SYLLABUS Guidelines and Information

  

Olembe Alaye House post

Online Attendance
 
In an online course, you are not required to show-up in at a particular location and at a particular time. However, you are expected to show-up online. This course is designed to be an active and interactive course in which you contribute and respond to the contributions of others. You should plan to log on and participate in the course at least 3-5 times each week. I will measure this by recording the date of each entry you make to the system--a response to an assignment, an entry into the  threaded discussion, submission of an assignment, or participation in group work. Please do not "drop out" for a period of time and then expect to "drop back in." If your business/personal obligations or illness require you to be absent for a week, please contact me and arrange to make up the work you will miss. Since you can access this online course from anywhere in the world, there should be little likelihood of "absence." If there is an absence of one week without prior warning, I will then send an Excessive Absence report; if your absence continues with no contact or explanation, you will be dropped administratively.

Assignments should be submitted by the due date so the class can keep moving forward; the activities we engage in build one upon the other and should not be skipped or done out of order. It is best to complete each week's work and then move on to the next, without working far ahead particularly in the case of the discussion boards. Several assignments are time sensitive and cannot be made up such as the Group Cultural Project and the peer review discussion board for the art critique rough draft.

LATE POLICY - In the case of the written art critique and the group assignment, due dates vary. All other assignments are due by Sunday 12 Midnight at the end of the respective week; if submitted late without prior knowledge or approval of the instructor, the grade will be reduced 50%. Discussion boards will become available according to the week they are scheduled. Though the discussion boards will remain online, if a student posts the week after the original deadline, the student will receive a reduction of 50%. If the student posts after that, he/she will receive a 0.

Online - Communicating In An Online Learning Community

In a cyber community, you present yourself and learn about others through written words. You don't need to be a prize-winning author or poet to successfully communicate in an online community, however you do want to present yourself in a positive light and to communicate your thoughts and ideas effectively. The following guidelines will help you ensure that you are properly understood, get your points across effectively, avoid getting anybody annoyed, and avoid looking like a "beginner" on the net.

1. Format your posting so that it is easy to read. Use short paragraphs separated by blank lines. Don't write everything in uppercase (capital) letters. It is more difficult to read and, even worse, in an online environment it means you are SHOUTING.

2. Be brief. Plan your messages ahead so that you don't ramble.

3. Be clear. Don't use abbreviations or acronyms that others may not understand. Read your messages over before sending them.

4. Check your spelling. People will not take you seriously, no matter how brilliant your ideas, if your writing is full of misspellings. Use your computer's Spell Check features; then read over what you have written to catch errors that Spell Check misses.

5. When you are interacting with others online, remember that things may "sound" harsh or less friendly when the reader cannot see your smile or the twinkle in your eye. Read your messages over to be sure they are diplomatic and polite.

Online - Core Abilities


Although the primary setting for learning in this course is online, you are a member of a learning community just as you would be in a classroom course. As members of an online learning community, we share responsibility for creating and maintaining an environment that communicates mutual respect, supports learning for all members, and provides opportunities for all members of the community to learn from one another. Throughout this learning experience we will strive to build the following online learning core abilities:
Learn effectively You will know you are practicing effective online learning habits when:
o you actively engage in the online learning community
o you use the syllabus, learning plans, performance assessment tasks, and learning materials to guide learning
o you use online learning tools such as Profiles, Orientation, Learning Plans, Discussion, In/Out Box, WorkSpace, GradeBook, Help Desk
o you take responsibility for self as a learner
o you use resources that are provided and find additional resources to meet learning needs
o you produce evidence of learning that meets the performance expectations
Work cooperatively You will know you are effectively contributing to the online learning community when:
o you complete assigned tasks for team/group work
o you use collaborative strategies to complete tasks
o you exchange information, ideas, and opinions in group and/or class discussions
o you actively provide feedback through Peer Review process
Act responsibly You will know you are taking responsibility for your online learning when:
o you complete assigned tasks according to prescribed deadlines
o you complete assigned tasks according to prescribed criteria
o you are an active participant in your cyber community
o you observe the rules of netiquette
Think critically and creatively You will know you are thinking critically and creatively when:
o you respect other points of view
o you apply the principles and strategies of purposeful, organized thinking to problem solving and decision making
o you distinguish between fact and opinion
o your contributions to online discussions show original thought
o you synthesize information from a variety of sources
Creating a Learning Environment at Home

What makes a particular setting or space a good place to learn? Think about classrooms or training rooms that have worked well for you. Chances are they provided good lighting, comfortable seating, ample workspace, good ventilation and a comfortable temperature, minimal distractions, and content-related visual or audio cues. When you attend class in a classroom, the school and your instructor create a good learning environment. When attend class online, you need to create a good learning environment for yourself-most likely in your home. Don't underestimate the importance of your study surroundings. The time you spend creating surroundings that support learning will be well invested. Here are some tips to help you get started: Select a space in which you can set up your computer (with access to your internet connection) and your tools for learning (books, papers, pencils and pens, calendar) and (if possible) leave them undisturbed between sessions. Keep the area well ventilated and at a temperature that works for you-cool enough so that you don't feel sleepy, but warm enough so that you are comfortable. Provide yourself with a comfortable desk or work chair (preferably adjustable; not an easy chair) and ample work surface (table space) at a comfortable height. Ensure that you have good lighting that does not cause a glare on your computer screen, but still allows you to read comfortably. Keep your study space as free from distractions as possible (television, distracting music, conversations, ringing phones). Add props to make your learning space more interesting and to help you focus on the subject matter. You might use posters, pictures, mind maps, geographic maps, drawings, charts, etc. that are related to the subject matter you are studying. Play music that enhances learning. Research shows that classical music written by classical composers such as Bach, Brahms, Handel, Mozart, Vivaldi, Mendelssohn, Haydn, Tschaikovsky, and Corelli, can enhance the ability of many students to concentrate and think. You can purchase classical music CDs or tapes very reasonably at any music store, many book story chains, and online. Have fresh drinking water and nutritious snacks nearby.

Online - Group Work

Online Group Work: In this course you will be required to collaborate on projects with a Work Group. Your instructor will assign you to a work group of 3-5 people. Your work group assignment will be posted in the Announcements or Discussion under work groups. You will use the same work group for the entire course.
 1. Your work group will be assigned a name and number. Your group will share Group Pages (under Communication) where you can access your group's Discussion board, exchange files, and conveniently email one another.  Only members of your group (and your instructor) can access what's posted in these areas.

 2. Take time to review the Homepage of other members of your work group. (This is a good time to make sure your information is completely filled out under Personal Information.) Email a greeting and letter of introduction to your work group members. Indicate the best way and time to reach you.

 3. When you are assigned to work on a project collaboratively, post any documents you are sharing to your group's workspace. Use your group's discussion area to post comments. Use email to contact each other as well. When necessary, plan to meet in the course Chat at the same time for synchronous discussion. You may find that you want to exchange your work for peer feedback even when it is not part of the assignment. Your Group Page is yours to use!

 4. After your group has completed an assignment, make sure you send your assignment to me as an attachment to an email and submit it as a file to the proper Class Discussion Board. For groups to work together effectively, it is essential that you respond to your email and discussion postings from group members within 48 hours (preferably 24 hours). If you have difficulty working with a member of your group, please contact me. 

Online - Instructor Role and Responsibilities

As your instructor, I am responsible for providing an environment in which an opportunity for learning exists. I will work with you and assist you in your quest for understanding. I cannot make you learn anything. As a resource person and facilitator, I will organize the course, schedule learning activities, and evaluate the short-run "products" of your learning process. Recognizing that even asynchronous online communication is time sensitive, I will monitor threaded discussions and respond to queries within 48 hours of the time they were posted. Since the Art Critique and Cultural Presentations are significant pieces of writing, it may take a little longer to assess them. I will be giving your work, as well as that of your fellow learners, careful consideration.
Online - Learner Role and Responsibilities
You are an adult learner and as such you are responsible for your own learning. No one else can be a "stand in" for you in the learning process. You will be held accountable for all assigned activities. You matter and what you do does make a difference. You will have an opportunity to share your unique ideas and experiences with your student peers and instructor. The form and content of your participation will determine the level of achievement, satisfaction, and enjoyment that you experience. Because others are depending on you to keep the course moving, you have an obligation to meet deadlines for completing assignments and postings.
Online Reading Tips

In a typical classroom course, you can get the information you need to learn a skill by listening to lectures and discussions, by viewing presentations and demonstrations, by reading, or by hands-on experience. In an online learning course, you will need to get much of your information by reading. The SQ4R method of reading offers tips to help you get more out of the learning materials you read:
S = Survey
Q = Question
R = Read R = Recite R = Reflect R = Review
SURVEY: Reading your text: Survey the whole text. Skim the preface, table of contents, summary, glossary, etc., before beginning to read any assigned chapter. Survey the chapter. Read the introduction, chapter headings, charts, summary, chapter questions, etc., before reading each chapter. Survey other reading materials. Read the headings and subheadings, look at the pictures and read the captions, skim the content before reading the material in detail. Why? It gives you a picture of the content and difficulty of the book or reading. To identify learning aids such as a glossary, questions or summaries at the end of the chapters, objectives at the beginning of the chapters, margin notes that highlight main points.
QUESTION: Turn each heading/subheading into a question before you start to read. Also, read to answer chapter questions, if provided. Why? It makes reading an active process. READ: Read each section to answer the question you asked. Read one paragraph or short section at a time. Ask yourself what is the main idea in each paragraph.
RECITE: Recite in your own words or paraphrase what you've just read. Check to make sure you're right. Why? It helps you concentrate, understand and remember. REFLECT: Think about how what you have just learned ties in with ideas from previous readings. Think about how you can use what you learned from this reading. Why? It assists with recall and greater understanding. REVIEW: Review the entire piece or chapter immediately after you finish reading it. Why? It puts together all the separate parts of the piece or chapter. Mark your Textbook If you purchased your textbook and intent to keep it, highlight main points and make notes that give the reading meaning to you. These strategies will help you with later review. Underline or highlight  by reading a section first, then going back to underline or highlight. Concentrate on key ideas. Avoid highlighting too much. Key words: Write down key words and/or brief notes in the margin. Summary notes could be made on a separate sheet of paper, in your own words. Diagramming/mind mapping: Develop a diagram to illustrate main ideas and relationships between ideas. Test questions: Make up your own test questions for the reading.
ADA Statement

If you believe that you may require special accommodations or services to participate in this course, please contact the instructor or a counselor in Support Services http://www.kellogg.edu/services/student-support-services/ . See http://www.kellogg.edu/services/student-support-services/disability-services/ for further details. 
Plagiarism:

Plagiarism is NOT permitted. Any students caught plagiarizing (or cheating in general) will receive NO points for the assignment in which the cheating occurred, and/or will be subject to the disciplinary procedures of Kellogg Community College (at the discretion of the instructor). If you are not sure what constitutes plagiarism, read about it here: http://staleybc.googlepages.com/home

Also go to: http://www.kellogg.edu/wp-content/uploads/2014/02/Academic_Integrity_Policy.pdf to read about KCC's Policy on Academic Integrity.