|Course syllabus is included as a separate static page or a PDF in the "Course Handouts" section||Done|
|Prerequisites for the course are clearly stated||Done|
|Time commitment for the course is clearly stated||Done|
|All course deadlines and due dates, including time zone differences, are clear||Done|
|Grading policy including the grade needed to receive a certificate is clearly stated||Done|
|Learning objectives, goals, and outcome(s) are clearly stated||Done|
|Academic Policy for the course is clearly stated??????|
|Guidelines provided for discussion forum etiquette||Done|
|Expectations for frequency of learner forum participation in the course is clear||Done|
|Roles and expected level of involvement for Instructors/TAs is clear to students||Done|
|Schedule for releasing course content, and the expected frequency of course updates is clear||Done|
|Any unexpected changes to released content will be communicated clearly to students||Done|
Teaching With Technology and Inquiry: An Open Course For Teachers
Instructors from the worlds of research and practice engage you in design-oriented collaborative activities focused on K-12 STEAM+ learning.
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.
In Week 0 we get to know each other before you start INQ101x. You can find educators with similar subject-matter or grade-level interests and continue to share your ideas with each other throughout your time in the course. You can also browse an annotated collection of technology tools and a series of lesson designs created by learners in the previous offering of the course.
|WEEK||Content||Non-graded Activities||Self-assessed Inquiry Activity|
|Week 1: Inquiry and student-centred pedagogy||Three videos: Conceptual, administrative, classroom enactment||Prompted discussion||Two reflections|
|Week 2: Designing Activities and Assessments||Four video lectures: Conceptual, administrative, classroom enactment, elementary education||Prompted discussion||Two reflections; resource submission|
|Week 3: Collaborative learning||Four videos: Conceptual, administrative, classroom enactment (two examples)||Prompted discussion||Two reflections; lesson critique|
|Week 4: Handheld/mobile devices||Three videos: Conceptual, administrative, classroom enactment||Prompted discussion||Two reflections; start final course project|
|Week 5: Knowledge co-constriction||Three videos: Conceptual, administrative, classroom enactment||Prompted discussion||Two reflections; final course project continues|
|Week 6: Inquiry Enactment||Three videos: Conceptual, administrative, classroom enactment||Prompted discussion||Two reflections; final course project|
Upon enrolling in the course, you will have access to all course content and activities between November 1 2016 and January 1 2018. Each week includes a list of supplementary resources such as videos, papers, or demos. These resources are not required to complete the self-assessed inquiry activities. Any unexpected changes to course material or activities will be clearly communicated with learners through course announcements and updates.
All graded components are self-assessed. You can submit your work for each assignment as many times as you want.
|Week||Reflection 1||Reflection 2||Resource annotation||Lesson critique||Course project||Submission Deadline|
|1||5%||5%||-||-||-||Jan 1 2018, 11:59pm EST|
|2||5%||5%||5%||-||-||Jan 1 2018, 11:59pm EST|
|3||5%||5%||-||5%||-||Jan 1 2018, 11:59pm EST|
|4||5%||5%||-||-||-||Jan 1 2018, 11:59pm EST|
|5||5%||5%||-||-||-||Jan 1 2018, 11:59pm EST|
|6||5%||5%||-||-||30%||Jan 1 2018, 11:59pm EST|
(more details: Some knowledge of STEAM+ (Science, Technology, Engineering, Arts and Mathematics) topics is recommended, as well as some prior teaching experience. Knowledge of learning technologies would be an asset but not required, as you will develop this knowledge or further enhance your existing knowledge during this course.)
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If you are new to edX, please view DemoX before proceeding with INQ101x.
Help with Course Content
For general question about using the edX platform, please refer to these edX documents.
For remaining issues, please contact the edX support center, https://www.edx.org/contact
The discussion board is the online space where you are invited to express thoughts, develop ideas, and engage with classmates and instructors. Each week has one or two topics (or forums) to help you apply the material of that week. Here are some friendly guidelines to help you successfully navigate and interact on the forum. Participation in discussion forums in this course is voluntary but highly encouraged.
On the discussion board - click the down arrow for All Discussions to see the current list of topics.
Course Help: the place for posting problems of any type with the course. Staff and other students will help you.
When posting you can mark your message as a question or contributing to the discussion. Also confirm that you are adding it to the correct forum. Be sure to check that you wish to follow the post so that you'll be notified when someone responds.
EDX offers some quick ways to find postings.
2 min:challenge and opportunity of teaching with technology and inquiry
Jim: Hi, My name is Jim Slotta, from the University of Toronto, and this is where I teach. (Change???)
… and sometimes here.
… and sometimes here.
If you’re watching this, you are probably a teacher, and no matter where you teach, what topics, or what age group of students, you’ve surely recognized the potential that technology and digital media offer, for supporting new forms of learning and instruction.
Technology can help connect students with their peers, and provide new ways for them to interact with ideas, data, computation and creativity.
But these are not easy kinds of methods to adopt, and it takes time and careful thought to design curriculum and assessment.
Teachers also need support if they are going to rely on technology, and there are many new issues and concerns that come with the territory.
For more than 20 years, I’ve been teaching pre-service teachers how to design inquiry lessons that integrate technology. As an academic researcher in this area, I’ve learned a lot about how technology can support students and teachers, what kinds of activities engage students and help them to learn.
Rosemary: “Hi, My name is Rosemary Evans, and I’m the school principal of University of Toronto Schools, or UTS, a school with 650 students from grades 7 to 12. The school is affiliated with the University, and has a 105-year tradition as a model school involved in research and teacher training.
Together, Jim and I have been working to add technology and inquiry throughout the school. Our shared experiences have inspired us to co-develop a MOOC for in-service teachers, giving equal attention to educational research and practice.
This is a MOOC for teachers who want to take advantage of exciting new technologies, reflect on real classroom examples, and even get involved in design teams.
Jim: We decided to stick with the topics and student age groups where we have the most experience, including middle and high school science, technology, engineering, arts and mathematics.
Together, these topics make up the acronym “STEAM”, emphasizing the connections among the topic areas.
Science is a natural fit for inquiry designs where students work with ideas, build on their existing experiences, and collaborate.
Technology entails a set of media and practices that are essential to 21st century learning.
Engineering is increasingly prominent in K-12 education, with a focus on collaborative problem solving and design.
Arts have grown to include new media and creative design that complement all traditional forms.
Mathematics enables students to express their own ideas and collaborate with peers to solve problems.
and we add a “plus” to refer to any other teachers out there who feel that they can connect to these ideas and approaches.
Jim: We envision this MOOC as a learning community where a large number of teachers will be organized into focus groups, sharing and voting on resources, and building a collection of design ideas. (delete?)
Rosemary: We’ve organized the course into 6 major themes that reflect important aspects of teaching with inquiry and technology. For each theme, Jim will first present the relevant research and theory, then I will discuss the application in schools, with a focus on the role of the teacher, best practices and aspects of support.
Jim: Next, we will showcase one example from a UTS classroom that offers insight and serves as a basis for reflection and discussion.
Rosemary : Then, we will engage you in an inquiry task where you make contributions within a focus group, and add your own votes and comments to help build collective knowledge. (I suggest we delete this) Jim: For those teachers who want to go deeper, at the end of each week we will support a design strand, where you work with peers in your focus group to design an inquiry and technology lesson.
Rosemary: This is a unique kind of MOOC for a unique community of K-12 teachers.
Jim and Rosemary in unison: We hope you will join us! :)