Edu 6320 final project presentation j. lancaster final

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Edu 6320 final project presentation j. lancaster final

  1. 1. Propelling St. Mary’s College into the 21st Century: A proposal for the implementation of Distance Education course Jason W. Lancaster EDU 6320: New Technology and Emerging Trends for Distance Education Spring 2012
  2. 2. St. Mary’s College of CaliforniaCatholic, liberal arts school located in Northern CaliforniaCurrently offers 40 academic degree programs, but has no distance educationopportunities, despite published literature highlighting the benefits of DE
  3. 3. The time for change is now
  4. 4. Target student populations
  5. 5. Pilot Course: Around the Bay in 28 Days• Course focus: – Development of journalism skills, both written and design• Weekly online excursions to various points of interest including: – San Francisco – Napa/Sonoma Valley – San Mateo Coast – East Bay Regional Parks
  6. 6. Course Objectives• Determine two distinct interviewing practices/techniques of an effective travel journalist from the weekly readings such as empowering the interviewee, and discuss each as part of your written 250 word weekly blog on WordPress.• Evaluate two differing methods of travel journalism (written and broadcast) from the weekly readings and expert discussions and provide a 2-page commentary over these two methods and post to your weekly blog on WordPress.• Create a 1 minute broadcast vignette, utilizing a media of your choosing (audio only, video only, audio/video) for potential use by a travel promotion company from one of the travel destinations ‘visited’ as part of this class and post to the Discussion Board section of this course.
  7. 7. Course Methodology• Each week students will be expected to: – Review the weekly lectures, readings, presentations and associated learning objectives and goals • Lectures, as well as ‘special guest’ presentations will be delivered electronically • Students are encouraged to actively follow along with these presentations each week, ideally before Wednesday, these concepts will be built upon with weekly discussions and assignments• Actively participate within Discussion Board discussion/WordPress blogs• Explore various areas within the San Francisco Bay Area from the comfort of their computers, and write a 500 word, reflective, first person narrative over each location.
  8. 8. Course Assignments• Weekly: – 500-word written narratives over the excursion location – Discussion board/WordPress blog posts• Final: – Audio/Video Vignette: • Final authentic assignment which students will create an audio/video production • Will include aspects from each of the weekly lectures/guests including interviewing techniques
  9. 9. Course Evaluations• Weekly feedback will be solicited: – Anonymous, open-ended response, electronic survey – What course features are most effective – Which can be improved, and how best to do so – What additional features would students find most beneficial• End of course evaluation: – Anonymous, electronic survey – Questions ranging from the utility of the course, textbooks and lectures, to course format and use of technology, to the effectiveness, respectfulness and fairness of the instructor(s)• Aggregate results will be reviewed and design and instructional changes will be implemented based on the results
  10. 10. Future Goals• This is a pilot project, that will hopefully create a wave of new DE offerings at SMC• Instructor(s) will serve as peer mentors for faculty seeking to expand their course offerings• Ultimately, SMC will reach a new target audience of students via DE
  11. 11. References• Chickering, A. W., & Gamson, Z. F. (1989). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3), 140- 141.• Graham, C., Cagiltay, K., Lim, B., Craner, J., & Duffy, T. M. (2001). Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses. The Technology Source, March/April. Retrieved from http://technologysource.org/article/seven_principles_of_effective_teachi ng/• Miller, G.E., & Schiffman, S. (2006). ALN Business Models and the Transformation of Higher Education. Journal of Asynchronous Learning Networks. 10 (2), 23-31.• Reynard, R. (2007). Hybrid Learning: Maximizing Student Engagement. Campus Technology. Retrieved from http://campustechnology.com/articles/2007/05/hybrid-learning- maximizing-student-engagement.aspx

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