AAEEBL 2010

202 views

Published on

Presentation by Barbara Walters, Ellen Smiley, Bill Bernhardt and Sarah Morgano

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
202
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

AAEEBL 2010

  1. 1. 1
  2. 2. Barbara Walters, Consortial Faculty, CUNY Online Baccalaureate Ellen Smiley, Academic Director of the CUNY OnlineSarah Morgano, ePortfolio Communication Coordinator William Bernhardt, Consortial Faculty, CUNY Online Baccalaureate 2
  3. 3. Web 2.0 tools facilitate shared knowledge,reflection, and metacognition among CUNYOnline Baccalaureate students in a researchmethods learning community. E-Portfoliomodeling encourages ownership transfer andthoughtful self-navigation of program learninggoals, targeted in course objectives andassignments. Examples highlight tiers in ascaffolded series of competencies that are pre-requisites to capstone projects in ourCommunication and Culture concentration. 3
  4. 4.  Steering Committee for Online Resources and Education (S.C.O.R.E.) 2005 CUNY Online Baccalaureate: Fall 2006  Designed for “degree completers”  Single cross-disciplinary concentration: Communication and Culture  Expanded in initial year from 250 students in 30 sections of 17 courses to 400 students in 62 sections of 50 courses B.S. in Business, Spring 2008; M.S. in Business Management and Leadership, Fall 2009 Spring 2010, over 750 students enrolled in 67 classes across three degree programs 4
  5. 5.  Clear Goals  Institutional Mission  Program Goals  Curriculum Development  Course Objectives Pedagogy  Deep learning – non-content teaching and learning goals (Keith Roberts)  Constructivist learning -- WAC and WID (Bloom, Perry and Bean)  Reflection and Self-Navigation (John Dewey and Lev S. Vygotsky)  Communities of Practice – Learning Communities Assessment and Evaluation 5
  6. 6.  Goal:  Inclusion of all students in the program  Use of ePortfolios to mirror, map and communicate progress  Reflection and Social Networking ePortfolios and Communities of Practice  Blogs  Wikis  Expo  Digication 6
  7. 7. Intentional Teaching and Learning*“If you don’t know whereyou want to go, you mightend up somewhere else.” Yogi BerraPhoto Credit: Yogi Berra’s game-worn jersey,Photography Collection, The Glory Days: NewYork Baseball 1947-1957, and exhibit fromMuseum of the City of New York, which ran fromJune 27 to December 31, 2007. Used under aCreative Commons “Attribution/Noncommercial/No-Derivative Works”*Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar 7
  8. 8. Program Mission Goals/Outcomes/ Objectives Double Loop Learning We are here Assessment/ Curricular Reflection Design Course Objectives Pedagogy* Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar 8
  9. 9. This course titleand sequence havechanged as a resultof this double-loop learning. 9
  10. 10. TEACHERS AND ADMINISTRATORS LEARNERS Clear program goals  Self-directed Clear learning goals  Aware of the process Alignment between  Integrative mission, guiding principles, goals,  Adaptive assignments and assessments Open systemAdapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar 10
  11. 11. Visible Knowledge 11
  12. 12.  Basic Competencies: Fall 2008  Course redesign  Assessment Course Goals and Objectives: meetings in teams Transparent assignments and assessments Faculty Development or Community Building around Basic Principles 12
  13. 13. I. Inquiry and Critical ThinkingII. CommunicationIII. Cultural Diversity and Social ResponsibilityIV. CreativityV. Teamwork and LeadershipVI. Knowledge Base 13
  14. 14. Basic CC CC CC CC CC CC CC CC CC CCCompetenci 401 403 404 405 406 407 408 409 411 499esI. Inquiry & XC. ThinkingII. Comm. XIII. Cult. Div. X& Soc. Resp.IV. Creativity XV. Teamwork X&LeadershipVI. XKnowledge 14Base
  15. 15. 15
  16. 16.  Fall 2008 Expo Pilot Summer 2009 Digication Pilot Ongoing Communities of Practice  Discussion Forums  Blogs  Wikis  Expo  ePortfolios 16
  17. 17.  Blackboard has always had the discussion board, but new tools allow new outlets for student contributions in online courses: blogs (collective or individual) and wikis. How can these tools be used effectively (and non- redundantly) in the Blackboard environment? 17
  18. 18.  Enables journal style entries separated and tagged by name, date, and time, appearing in reverse chronological order Allows students to create web-based diaries or other types of web records Possibilities include documents, links, images, plus a comments feature Journal, viewing, and comments can be open to individual students, groups, or entire class Tool for reflection 18
  19. 19. 19
  20. 20.  An effective tool for collaborative student website authoring: think Wikipedia Provides a venue for teamwork and reflection Facilitates text, image, or other media links and/or displays Assessment tools available Wiki editing, viewing, and comments can be available to class or team 20
  21. 21. 21
  22. 22. 22
  23. 23.  110 Students in Five Courses  COM 110 Digital Information in the Contemporary World  ART 210 Modern Art in the City  ENG 102  CC 410 Introduction to Research Methods  CC 409 Studies in Communication and Cultural Change  CC 499 Senior Research Evaluation Model ePortfolio Student Resource Site 23
  24. 24. Sample Student ePortfolio: Created for students to mirror.Basic Academic ePortfolio Template: Created for students to model. 24
  25. 25. 25
  26. 26. Ownership TransferSocial Networking 26
  27. 27.  CC 499 Senior Research  Initially a contract and guidelines  Double loop adjustment Skills students should have at registration for CC 499: Fall 2009  Literature searches and review  Creating theory and hypotheses from literature  Statistical Skills  SPSS  Basic descriptive statistics  Tests of significance  Basic research  Ethnography  Content Analysis 27
  28. 28. 28
  29. 29. A direct result ofNOT evaluating evidence (reflecting). 29
  30. 30. 30
  31. 31. 31
  32. 32. This course wasrevised as a resultof this double-loop learning. 32
  33. 33.  CC 401 and Deep Learning Transition to Four-Year College  Pre-Reflective:  Knowledge exists absolutely and can be ascertained by direct observation  Quasi-Reflective:  Knowledge is uncertain; evidence is used but it is idiosyncratic  Reflective  Knowledge is constructed by evaluating evidence Change in Research Methods sequence and course numbers Introduction of Write-from-the-Start Learning Community: COM 110 and CC 401 33
  34. 34. SharedKnowledge 34
  35. 35. 35
  36. 36. Reflection 36
  37. 37. Thanks to SPS Deans George Otte and Brian Peterson; SylvieRichards, SPS Media and Technology Specialist; B.Loerinc-Helft,Academic Director of the CUNY Online Programs in Business;Washington Hernandez, Operations Manager, Ericke Wong,Operations Assistant; Phil Pecorino, Howard Wach, Jordi Getman,Carl Grindley, Joe Ugoretz and Rob Whittaker, Colleagues in theCUNY Online Baccalaureate; Bret Eynon, Assistant Dean andExecutive Director of the Teaching and Learning Center atLaGuardia; and all of our mentors and colleagues at LaGuardiaCommunity College and in Cohort A at Making Connections. 37

×