Center for Distance Learning Curriculum & Instructional Design for 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

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

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

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

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

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

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

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.

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

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.

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 development One 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

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 development

One 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

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

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

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

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

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)

Tier 3 Rating System Not Acceptable (recommend postpone or cancel) Tier 1 Acceptable Some criteria met, revisions needed Tier 2 Exemplary Course Tier 3 Rating Tier

Acceptable

Some criteria met, revisions needed

Online Course Evaluation Checklist http:// www.esc.edu/coursetrak

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

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.

The following slides illustrate some of our distance learning methodologies applied to the design of instruction, including: Visual Pedagogy Collaborative Learning Scientific Field Studies and Field Study Support Interactive Tools Visual Mathematics Research-Based Discussion Visual Case Studies

Visual Pedagogy

Collaborative Learning

Scientific Field Studies and Field Study Support

Interactive Tools

Visual Mathematics

Research-Based Discussion

Visual 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.

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 Martinez Director of Curriculum and Instructional Design Center for Distance Learning 111 West Avenue, Saratoga Springs, NY 12866 518-587-2100, ext. 2276 [email_address]

Visit our web site at:

http://www.esc.edu/cdl