EDU-582 Leading Innovative Educational Practice
4 semester credits
Innovation is more than a skill. It’s an attitude, a mindset, and a culture of curiosity, experimentation, and discovery. Innovative educational practice demands leadership that offers permission to step into the unknown because, if it were known, it would not be innovative. Effective innovative educational practice requires adherence to the pedagogical roots of best practices and leaders able to walk that fine line of what we know today, and what we won’t know until tomorrow.
This course allows learners to consider administrator, teacher/instructor, and student leadership that inspires and fosters innovative educational practice. Learners will examine the pedagogy of innovative educational practices in a reflective dialogue with colleagues, considering the cultural, political, and organizational conditions that foster or regress innovation in the classroom, and the effect of leadership on those elements. Participants will learn how to promote effective interactions among colleagues as they practice effective communication and collaboration strategies across different roles, ethnicities, cultures, and languages. Action research will be a primary tool in this course to identify and develop leadership behaviors and policies that foster innovation and the next generation of digital teaching and learning.
Delivery Method: Online
Grading Default: Letter
1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery.
1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis.
1c. Demonstrate ability to select and utilize various instructional media.
1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology.
1e. Select and utilize various Web2.0, social, and emerging applications for online learning.
1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems.
2a. Work with diverse learners.
2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice.
2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world.
2d. Demonstrate ability to teach students from backgrounds of poverty.
2e. Incorporate strategies for the development of culturally responsive online learning systems.
2f. Identify structural and technological barriers.
3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills.
3b. Demonstrate fluency with social networking.
3c. Demonstrate differentiation in contact methods and frequency based on student needs.
3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution.
4a. Utilize effective practice in ADA/Section 508 for the Web.
4b. Demonstrate mastery of copyright and fair use guidelines.
4c. Identify the implications of technology-based policy in working with underserved populations.
4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking.
4e. Apply ethical assessment practices.
5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback.
5b. Develop knowledge and skills in student retention in online environment.
5c. Apply a variety of educational and learning theories to changing educational environments.
5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning.
5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others.
5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection.
5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc.
5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
6a. Identify the cultures of research inquiry used in education.
6b. Interpret and apply current research in the field of education.
6c. Demonstrate scholarly writing.
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