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A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses. Web Presentation for the University of Oulu, Finland, April 24, 2007
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Center for Distance Learning
Curriculum & Instructional Designfor online and distance learning environments
Presentation for the University of Oulu, Finland
April 24, 2007
Nicola Martinez, Director
About The College A university college of the State
University of New York 35 Locations around New York
State
Some Annual CDL Statistics:
100,000 Credits; 20,000 + Course Enrollments 70% NYS Residents 30% Out-of-state; all states
represented; small portion international 30% Fulltime students 50% Students use financial aid
or loans
The Center for Distance Learning (CDL)serves students around the world, including military students
Center For Distance Learning Offers online courses in five, 15-week semesters per year Historically leading enroller in SUNY
Learning Network Partners with eArmyU, Navy, labor
unions, and public & private organizations
Offers degree programs in eleven areas of study:
The Arts, Humanities & Cultural Studies Business, Community and Human Services, Educational Studies, History, Human Development, Labor Studies, Science-Math-Technology, Social Theory-Structure-Change
Leader In Educational Technology SUNY’s leader in the
design and delivery of online courses
Largest provider of distance learning in New York state
Rich array of library and study skills materials available via the Internet
Connection with faculty and other students throughout the college’s online worldwide network
Core Competencies
Success with adult learners seeking degrees
Growth is carefully balanced with models for FT/PT faculty balance, design staff and student supports
Course completion rates 90%, high student satisfaction
Mentoring/personalization in all aspects
Comprehensive student services
Quality assurance through benchmarking with competitors
Our curricular and instructional design goals :
Promote deep learning through visual and multimedia approaches.
Enhance collaborative learning – teams, group presentations, debates, students as facilitators.
Integrate Case studies across the disciplines to promote learning transfer.
Integrate library research and library based activities into every course.
Integrate optimal technology tools for multiple pedagogical uses.
Integrate work-based learning and connection with social problems.
Build community beyond courses Visual Approach to Mathematics
Curriculum and Instructional Design Group
Advises area coordinators on curriculum development
Shepherds developers through the development cycle
Provides pedagogical, assessment, and instructional development training as needed
Designs course development processes
Facilitates team development sessions
Aligns support for course developers
Assures academic excellence and design quality of courses
Oversees program evaluation and improvements.
Best Practices CDL uses a best-practice based
approach, as online learning is relatively new; best practices are the result of ongoing research, discovery, and experimentation.
Full time CDL faculty and staff attend national and international conferences to learn about emerging practices, newest research and technologies, and to share our practices with external audiences.
CDL faculty members and instructional designers contribute their best practice ideas so that innovations and improvements may be shared across the center and college.
As a general rule, a new practice is piloted in one course and tested in a few more before implemented on a larger scale.
Virtual Research Cruise
Marine Biology
Course Development Teams
CDL courses are designed by teams made up of different configurations of faculty, instructional designers, librarians, and various educational technology specialists, as follows:
An area coordinator (faculty supervisor)A coordinator of instructional design & curriculum development who serves as project manager for the course developmentOne or more faculty course developers (content expert/s who develops course content & assessment activities)One or more instructional designers; a multimedia developer; an instructional technologist; a librarian; support staff
Course Approval Process
Course Concept Presented to All Faculty Discussion/feedback from Area Coordinators
Course Proposal Presented to Curricular Teams Open to Discussion/feedback from Area Coordinators and Course Development Teams
Course Proposal Review/Approval by Curriculum Committee With public feedback
Once Approved, course enters development cycle And is assigned a team
Once Completed, Course Review/Rating by Instructional Design Team using the course evaluation checklist
Coursetrak Screenshot
Theory based design
Adult centered learning Active, deep, and
authentic learning Visual pedagogies Media-rich and librarian
researched content/resources.
Student interaction and collaborative learning
With emphasis on opportunities for teaching, social and cognitive presence
For large-scale development of pedagogically and academically sound courses, instructional designers work with course developers to ensure:
Studying with Scientists
Virtual Research Cruise
Coursetrak
Course Resource Needs Analysis
Records the resources, support, and services
needed for a course in development or revision.
Library Resources Librarians recommend electronic resources from: subscription research databases and online services the public Internet for use as supplemental readings
and related course materials (.edu; .gov; and .org)
Sample Library Request
Arts Management Course
Tier 3 Rating System
Tier Rating
Tier 3 Exemplary Course
Tier 2 AcceptableSome criteria met, revisions needed
Tier 1 Not Acceptable (recommend postpone or cancel)
Online Course Evaluation Checklist
http://www.esc.edu/coursetrak
Meaningful Math, Relevant Science We have received a $1.25 m Charitable
Leadership foundation grant to create and utilize real-life, interactive, problem-based curriculum with case studies and laboratory experiences in 16 online mathematics and science courses with the potential for high enrollment by adult students.
We are now addressing the science and math literacy challenge through the creation of an engaging, rich and varied online curriculum that will be available to the college’s 17,000 students and, indeed, throughout the entire State University of New York via the SUNY Learning Network.
Through the engagement of selected high school teachers as teaching fellows in curriculum development teams, the project may also have a “trickle down” effect of improving secondary school instruction, especially through the use of instructional technology.
Research Vessel used in Virtual Research Cruise
with Aquarium Scientists
The following slides illustrate some of our distance learning methodologies applied to the design of instruction, including:
Visual PedagogyCollaborative
LearningScientific Field
Studies and Field Study Support
Interactive ToolsVisual MathematicsResearch-Based
DiscussionVisual Case Studies
Sample Visual Pedagogy
Images as Content: The New Borders of Security
Visual Pedagogy
Sample Content Guide
Embedded Resources
Role Play Scenario Collaborative Activity
Dynamic Learning, in Context
Scientific Field Studies …for the online student
Field Studies
Field Study Support
Interactive Tools
Visual Mathematics
Research Based Discussion
Visual Case-Study Based Activity
Interactive Learning Object
Interactive Learning Object
Quality Factors
• The key differentiating factors of quality in CDL courses are: The teaching presence of instructor, e.g. through
course description, statement of goals and objectives, module-at-a-glance and frequent feedback
The internal consistency of the course, determined by congruence between components
Use of cognitive enhancement strategies such as library review, problem solving, image and multimedia resources, and Web links
Use of collaborative learning, e.g. through discussions, icebreaker and group projects
• All of these factors are amply supported by research on online learning.
Contact Information
• Visit our web site at:
http://www.esc.edu/cdl
Nicola MartinezDirector of Curriculum and Instructional Design
Center for Distance Learning111 West Avenue, Saratoga Springs, NY 12866518-587-2100, ext. 2276
Nicola.Martinez@esc.edu
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