Published on July 14, 2009
Center for Distance Learning Curriculum & Instructional Design For CDL Courses Nicola Martinez, Director Faculty Orientation July 2009
Curriculum Committee The Curriculum Committee oversees the approval of course proposals and development of policies and procedures for Center for Distance Learning courses. The committee provides leadership in identifying and discussing curricular issues on the course and overall curricular levels. Committee Members represent each of the four area of study subgroups.
Curriculum Committee Members Phillip Ortiz, Chair and representative of the Science, Mathematics and Technology subgroup Carol Carnevale, Faculty Chair and representative of the Business, Management and Economics subgroup Eric Ball, Representative of the Cultural Studies subgroup Julie Shaw, Representative of Human Development and Social Science Research Nicola Martinez, Co-Chair and Director of Curriculum and Instructional Design Valerie Chukhlomin, Representative of Marketing and Management Studies subgroup Laura Wait, Secretary to the Curriculum Committee
Curriculum Committee Curriculum Committee Reviews are Required for: • New courses - All proposals for new courses must be reviewed by the curriculum committee and receive committee approval prior to starting the full course development. • Major revisions of existing courses - A major revision is defined as an existing course that needs to be changed in one of the following ways: 1. major change in focus/purpose of the course 2. major change in texts, necessitating a change in course focus/purpose 3. change in level of course from lower < -- > advanced, in credit amount, in liberal vs. non-liberal designation
Curriculum Committee Curriculum Committee Reviews are Not Required for: • Existing, previously-approved courses changing delivery methods – E.g., print-to-web conversions, enhanced learning contract-to-web conversions. • Minor revisions – A minor revision is defined as a change necessitated by a newer edition of the same text, the introduction of a synchronous component, testing of new software, revision of course title, etc., as long as these changes do not change the focus/purpose of the course. • Note: Your assistant area coordinator usually manages minor revisions for you.
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.
Curriculum and Instructional Design Group Nicola Martinez, Director of Curriculum and Instructional Design Ken Charuk, Team Lead, Coordinator of Curriculum and Instructional Design(BME) Robert Kester, Coordinator of Curriculum and Instructional Design (Social Sciences) Lisa Snyder, Coordinator of Curriculum and Instructional Design (SMAT) David Wolf, Coordinator of Curriculum and Instructional Design (Humanities) Audeliz Matias, Coordinator of Curriculum and Instructional Design (SMP) Betsy Braun, Curriculum Design Specialist (HUM; SMAT) Claire Ouderkirk, Curriculum Design Specialist (Social, BME) Darlene Dow, Program Aide Tiffany Williams, Secretary/Curriculum and Instructional Design Group MaryJane Baird, Secretary/Curriculum and Instructional Design Group
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
Course Approval Process 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
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) Arts Management Course Sample Library Request
Tier 3 Rating System Tier Rating Tier 3 Exemplary Course Tier 2 Acceptable Some criteria met, revisions needed Tier 1 Not Acceptable (recommend postpone or cancel)
Online Course Evaluation Checklist http://www.esc.edu/coursetrak
Theory based design For large-scale development of pedagogically and academically sound courses, instructional designers work with course developers to ensure: Adult centered learning Active, deep, and authentic learning Visual pedagogies Studying with Scientists Media-rich and librarian researched content/resources. Student interaction and collaborative learning With emphasis on opportunities for teaching, social and cognitive presence Virtual Research Cruise
Best Practices CDL uses a best-practice based Virtual Research Cruise 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. Marine Biology As a general rule, a new practice is piloted in one course and tested in a few more before implemented on a larger scale.
Some of our distance learning methodologies applied to the design of instruction include: Visual Pedagogy Collaborative Learning Scientific Field Studies and Field Study Support Interactive Tools Visual Mathematics Research-Based Discussion Visual Case Studies
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 Nicola Martinez Director of Curriculum and Instructional Design Center for Distance Learning 111 West Avenue, Saratoga Springs, NY 12866 518-587-2100, ext. 2276 Nicola.Martinez@esc.edu • Visit our web site at: http://www.esc.edu/cdl
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