This is a quick overview of a course I designed and taught for SUNY back in 2008. I am typing this description in 2020. Over the years, personal technology has become ubiquitous and more fun to use. Learning is happening at an accelerated pace, 24/7. Students have access to more content and, best, are able to contribute to the conversation. Best of all, technology, accessibility, and online collaboration have made instruction a much more personalized, engaging experience - the envy of any elite tutor in times past.

1. Discovering Math Across
the Generations (DMAG)
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2. Empire State College, State University of
New York, Founded, 1971
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3. The Reflective Practitioner
The practitioner allows himself to
experience surprise, puzzlement, or
confusion in a situation which he finds
uncertain or unique. He reflects on the
phenomenon before him, and on the
prior understandings which have been
implicit in his behaviour. He carries out
an experiment which serves to generate
both a new understanding of the
phenomenon and a change in the
situation.
(Schön 1983: 68)

4. Needs Assessment
Should consider both faculty and students
Learning Styles
Exhibit “Best Practices”
“Personalize through standardization”
Faculty “Soft” roll outs
Face-to-Face Consultations
Workshops
Online Tutorials – Live/Async
Help Desk Support
Organizational Cost-Benefits

5. Profiling Your Audience
Prior Knowledge
Current Skills & Training
Access to Tools
Benefits – Perceived vs. Actual
Attitudes, Biases, Habits
Ability & Motivation to Attend Training
Cultural Conflicts

6. Course Delivery Options
Independent Study
Residency
Group Study
Onsite Classroom
Online
we shape our tools, and
thereafter our tools shape us
(McLuhan)
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7. DMAG Course Goal
To facilitate the learning of topics in Algebra, Geometry,
number sense, estimation, logical thinking, Probability and
Statistics through presenting these concepts to other family
members and children, using Family Math materials.
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8. Course Objectives
Employ topics in Algebra, Geometry, number sense, estimation,
logical thinking, Probability and Statistics and be able to apply
these concepts to solve real-world problems.
Use journaling to achieve a deeper understanding of
mathematical concepts as well as an increased ability to
articulate how mathematics is learned.
Represent mathematical information symbolically, visually,
visually
numerically and verbally and be able to interpret and draw
inferences from mathematical models
Estimate and check mathematical results for reasonableness, as
well as recognize the limits of mathematical and statistical
methods.
Evaluate and locate quality web- based math resources that can
assist in solving problems and demonstrate an awareness,
after working with a child, of how effectiveness of a resource
depends on a user’s particular learning style and ability level.
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9. Building An Extended Syllabus
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10. Designing for Teaching Presence
Module Structure and Course Content
Anderson, Rourke, Garrison and Archer.
Assessing Teaching Presence in a Computer
Conferencing Context. Journal of
Asynchronous Learning Networks. Volume
5, Issue 2 - September 2001

11. Course Modules
Chunking content - usually 5 to 6 modules for a 15-
week course
Cohesion through “threaded activities”
For each module
overview
a content guide or key concept page written by the
developer & SME
required readings
assignments (written, lab, debate, etc.)
a discussion forum with an open-ended question or set of
questions
a list of online resources

12. Modules

13. Module Content Guide

14. Course Interaction
Online Journaling for Reflection
Discussions – class & teams
Drop Boxes
Sharing Resources
Collaborations
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15. Web 2.0 Enabling Tools
Delicious – Social Bookmarks
Dipity – Dynamic Timelines
Voicethread – “Ice Breaker” Discussions
Dapper – Create RSS feeds or Widgets to
bring in content from multiple sites
Wikispaces – Authoring and Collaboration

16. Course Resources
Text Books & Readings
Embedded Media
Websites
Online Library
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17. Course Assessment of Outcomes
Acknowledgement
Digest & Synthesis
Show me
Evidence-based
ePortfolios
Cumulative reflection
Credentialing for Employment
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18. Course Pre-Publish Refinements
Final edit
Format review
Evaluation
Content Review by content expert

19. External Course Review

20. SMART – Quant Literacy
Math & Science Literacy for Civic Engagement Course List
Contemporary Environmental Issues
Discovering Math Across Generations
Energy: The Issues and the Science (coming soon)
Ethnobotany (coming soon)
Evolution: One Long Argument
The Future of Being Human (coming soon)
Global Climate Change (coming soon)
GPS and the New Geography
Invention By Design (coming soon)
Marine Biology
Math For The Inquiring Mind
Mathematical Modeling
Population and Disease (coming soon)
Statistics: An Activity Based Approach (coming soon)
Visualizing Mathematics
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21. Many ID Models and Resources
Penn State Learning Community Hub
SLOAN-C Effective Practices
Concordia Consortium Model
Six Models for Course Redesign
VaTech’s Design Shop
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