problem-solving: Smooth transitions help learning. Journal of Experimental Education,
Online Resources
1. Analytical Reasoning Skills Involved in Graduate Study: Perceptions of Faculty in Six Fields
[https://www.ets.org/research/policy_research_reports/publications/report/1986/hwnz]
2. Facilitate Independent, Critical and Creative Thinking
[https://teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning]
3. Debate Topics for Analysis, Research and Modelling
[https://www.intelligencesquared.com]
4. Speaking Assessment Rubrics
[http://en.copian.ca/library/learning/btg/ed/evaluation/speaking.htm]
5. 12 Project Management and Collaboration Tools
[http://www.practicalecommerce.com/articles/4141-12-Project-Management-and-Collaboration-Tools]
6. Managing Your Workload: University of Oxford
[https://www.ox.ac.uk/students/academic/guidance/skills/time%3Fwssl=1]
7. 8 Steps to Effective Time Management for Students: When to Study and How to Organise Your Prep Time (with quiz)
[http://www.goodluckexams.com/8-steps-to-effective-time-management-for-students/]
Keywords and Definitions
* Assessment (continuous) refers to some tasks given to the candidate during the course; these could be an individual task or as group work.
* Learning outcomes are statements, which describe what a qualification represents regarding knowledge, skills and competencies.
*
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成績評価方法/Evaluation
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100%
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Assignment 1........................30%
Assignment 2........................30%
Homework ......................... 20%
"Active" Class Participation .....30%
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メッセージ/Message
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The syllabi provided is subject to change but with notice to the students. Also, you are expected to sign-up to a course CANVAS system, through which I will provide you with regular summaries of in-class activities, homework assignments and course updates.
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その他/Others
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1. Plagiarism is to be avoided. To build onto your awareness of - and knowledge about - plagiarism, I'll provide you with some in-class activities. If after that, you have any questions or doubts about what plagiarism entails, or how to properly acknowledge source materials, please feel free to consult with me.
2. Instructor evaluations are a way for students to provide valuable feedback. Your comments will enable me to continuously tailor teaching methods and course content to meet the learning goals of the course and the academic needs of our cherished students. They are a requirement of the course and are essential to quality improvement in teaching. The evaluations are anonymous; administration and I do not track who entered what responses.
3. Incomplete assignments for which students will not be penalised can only be considered for an exceptional reason such as a death in the family, a serious illness, etc. Any such cause must be documented. Any incomplete request must be made at least two weeks before our final class. As a rule, in fairness to all of our class members, all assignments must be turned in at the assigned time. Late assignments will not be accepted.
4. Electronic devices will occasionally be used for class assignments, projects, and activities. These are allowed to be used in class only when the instructor calls for the use of such. Arbitrary use of those devices for personal use will be an indication to me that the student is not fully engaged with the in-class activities, course content, and cooperative learning activities. In such cases, I'll gently remind you that such will be reflected in your class participation score for the course.
5. Attendance and punctuality are necessary for your success in this course. Persons who arrive late to class, disrupt the lesson and distract from the learning activities in which others are engaged. Please arrive to class on time, prepared to help with set-up.
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