Transcript Online Course Development Process

Meaningful Math and Relevant Science:
Engaging Adult Online Learners
Ken Charuk-Faculty
Kent Stanton-Technology
Evelyn Ting-Assessment
SUNY Empire State College
Empire State College
Our college
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4-year, SUNY, liberal arts
Adult students
Every mode but classroom
Individualized degree programs
No tests – No grades
Relevant, individualized learning
activities
Empire State College
Our Online Program
“Mature,” asynchronous, degree oriented
Course development
 Team based, Structured
 Designed for delivery by multiple instructors
Course design
 Consistent format
 Active, authentic learning experiences
 High value on discussion
 Visual pedagogy
Empire State College
Our Project
 Grant funded, 5-years,
science/math/technology literacy
 Online courses for adult, non-majors
 Model to raise all courses to new level of
technology integration
 Increase technology skills for students
 Enhance students ability to be informed,
engaged citizens
Empire State College
Project Approach
 Interesting, interdisciplinary titles
 Enhanced development process
 Application of technology-enhanced
activities
 Focused attention on technology tools
 Formative and summative evaluation
Empire State College
What we will Cover:
 Course development process
 Technology integration
 Assessment and evaluation
Time for discussion
Sample items & detail in handout
Online Course Development Process
Course Development
 A Team based Approach
 Center for Distance Learning
 Center for Learning and Technology
Online Course Development Process
The Course Development Team is a
multidisciplinary group typically consisting of
 Area Coordinators
 Course Developers
 Curriculum and Instructional Designer
 Instructional Technologists
 Librarians
Online Course Development Process
Interactions
Course
Developer
Instructional
Designer
Instructional
Technologist
Area Coordinator
The Course
Librarian
Our Online Course Model
Our curricular and instructional design goals
Promote deep learning through visual and
multimedia approaches.
Enhance collaborative learning
Integrate problem-based/case-based studies to
promote learning transfer.
Integrate library research and library based
activities
Our Online Course Model
Evaluation is based on a variety of student activities…
Our Online Course Model
A typical module contains…
Our Online Course Model
We make extensive use of threaded discussions, and courses
typically start with an icebreaker discussion…
Technology Integration
Invention by Design
 Students explore the
process of design, and
the path from design
through engineering to
creation
 Uses simulations and
models to stimulate
active inquiry and
exploration.
Technology Integration
The roller coaster
design project
uses interactive
tools that
encourage
students to ‘play’
while leaning.
Using Technology Effectively
Learning Objects and Technology
 Keys to Reuse: Context and Granularity
 Reusable
 Scalable
 Sustainable
 Supported
 MapBlog Demo
Using Technology Effectively
Using real-world tools to understand and solve
real-world problems
 Spreadsheets: We’ve create 25 narrated Flash
tutorials that show students how to solve
problems using a spreadsheet.
 Climate Modeling Software: Tutorials
 Publicly Available GIS software: Tutorials, Data
 Synchronous Support Using Wimba
Obligatory Second Life Slide
Second life
 New Course: The Future of Being Human
 We have purchased an Island and are
developing resources
Making Math Real
Approach to Math Education
 Address different learning styles
 Connect with work/life experience
 A focus on solving problems
 Maple
 MapleNet
 Excel
www.esc.edu/smart
www.esc.edu/smart
 S.M.A.R.T - Science, Math, Analysis, Reasoning and Technology
 Course Summaries promote the new courses
and provide public access to some course
learning resources
 Math and science resources for students and
faculty
 Bit Literate: Adult learners need extra help with
technology (in case the kids aren’t around)
Project Assessment
Student Measures
 Student change in attitude and knowledge
 pre/post content tests
 pre/post attitude surveys
 Student end-of-course evaluation
 Student course outcomes (grades)
 *Student interviews
 *future activity
Project Assessment
Affective Survey
 I see science as a subject I will rarely use;
 Generally, I have felt secure about
attempting science
 I don’t think I can do advanced things with
technology
Project Assessment
Contemporary Environmental Issues Narrative
According to the US Environmental Protection
Agency (EPA), acid rain “is a broad term
referring to a mixture of wet and dry deposition
(deposited material) from the atmosphere
containing higher than normal amounts of
nitric and sulfuric acids.” In two paragraphs or
more, explain the causes of aid rain, and then
describe the negative impacts of aid rain on
forest and aquatic ecosystems, buildings and
human health
Project Assessment
Satisfaction
 Comparable to all courses
Content
 increase in knowledge
 decrease in variability
Affective
 increase in perceived relevance
 increase in confidence in tech use
 decrease in “feeling at ease”
Project Assessment
Other Measures
 Course evaluation
 Peer review (content validity)
 Extended course review/revision
 Evaluation of technology use
 Instructor experience
 *Instructor survey and interview
 Project evaluation
 *Project team reflection
*future activity
Project Assessment
Next Steps
Evaluation
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Revision
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Dissemination & widespread adoption
Your Turn
Comments?
Suggestions?
Advice?
Questions?
Brainstorming
Energy
 A Multidisciplinary Course
 Let’s brainstorm an interactive learning
activity for this course…