ENGL665: Teaching Writing with Technology Old Dominion University, Norfolk Campus & Online Fall 2011, Wednesdays,

7:10-9:50pm, BAL2019 and Online Sections: 25954, 25956, 25960, 25987 & some I.S. w/PhDs Course Websites: Default Instructional Website: http://ENGL665.weebly.com You will be responsible for using a variety of other technologies and websites throughout the course!

Course Handbook/Syllabus
Table of Contents

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

-! 5! 5! 5! 5! 5!

-! -! -!

-!

-!

7! 7! 7! 7! 7! 7! 7! =! =! =! >! >! >! A! >!

B-! B5!

?!

Page 2 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Instructor Information

Name: Shelley Rodrigo Phone: 623-455-6296 E-mail address: rrodrigo@odu.edu Yahoo, AIM & Skype Instant Message Handle: puptoes74; Google Handle: shelley.rodrigo Facebook: http://www.facebook.com/shelley.rodrigo Office Hours: Location: BAL2008 M: 2:00-4:00pm T&W: 6:00-7:00pm By Appointment: https://tungle.me/rrodrigo

Course Information
Course Description
Lecture 3 hours; 3 credits. Prerequisite: ENGL 439W/539. Students in this course will explore different writing environments and educational applications and learn how they are designed to help writers compose, collaborate, research and think. Students will assess the values and theoretical assumptions underlying those applications and learn to articulate their own philosophies of using technologies in the writing classroom. At the end of this course, you will be able to: deconstruct how writing is (inherently) technological. express reasons and cite data about why it is important to teaching writing with technology in the 21st Century. discuss various issues related to teaching writing with TECHNOLOGY including but not limited to: setting, technological access and support, FERPA and COPPA, and copyright. discuss various issues related to teaching WRITING with technology including but not limited to: pedagogy, placement, assessment, writing centers, and multimedia. classify different technologies on how and why they (might) pedagogically support the learning of writing. examine different technologies to assess their (inherent) ideological bias. design curriculum that teaches some aspect of writing with some form of technological integration within the lesson plan. develop a "teaching with technology" philosophy statement.

Course Outcomes

Course Materials
Required Materials
Medina, John. (2009). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle: Pear Press. ISBN: 978-0979777745 (Paperback, Required) Selfe, Cynthia L. (Ed.). (2007). Multimodal composition: Resources for teachers. Cresskill, NJ: Hampton Press. ISBN: 1-57273-702-6 (Paperback, Required) Sidler, Michelle., Morris, Richard., & Smith, Elizabeth Overman (Eds.). (2008). Computers in the composition classroom: A critical sourcebook. Boston: Bedford/St. Martins. ISBN: 978-0-312-45844-7 (Paperback, Required)

Page 3 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Based on the type of projects you decide to submit and the technologies we decide to explore, you will use other technologies than those listed below. Access to a computer with an internet connection (preferably high-speed). Regular Google/Gmail Account For submission of most coursework: For bookmarking resources: Diigo (http://www.diigo.com/) For mind mapping: Popplet (http://popplet.com/) MS Word or other word processor that can export to PDF: Open Office: http://www.filehippo.com/download_openoffice/ Google Docs: http://docs.google.com/ Zoho Writer: http://www.zohowriter.com/jsp/home.jsp Browser Readers/Players/Plug-Ins, etc. to show different types of material in the course, from the library and on the web: Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html Flash: http://www.adobe.com/shockwave/download/alternates/#fp Shockwave: http://www.adobe.com/shockwave/download/alternates/#sp Java: http://www.java.com/en/download/manual.jsp

Required Technologies

Communication Policies
Methods of Communication
Email: One-on-one contact will be through your official ODU email. Blogmost of your homework will be submitted on your own blog. Course Weebly Website: The course is also hosted in a Weebly website at http://ENGL665.weebly.com. All instruction and official announcements will be posted there Major Writing Project Submissionwill be submitted according to the individual assignment prompts. Synchronous Communicationwe will meet each week face-to-face as well as mediated through an online environment. Since this is a teaching with technology course, we will change which online environments we meet in. Onlien meeting details will be posted the week prior to the upcoming meeting. GradebookYour individual gradebook pages will be a shared Google Spreadsheet. Once it has been set up and shared with you, you may check your gradesheet anytime by logging into your Gmail account, going to your Gmail account, and clicking Documents in the upper left hand corner. Your gradesheets name should look something like lastname-engl665-gradesheet.

Communicating with the Instructor

If you have any questions, concerns, or other general comments about the class, the best way to communicate with the instructor is via email. The instructor reserves the right to take up to 48 hours to respond to your communication. The instructor may have to do some grading, look something up, or may just being taking care of his or her own life requirements. Therefore, do not put off your homework to the last minute, have a question, and then expect the instructor to respond prior to the deadline.

Announcements

Official course announcements, especially those that mark official changes to the syllabus and/or course schedule and assignments deadlines, are made via the course website. Individualize announcements and messages will be sent via email to your official ODU account. Be sure to check your email and the course announcements page regularly.

Page 4 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Course Policies

Statement of Accommodation

The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute that provides comprehensive civil rights protection for persons with disabilities. One element of this legislation requires that all qualified students with documented disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. I would like everyone to know that I am willing to make any reasonable accommodation for limitations due to any disability, including learning disabilities. If you have or think you have a disability, including a learning disability, please make an appointment with an advisor at the Office of Educational Accessibility as soon as possible. They can assist you with appropriate accommodations for you in your classes. Please see ODUs Office of Educational Accessibility, and then me, to discuss any special needs you might have. Information about ODUs Office of Educational Accessibility: Web address: http://studentaffairs.odu.edu/educationalaccessibility/ Phone number: 757-683-4655 Attendance is based on presence, whether face-to-face or online. Please take participation seriously; since this class is a community of thinkers who will discuss and collaborate on ideas, your lack of participation hurts others as well as yourself. So please participate in class on time and have your homework completed. I will not withdraw you from the course; therefore, if you wish to be withdrawn from the course, you must initiate withdrawal procedures. Due dates for assignments are listed in the course schedule. Because you will be responding to other students' work in this class, your timely completion of assignments affects others in the course. Although it is possible that the technology can fail, it is ultimately your responsibility to submit the work, in the method requested, by the due date. (If there is an institutional, server side, technology error, I will learn about it. If no one is able to submit his or her work, a new deadline will be assigned. However, if only a few people were unable to submit the work, it is not an error on the instructors, institutions, or districts side.) If you are having difficulty submitting an assignment, it is your responsibility to contact the instructor before the assignment is due. Otherwise, you risk receiving no credit for the assignment.

Attendance, Participation, and Withdrawal Policies

Completion Policies

The Public Nature of Scholarship and Issues of Confidentiality

Part of becoming a good scholar is learning to appreciate the ideas and criticisms of others, and in this course our purpose is to come together as a community of scholars. Remember that you will often be expected to share your thinking and writing with others. Avoid writing about things that you may not be prepared to subject to public scrutiny or that you feel so strongly about that you are unwilling to listen to perspectives other than your own. This does not mean that you are not entitled to an opinion but that you adopt positions responsibly, contemplating the possible effects on others. In particular, please do not write about any criminal activity you may have knowledge ofas a witness, as a victim, or as a perpetrator. This may seem like an odd thing to caution you about, but if you were to write about such activity, I may be legally required to report it to the authorities.

Project Format

Please follow the essay/project submission guidelines as outlined in each project assignment prompt. If you do not follow the submission guidelines, I will be unable to grade your work. Students should keep their own projects for at least one semester. Among other things, any student who appeals a course grade will need to submit copies of all graded course papers with the appeal.

Disposition of Projects

Page 5 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Safe Classroom Environment Statement

This classroom will be a safe learning environment for everyone individual insofar as I am able to ensure that outcome. This means I will treat all students with the respect they deserve, and in turn, I expect respect to be given to the instructor and to every individual in class. Disagreement does not constitute disrespect. We all have different points of view, different personal values, different life experiences, and different personal preferences that we bring with us to the classroom. I call these differences diversity, and diversity is welcome in the academic area. This is the stuff of which great discussions are made, and potentially, this diversity adds interesting dimensions to our interpersonal relationships. Consequently, I expect all students to respect the rights and needs of their classmates. Students cannot feel safe to express themselves without the assurance that their ideas, attitudes, and beliefs will be treated with respect. Therefore, I ask that all student monitor their language and ways of talking about people, views, issues, and situations. For example, sexist, racist, or homophobic language will not be tolerated. Students may encounter ideas of which they have never hear or of which they disapprove or feel uncomfortable. I do not hope to change peoples ideas, but I do hope to introduce students to ideas that will require them to think critically. If you feel you or others are not being treated respectfully, please see me immediately. Consult the Student Handbook for college policies regarding sexual harassment and other abusive behaviors. We will be using a variety of technological, mostly web-based, applications (Animoto web-slides, Diigo social bookmarking, blog, wikis, etc.) for academic use in ENGL665, Teaching Writing with Technology, sections 25954, 25956, 25960 and 25987, Fall semester 2011. By default, many of these technologies are open to the public for the purpose of sharing your work with the larger Internet community. To use the web-based application responsibly please observe all laws and ODU policies that are incorporated into the Codes of Conduct and Academic Integrity. Some specific aspects of law and policy that might be well to remember are prohibitions against copyright infringement, plagiarism, harassment or interferences with the underlying technical code of the software. Some resources to remind yourself about ODUs policies as well as a digital document about laws on copyright and fair use: ODUs Monarch Creed and Honor Code MCCCD Copyright Guidelines As a student using the web-based applications certain rights accrue to you. Any original work that you make tangible belongs to you as a matter of copyright law. You also have a right to the privacy of your educational records as a matter of federal law and may choose to set your privacy settings to private and only share with the instructor and your classmates. Your contributions to the various web-based applications constitute educational records. By contributing to the web-based applications, and not taking other options available to you in this course equivalent to this assignment that would not be posted publicly on the Internet, you consent to the collaborative use of this material as well as to the disclosure of it in this course and potentially for the use of future courses. Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone elses language, ideas, or other original (not commonknowledge) material without acknowledging its source. Council of Writing Program Administrators Plagiarism is stealing; it is presenting work as your own that is not exclusively your own. Plagiarism can include turning in part or all of someone elses writing as your own or using information from another source without giving credit. The consequences of plagiarism are severe, including failure of the assignment, probable failure for the course, disciplinary referral to the Dean, and possible expulsion from the institution. Whenever you borrow a phrase, sentence, paragraphor even an idea stated in your own wordsfrom any outside source without giving credit, you have plagiarized.

Online Learning Environments

A Note on Plagiarism

Page 6 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Some common examples of plagiarism in academic assignments are: the use of paraphrase or quotes from another writer without documentation, copying all or parts of another writers paper, having another writer do the paper, and purchasing another writers paper. In cases where the instructor has carefully considered the evidence and concluded that a student has deliberately plagiarized, the instructor may use any, and all, of the following: A written warning to the student that s/he has violated the academic code; Lowering the assignment or course grade; Giving discretionary, additional assignments; and Course failure. Additionally, the instructor may recommend to the department chair and dean any of the following: Academic probation; Suspension from the university; and Expulsion from the university. If you have any questions about how to acknowledge someone elses words or ideas, or you have a question about whether a source needs to be acknowledged, come talk to me. Please also remember that any writing that you turn in for credit in this course must be written for this course.

Grading Policies
Assignment Distribution
Class Discussions Reading & Thinking Blog Brain Rules Notetaking Challenge Teaching Philosophy Writing Project Lesson Plan (Re)Design 20% 10% 10% 10% 50% 100%

TOTAL

General Grading Standards

The following descriptions explain how grades are assigned to individual assignments in my courses: A: A work is outstanding in every respect, given the requirements and stated expectations for a specific assignment. B: B work achieves a level significantly above the standards for a specific assignment. C: C work meets the requirements of an assignment in all respects, but does not rise above those requirements. D: "D" work is worthy of a passing grade but does not meet all requirements for the assignment. F: F work fails to meet the course requirements for a minimal pass. Grades are determined according to the following scale: A (95-100%) A- (90-94.9%) B+ (87-89%) B (83-86.9%) B- (80-82.9%) C+ (77-79.9%) C (73-76.9%) C- (70-72.9%) F (69% or below)

Grading Scale

Page 7 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Incomplete Grades

A course grade of Incomplete will be given only in extreme situations because the sad story is that most students who request incompletes never finish the course. Please visit the following website for more information: http://www.odu.edu/ao/registrar/grades/incompletes/igrades.shtml.

Brief Description of Course Assignments

Class Discussions (20%) (Technology/Discussion Leader: 10%, Participant in Class Discussion: 10%) For most of the class sessions this semester, we will have assigned readings/media. Part of your final grade in the course will be based on your participation in discussion of these readings. You will also lead the discussion of one set of readings with a partner. The catch is that you will also need to use some form of technology to facilitate the discussion. In essence, youll be practicing teaching a new technology while also discussing the content of the readings for that weeka balancing act that any teacher who uses technology in class must do. You and your partner will choose a week to facilitate discussion (based on your interests) and a technology that you can use to facilitate discussion. Please meet with me the week prior to your scheduled class session to finalize a plan for how you will lead discussion. The week after you facilitate, you will submit a reflection in your blog about the design, development, delivery and collaboration process. Due: weekly during discussion and as assigned for the discussion leader. Reading & Thinking Blog (10%) To really learn something, you need to engage with it. For most (25) of the marked (*) readings assigned for this course (except for Brain Rules), I expect you to briefly reflect in a blog entry. At minimum, your blog entries should include the following: Citation of the resource, and link to some online representation of it. What did you like about the resources? What engaged you? Why? Where were you confused while engaging the resource? What questions do you have? Where/what would you like to know more? Ideally, your blog entries might include some of the following: Summary of the resource. Image/video/presentation representing/engaging the resource. Discussion of how/why what you have learned might be useful in current or future projects. Besides the entries associated with each required reading, I want at least five more entries that just engage other resources, discussions, technologies, thoughts, etc. throughout the semester. You will need a total of 30 postings by the end of the semester. These are really just about engaging the texts and your thinking. You will either get full credit, or nothing. If I think you need to engage the text more, I will have you revise and resubmit. Due: The reading related blogs are due 11:59pm the Tuesday before the class they are assigned and may NOT be submitted late. The five extra entries are due by finals week. Brain Rules Notetaking Challenge (10%) As a way to get you to play with new technologies, you will be taking notes using a variety of different technologies. For ten, of the twelve, chapters of Brain Rules, you will need to take notes using the following technology tools. You will need to use a different tool for each chapter. Mindmeister or Mindomo Popplet Glogster Stixy Google Presentation Animoto (at least two 30 second videos) Diigo Booklist Diigo Annotated Reference

Page 8 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Timeline or Google Map Prezi Something you propose (must be preapproved) For each batch of notetaking, youll make a blog entry that eithers links out to, or ideally embeds in, your notes for the chapter. Besides embedding or linking to your notes, briefly discuss using the technology. What did it enable you to do? What did it preclude you from doing? Had you used it before? How difficult was it to learn? What type of assignment might you have a student use this technology with? (Hint: If you get stuck trying to use the technology, YouTube is your friend!) These are really just about engaging the text and technology. You will either get full credit, or nothing. If I think you need to engage the text more, I will have you revise and resubmit. Due: The note and reflection blogs are due 11:59pm the Tuesday before the class they are assigned and may NOT be submitted late. Teaching Philosophy (10%) (Alphabetic, Written 5%, Technologically Manifested 5%) You task for this project is to create a teaching philosophy that is both traditionally written as well as technologically manifested in the medium and form of your choice. The written philosophy should be no more than one page, single space. The technologically manifested teaching philosophy should be no longer than five minutes long (or should take your reader/viewer no longer than 5 minutes to get through). Both versions should provide insight into who you are as a teacher, what your beliefs are about teaching and learning, your style of classroom interaction, and your commitments in terms of assessing student learning. This project will allow you to experiment with using technologies in order to convey a message and will provide you with an opportunity to engage (as a learner) in a technological innovation process. Your end product should be a link that you can put on a professional website for future job prospects. TBA: Rubric. Due: November 30 Writing Project Lesson Plan (Re)Design (50%) Your final course project will require you to complete a four-part project centered around designing a writing project lesson plan. The lesson plan must be designed to include the use of technology as an integral part of teaching and learning. The four components of the project are: 1. Major Project Unit/Module Curriculum (Re)Design (15%): The detailed outline/lesson plan of your unit must include unit/project outcomes, major assignment and activity prompts, grading rubric (at least for the major writing project), as well as a plan of how you will introduce, train, and support the technology you are requiring within the unit. You may select a unit/assignment that you have taught before and revise it, you may select a unit/assignment that you would like to teach that is currently offered and give it your own spin, or you may design a course that is your dream unit/assignment. 2. Accompanying (Re)Design (15%): Everyone must complete at least one of the following accompanying aspects of the (re)design (PhD independent study students must do two, one of which must be the assessment option): (Re)Design Assessment: To accompany your unit (re)design, you need to include a proposal for how you would assess the effectiveness unit. You can assess any aspect of the unit that you think might make an interesting contribution to your field(s) of study. Well discuss models of assessment during the course that you can draw upon for this portion of the project. (Re)Develop Course Syllabus and Getting Started Materials: (Re)design a course to accompany your unit (re)design. Your course (re)design needs to be a complete course, with syllabus, outcomes, major assignments prompts, and detailed course schedule. Think about what you would need to have completed before the first day of class if you were teaching the course. Class/Course/Department/Program Technology Use Survey: (Re)design a survey instrument to assess the technology access, ownership, and usage patterns of students in your class/course/department/program. Provide detailed schedule of when and how the survey would be distributed, include details about meeting human subject review requirements. Discuss how the data would be analyzed and used by you and/or your department/program. Workplace Training (Re)Design: Revise your unit (re)design as a workplace training module.

Page 9 of 13 ENGL665: Teaching Writing with Technology Fall 2011

3. Scholarly Narrative (15%): To accompany your unit (re)design, you will write a scholarly narrative to explain the design of the major assignment and unit and to put it into the context of your field(s) of study. Whose work are you building on? What options did you have, and why did you make the choices you made? Think about both the content of the unit and the design of the unit. Situate your unit in current scholarly discussions and show how your work makes a contribution to those ongoing discussions. Similarly, you will need to also need to write a narrative about your accompanying (re)design option. 4. Summative Presentation (5%): Ignite style presentation summarizing/reflecting on final project (during finals week meeting). Ignite presentations are 5 minutes with 20 slides; the slides are timed to transition every 15 sections. TBA: Rubric. Due: meeting during Finals week.

Course Schedule/Calendar

This schedule is subject to change. All changes will be announced in the class announcements. Online meeting locations and PhD extra readings will be announced the week before and posted in the course announcements. Aug. 31--Introductions After Class: by Friday: Animoto Intro video & ENGL665 Student Info Survey Sept. 7--Why teach writing with technology? Before Class: Read: Brain Rules: Introduction Read: Brain Rules: Chapter 1 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 3, Hawisher & Selfe *Read: CCC: Chapter 4, Anson Do, by 11:59pm on Tuesday: Reading & Thinking Blog Do, before class: NCTE position statement activity. In your blog post your first reactions to your assigned NCTE position statement text: What surprised you? What did you like? What might you revise, how & why? How does it get you thinking about teaching, writing, and technology? What are the WWWWWHs in play in and around the document? Sept. 14--21st Century Literacies Before Class: Read: Brain Rules: Chapter 2 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 2, Ohmann *Read: CCC: Chapter 3, Selfe & Selfe Read: WPA Outcomes Statement and Framework for Success in Post Secondary Writing *Read: Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Read: Route 21 Do, by 11:59pm on Tuesday: Reading & Thinking Blog Do, before class: Mindmap compare & contrast WPA OS, Framework, Jenkins, R21 & your assigned NCTE Position Statement text

Page 10 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Sept. 21--Identity & Access Before Class: Read: Brain Rules: Chapter 3 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 6, Selfe Do, by 11:59pm on Tuesday: Reading & Thinking Blog As assigned, read one of the following: o Read: CCC: Chapter 11, Gerrard o Read: CCC: Chapter 12, Alexander o Read: CCC: Chapter 13, Taylor o Read: CCC: Chapter 14, Dunn & De Mers Read/Skim: Various pieces from the The Pew Internet & American Life Project Do, bring to class: detailed notes engaging jigsaw chapter with Pew readings. Do, before class: Take What Kind of Tech User Are You? Sept. 28--Technologies & Access, Part 1 Before Class: Read: Brain Rules: Chapter 4 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 7, Baron *Read: 2011 Horizon Report *Read/Skim: ECAR Study of Undergraduate Students and Information Technology, 2010 (Full Study) Do, by 11:59pm on Tuesday: Reading & Thinking Blog Oct. 5--Technologies & Access, Part 2 Before Class: Read: Brain Rules: Chapter 5 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read/Skim: Various pieces from the The Pew Internet & American Life Project *Read: CCC: Chapter 19, McGee & Ericsson Do, by 11:59pm on Tuesday: Reading & Thinking Blog Oct. 12--Technologically Mediated Classes Before Class: Read: Brain Rules: Chapter 6 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 16, Palmquist, et.al. *Read: MC: Chapter 1, Takayoshi & Selfe *Read: MC: Chapter 13, Cooper Do, by 11:59pm on Tuesday: Reading & Thinking Blog Oct. 19--Multimodal Composition--No f2f class, all work will be submitted asynchronously Before Class: Read: Brain Rules: Chapter 7 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: MC: Chapter 2-5 & 7 (each one counts as an individual reading for the Reading & Thinking Blog assignment) Do, by 11:59pm on Tuesday: Reading & Thinking Blog. Other Asynchronous Activities--TBA

Page 11 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Oct. 26--(Re)learning Processes Before Class: Read: Brain Rules: Chapter 8 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection Read at least 3 of the following: o *CCC: Chapter 20, Hult o *CCC: Chapter 21, Sorapure, Inglesby & Yatchisin o *CCC: Chapter 22, Sidler o *MC: Chapter 6, Pandey o *CCC: Chapter 10, Slatin Do, by 11:59pm on Tuesday: Reading & Thinking Blog Nov. 2--Assessment Before Class: Read: Brain Rules: Chapter 9 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 17, Penrod OR Chapter 18, Yancey *Read: MC: Chapter 8, Borton & Huot OR Chapter 9, Alexander Do, by 11:59pm on Tuesday: Reading & Thinking Blog Do, before class, outline and/or notes on teaching philosophy and detailed ideas for the technological manifestation. Nov. 9--More on Multimodality Before Class: Read: Brain Rules: Chapter 10 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapters 28, Johnson-Eilola *Read: CCC: Chapter 29, Williams *Read: CCC: Chapter 30, Ellertson Do, by 11:59pm on Tuesday: Reading & Thinking Blog As assigned, read one of the following: o Read: CCC: Chapter 23, Webb Peterson & TBA o Read: CCC: Chapter 24, Blythe & MC : Chapter 11, Griffin o Read: CCC: Chapter 25, Stine o Read: CCC: Chapter 26, Pennington o Read: CCC: Chapter 27, Reiss & Young Nov. 16--Institutional Programs Before Class: Read: Brain Rules: Chapter 11 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection Do, before class, at least 1 hour of 3D Game Lab Activity Do, in class, Jigsaw Presentation on Institutional Programs Week of Thanksgiving, no class Do, at least 1 hour 3D Game Lab Activity

Page 12 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Nov. 30Open Content, Copyright & Plagiarism Before Class: Read: Brain Rules: Chapter 12 Do, by 11:59pm on Tuesday: Brain Rules Chapter Notes & Technology Reflection *Read: CCC: Chapter 8, Logie *Read: CCC: Chapter 9, DeVoss & Rosati Do, by 11:59pm on Tuesday: Reading & Thinking Blog Do, before class, at least 1 hour of 3D Game Lab Activity Do, before class, reflection of 3D Game Lab Activity in your blog Do, before class, Teaching Philosophy Assignment (both portions) Dec. 7--Support & Sustainability Before Class: Read at least 3 of the following: *MC: Chapter 12, Selfe *MC: Chapter 10, Church & Powell *CCC: Chapter 15, Eldred *CCC: Chapter 31, Hart-Davidson & Krause Do, by 11:59pm on Tuesday: Reading & Thinking Blog Finals Week, meeting TBA Complete Writing Project Lesson Plan (Re)Design Ignite Style Presentation Summarizing/Reflecting on Final Project; Final Project Submission August 31 Tuition Deadline September 8 Deadline to drop and add September 8 Deadline to receive 100% refund September 9 Withdraw period begins (grade W) September 15 Deadline to withdraw and receive 50% refund September 16 No refunds for dropped classes November 8 Last day to withdraw without an instructors signature (grade W) December 10-16 Final Exams Point your browser to http://www.odu.edu/ao/registrar/calendars/academic/index.shtml for additional dates.

Other Important Dates

Page 13 of 13 ENGL665: Teaching Writing with Technology Fall 2011

Handbook/Syllabus Contract Form

Student Responsibilities
You are expected to contribute positively to the learning environment of the classroom by: taking responsibility for your own success in class; reading, reviewing, and referring to the course handbook/syllabus for all pertinent information; reading, reviewing, and referring to the ODU College Catalog and ODU Student Handbook for college policies; actively asking questions and seeking out help from the instructor; participating regularly in this course in the various virtual environments; keeping a copy of all assignments until the end of the semester; and immediately reporting all e-mail/computer problems to the professor and it is your responsibility to complete the course assignment and activities even in the face of computer failure.

Instructor Responsibilities:

The instructor reserves the right to require proctoring or validation of students' academic work at the instructor's discretion. The instructor reserves the right to change or modify course policies, materials, or deadlines in response to student feedback or unforeseen circumstances. Students will be notified by the instructor of any changes in course requirements or policies. The instructor requests that students allow the instructor 48 hours to respond to student emails or other forms of contact. The instructor will attempt to be available during weekdays, however, as balance between family and work is important in everyone's lives, the instructor reserves the right to be unavailable on weekends. The instructor requests that students allow the instructor one week from the date of submission (original deadline, not if the assignment is turned in late), to post a grade, or provide feedback, on any homework assignments, two weeks for major writing projects. (Note: the instructor will make every effort to provide faster turn around time-however, sometimes faster turn around is not possible) The instructor may be "out-of-the-office" for extended periods of time, and requests that students understand that this situation may occur and allow for such inconveniences (however, the instructor will always attempt to email and/or post an announcement to the class about any such circumstances)

Student Agreement

The signature below, as well as attendance and participation in this class, signifies that the student has agreed to abide by and adhere to the policies and regulations specified above. It is understood that the instructor may adapt or change this Handbook/syllabus and the assignments contained within it according to circumstances that may arise during the course of the class. The instructor may drop a student if the student fails to complete the work; however, it is the student's responsibility to drop the course if they do not wish to continue. If the student does not drop the course by the appropriate date the student will receive an F. (Be sure to ask the instructor any questions concerning the handbook/syllabus before signing below.) ___________________________ Students Name, Printed ___________ Date