Course Schedule (Spring 2017)
- Online Inquiry Learning (Friday, 10:20-13:20, in Chinease language)
- Office Hour: M TH 13:30-15:30 pm, email first
Graduate Course Introduction
- E-Learning Strategies (3 hrs)
This course introduces, based on cognitive psychology, how students utilize cognitive strategies and thier hehaviors in digital learning. In addition, this course will develop students' interests and motivation to do digital learning research. This course will cover fundamental information theory, metacognition theory, constructivism, social constructivism, definitions and scopes of e-learning, environmental characteristics of e-learning environments, individual differences in e-learning, assessments of e-learning and future reserach directions of e-learning.
- Information Literacy Research (3 hrs)
The goal of the course is to review and discuss the related research about information literacy which is required for the next generation of word citizens. The curriculum will focus on compter literacy, Inernet literacy and information literacy etc. reserach domains. The roles of Internet attitudes, Internet self-efficacy, personal beliefs, individual factors played in information selection, evaluation and decision making process will be extensively discussed in this class. Students will conduct a field observation/syrvey regarding a specific issue or a content analysis for literature review. No prerequisites are required for this course.
- Online Inquiry Learning
This course aims at introducing eye-tracking techniques to explore students’ online inquiry learning behaviors and information processing models. The curriculum will emphasize on literature review in eye movement literature and the apllications of eye-tracking techniques in digital learning reserach. Students in this class will also learn how to conduct a basic eye-tracking experiment step-by-step with a sample material. Final examines include a paper-and-pencil comprehension test on eye-tracking basic concepts and an experimental test on handling the eye-trackers. The prerequisites of this course include Educational Research Methods. Before taking this course, studetns are recommended to take either E-Learning Strategies or Information Literacy Research.
- Special Topics in Digital Cognitive Process (3 hrs)
This is a project-based course, focusing on conducting an eye-tracking experiment to sutdy the cognitive process of digital learning. Students taking this course will be acquainted with the implications of eye-tracking techniques in digital learning studies, and also know how to operate an eye-tracker, design an eye-tracking experiment, collect and analyze eye-tracking data as well as write a brief experimental report. This course is an advanced course in digital learning. All students who take this course must have taken Online Inquiry Learning or have eye-tacking experiment experience. For students who are not qualified for taking this course, before the class begins, you need to talk to the instructor and take a test in order to get the permission to take the course.
- Digital Content Design (3 hrs)
This course aims to introduce the development and applications of digital contents via literature review, industry visiting, experiences and project planning. This is a curriculum to connect digital content design industry such as game design companies. Students in this course will visit related companies, experience digital contents, evaluate digital contents and write a proposal to design digital content.
- Evaluations for Digital Teaching Materials (3 hrs)
This course aims at build a framework to analyze and evaluate digital learning and teaching materials form a cognitive perspective. Students enrolled in this course should be better to have teaching or industrial experience in relation to designing or developing digital teacing or learning materials. Students also need to have a potential research topic for conducting literature review and digital content or material evaluation or analyses. Class discussions will be emphasized for sharing the teaching experience in using the digital materials in terms of lerner-centered perspectives.
Undergraduate Course Introduction (for Teacher Education Program)
- Curriculum Development and Design (2 hrs)
This course aims to introduce basic concepts and types of curriculum and to prepare students' skills for developing curriculum which enhances required literacies for the 21st centuray citizens. Students taking this course will be asked to develop a group-based project and present and demonstrate it at the end of the semester. All related teaching materials should be also developed and turned in for the final project. These designed curriculum will be then encouraged to implement in their searvice learnig in high schools.
- Instructional Media (2 hrs)
This course is to improve pre-service high school teachers's knowledge and skills to use basic instructional medias. The content of the course will cover the role of media played in teaching, the advantages and disadvantages of various instructional technologies and the future development of new instructional technologies. Students taking this course will learn and use basic instructional softwares and hardwares to design instructional materials based on ASSURE model. They also need to practice teaching by using the materials they designed in this course and demonstrate their designed materials in the class. This is a hand-on course.
- Information Literacy Education (2 hrs)
The purpose of this course is to lead university students and also the inservice high school teachers to gain information lietracy of modern citizens, to have a balance between technology and humanity, to be able to distinguish the differences between the real and the virtual worlds, to be aware of the importance of moral and ethics of the Internet as well as to develop safe and proper Internet using habitis. Students in this course will watch movies, discuss cases and participate a learnign task in order to gain more experience and refletions in related issues.
Instructional Theory (2 hrs)
The course aims at developing pre-service high school teachers' knowledge and skills in teaching and instructional designs with the following goals: (1) To be acquainted with fundamental teaching theories, models, and relevent skills for teaching in different learning domains. (2) To be able to design a course and make a teaching plan with peers as collaboratiors. (3) To be able to usually self-reflect on their own teaching methods and be willing to learn more about this issue.