Meaningful Math and Relevant Science: Engaging Adult Online Learners

1
(No Transcript)
2
Meaningful Math and Relevant Science Engaging
Adult Online Learners

• Ken Charuk-Faculty
• Kent Stanton-Technology
• Evelyn Ting-Assessment
• SUNY Empire State College

3
Empire State College

• Our college
• 4-year, SUNY, liberal arts
• Adult students
• Every mode but classroom
• Individualized degree programs
• No tests No grades
• Relevant, individualized learning activities

4
Empire State College

• Our Online Program
• Mature, asynchronous, degree oriented
• Course development
• Team based, Structured
• Designed for delivery by multiple instructors
• Course design
• Consistent format
• Active, authentic learning experiences
• High value on discussion
• Visual pedagogy

5
Empire State College

• Our Project
• Grant funded, 5-years, science/math/technology
  literacy
• Online courses for adult, non-majors
• Model to raise all courses to new level of
  technology integration
• Increase technology skills for students
• Enhance students ability to be informed, engaged
  citizens

6
Empire State College

• Project Approach
• Interesting, interdisciplinary titles
• Enhanced development process
• Application of technology-enhanced activities
• Focused attention on technology tools
• Formative and summative evaluation

7
Empire State College

• What we will Cover
• Course development process
• Technology integration
• Assessment and evaluation
• Time for discussion
• Sample items detail in handout

8
Online Course Development Process

• Course Development
• A Team based Approach
• Center for Distance Learning
• Center for Learning and Technology

9

Online Course Development Process

• The Course Development Team is a
  multidisciplinary group typically consisting of
• Area Coordinators
• Course Developers
• Curriculum and Instructional Designer
• Instructional Technologists
• Librarians

10
Interactions
Online Course Development Process
Area Coordinator
Course Developer
The Course
Instructional Designer
Instructional Technologist
Librarian
11
Our Online Course Model

• Our curricular and instructional design goals
• Promote deep learning through visual and
  multimedia approaches.
• Enhance collaborative learning
• Integrate problem-based/case-based studies to
  promote learning transfer.
• Integrate library research and library based
  activities

12
Our Online Course Model
Evaluation is based on a variety of student
activities
13
Our Online Course Model
A typical module contains
14
Our Online Course Model
We make extensive use of threaded discussions,
and courses typically start with an icebreaker
discussion
15
Technology Integration

• Invention by Design
• Students explore the process of design, and the
  path from design through engineering to creation
• Uses simulations and models to stimulate active
  inquiry and exploration.

16
Technology Integration
The roller coaster design project uses
interactive tools that encourage students to
play while leaning.
17
Using Technology Effectively

• Learning Objects and Technology
• Keys to Reuse Context and Granularity
• Reusable
• Scalable
• Sustainable
• Supported
• MapBlog Demo

18
Using Technology Effectively

• Using real-world tools to understand and solve
  real-world problems
• Spreadsheets Weve create 25 narrated Flash
  tutorials that show students how to solve
  problems using a spreadsheet.
• Climate Modeling Software Tutorials
• Publicly Available GIS software Tutorials, Data
• Synchronous Support Using Wimba

19
Obligatory Second Life Slide

• Second life
• New Course The Future of Being Human
• We have purchased an Island and are developing
  resources

20
Making Math Real

• Approach to Math Education
• Address different learning styles
• Connect with work/life experience
• A focus on solving problems
• Maple
• MapleNet
• Excel

21
www.esc.edu/smart

• www.esc.edu/smart
• S.M.A.R.T - Science, Math, Analysis, Reasoning
  and Technology
• Course Summaries promote the new courses and
  provide public access to some course learning
  resources
• Math and science resources for students and
  faculty
• Bit Literate Adult learners need extra help with
  technology (in case the kids arent around)

22
Project Assessment

• Student Measures
• Student change in attitude and knowledge
• pre/post content tests
• pre/post attitude surveys
• Student end-of-course evaluation
• Student course outcomes (grades)
• Student interviews
• future activity

23
Project Assessment

• Affective Survey
• I see science as a subject I will rarely use
• Generally, I have felt secure about attempting
  science
• I dont think I can do advanced things with
  technology

24
Project Assessment

• Contemporary Environmental Issues Narrative
• According to the US Environmental Protection
  Agency (EPA), acid rain is a broad term
  referring to a mixture of wet and dry deposition
  (deposited material) from the atmosphere
  containing higher than normal amounts of nitric
  and sulfuric acids. In two paragraphs or more,
  explain the causes of aid rain, and then
  describe the negative impacts of aid rain on
  forest and aquatic ecosystems, buildings and
  human health

25
Project Assessment

• Satisfaction
• Comparable to all courses
• Content
• increase in knowledge
• decrease in variability
• Affective
• increase in perceived relevance
• increase in confidence in tech use
• decrease in feeling at ease

26
Project Assessment

• Other Measures
• Course evaluation
• Peer review (content validity)
• Extended course review/revision
• Evaluation of technology use
• Instructor experience
• Instructor survey and interview
• Project evaluation
• Project team reflection
• future activity

27
Project Assessment

• Next Steps
• Evaluation
• Revision
• Dissemination widespread adoption

28
Your Turn

• Comments?
• Suggestions?
• Advice?
• Questions?

29
Brainstorming

• Energy
• A Multidisciplinary Course
• Lets brainstorm an interactive learning
  activity for this course

30
(No Transcript)