- Get to know the course and resources
- Introduce yourself based on subject matter interest
- check out resources
|Intro video||script||Slides Done?||modified?||uploaded?||Comments|
|Jim & Rosemary|
[Portuguese translation] (Renato is willing to translate this)
|To do in week zero|
|Email to Learners on course homepage||Text||Notes|
|Welcome message||email text (Email sent to learners when they sign up. Needs changes)|
To access the template:
|Survey||Link to survey||finalized||implemented?||Notes|
|Survey||Teacher perception and technology access (needed? If so, should be reimplemented using a mainstream survey tool)|
|Staff||link to bios||modified?||added to edx||Notes|
|UTS staff||photo plus bio (Changes?)|
|UofT staff||photo plus bio (Changes?)|
|Introduce yourself||in relevant subject-matter||No|
|Resource collective||Link to ?|
Hello INQ101x learners and welcome to the course
INQ101x is designed with K-12 teachers in mind. Teacher candidates, higher education instructors, and other educators may also find it relevant. In six weeks, we discuss some of the major themes and challenges of integrating inquiry and technology as a community of practitioners. Self-reflection is a major emphasis in INQ101x and we encourage you to think about your practice in the light of the material that we share with you.
Week 0 is the introductory section of INQ101x where you get to know other learners in this course. You can also take a look at an annotated resource collective created by learners in our live offering of INQ101x in 2015 and a collection of lesson design from previous learners and from a graduate course taught by professor Slotta. Weeks 1 to 6 contain the main content of this course. Each week, you'll watch three types of videos: research-based, practice-based, and classroom implementation. We also recommend readings that expand the concepts that are presented in the videos. Assessment in this course in formative. Weekly reflections that you self-assess based on a well-known rubric, resource annotation, and a lesson design (the course project) constitute the assessment components of INQ101x. You'll find detailed information and instruction about the assignments as you progress through the course.
We suggest that you complete the following units one week at a time. However, this is a self-paced course and you have until Jan 2017 to finish all your assessments and to obtain a verified certificate, if you choose to.
While the first offering of this course was heavily collaborative, due to the self-paced nature of the current offering, collaboration among learners will be strictly opportunistic. From time to time, please check the "Introduce yourself" discussion thread in week zero to see who has joined the course more recently and if their teaching and design interests match yours.
Welcome, and thank you again. We are glad you are here!
Jim and Rosemary
Intro Script (Needs modifications to reflect the design of the self-paced version)
Hi everyone, and thanks for joining our course. In this video, Rosemary and I are going to talk a bit about the overall design of the course, and what we hope you will gain from participating.
The idea of this course came about when a couple PhD students from University of Toronto became engaged in researching and supporting Massive Online Open Courses known as MOOCs. They asked me if I had any courses that I thought might translate to such a course and it occurred to me that there was one, called “Curriculum, Technology and Instruction”, which I’ve been offering to pre-service candidates for 11 years now. And that is how the idea for this course began: to translate some of the basic ideas from that pre-service course into principles and examples that could be offered to veteran teachers, who bring the advantage of having been out in the classroom, and developed their own crafts of curriculum and assessment design. We hope this course is of value to you.
This course will focus on the advantages for using technology and inquiry for helping students learn more deeply than they do from traditional forms of instruction. We will think about curriculum design, particularly for those challenging topics that could really benefit from a technology-enhanced inquiry lesson.
For the first offering of this course in 2015, we formed a course design team, including myself and several PhD students, technology developers, professional designers, and video production experts to help create an interesting new format of MOOC specifically designed to support in-service teachers. We decided that if we were going to make these ideas and approaches relevant for working teachers, we would need to include a strong voice from the practitioner community. That is why we invited Rosemary as a co-instructor, and she has been involved in the design of all the activities and materials. Rosemary brings a great value, because her school emphasizes inquiry and technology in all of its courses, and she is deeply aware of what it takes for that to succeed. So she will be able to speak to the many dimensions of support and activity that occur within the school context, which can help teachers understand what support they will need from their administration, and what kinds of connections may be possible.
One of the features of MOOCs that is so compelling, because it can support interesting new forms of engagement, is the diversity of the participant community. We hope that you introduce yourself to other participants in the dedicated discussion forum so that you can identify other teachers and educators with similar interest and have meaningful exchanges with your peers. We hope that you will be able to share and exchange ideas, resources, and even lesson designs with teachers of topics and student grade levels that are similar to your own.
After INQ101x was offered as a live intensively collaborative MOOC on edx in 2015, we decided to repurpose the course and offer it again in a self-paced format. The course can be covered in six weeks. Each week we have two main activities. The first section will include several videos and discussion forum prompts. This section include three separate types of videos: one from me, that presents the theme and principles for the week; the second from UTS administrators, including Rosemary or others from the UTS leadership team, discussing the theme from a practitioner perspective. And a third video that presents a case study of one UTS teacher who has designed or adapted an inquiry lesson for his or her classroom. After you watch the videos, you can contribute to the discussion forum.
Then in the second section, we provide you with reflection prompts and inquiry activities ,such as contributing lesson design ideas, or critiquing assessment plans. The idea here was to engage you in the same kinds of inquiry - reflecting on materials, designing, and improving your design ideas that we hope you will create for your students. Note that due to the self-paced nature of the course, peer collaboration will be strictly opportunistic. Yet we encourage you to look for like minded teachers and educators in the course discussion forums. We encourage you to use reflection activities to think about your practice in the light of ideas that we share with you and to think about ways that you can further foster deep learning by thoughtfully integrating technology and inquiry in your lesson designs.
If you’re a K-12 classroom teacher, or anyone with related interests or connections to that community, you should find the materials and activities to be of interest. Our goal for this course is to offer you an experience to actually engage in inquiry as a means of learning about inquiry: You will critique resources, collaborate with peers in discussion forums, and reflect on your learning, and design new artifacts (lesson design). We know that you are bringing a wide range of backgrounds and school contexts to the course, and we hope that you contribute to the discussions. We know that not all schools are alike, in terms of students, administration or resources. We hope that the materials and activities we have developed will be of value to everyone.
We appreciate that you have chosen our self-paced course and will spend some of your valuable time working through this material and reflecting on your current and future practice regarding technology and inquiry integration in learning.
Rosemary and Jim:
THANK YOU! And lets get started.
To do in Week zero
Hello, and welcome to INQ101x Teachers Lounge. Before starting the course, we'd like to ask you to take a moment and introduce yourself in the discussion forum under the subject matter category that best describes your interests. This way, you may meet other educators who share similar interests with you and will, in turn, increase the chances of engaging in productive conversation in this self-paced course.
Our previous offering of this course was instructor paced with learners being able to join special interest groups, share and critiques resources, and design and critique technology and inquiry integrated lessons. Implementing a similar design was not viable in the self-paced version of the course. To show you a glimpse of what the community of learners co-developed in the previous offering, we have linked the annotated resource collection and the lesson designs here resources for your reference. Please take a moment to browse the resource collection and the lesson design repository. In the coming weeks, you will annotate and submit a resource and by the end of the course, you'll design a technology integrated inquiry lesson. You can use these two collections as inspirations and starting points.
We also have included a checklist as the last activity of every week to help you keep track of your progress.