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AAEEBL 2010
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- 2. Barbara Walters, ConsortialFaculty, CUNY Online Baccalaureate Ellen Smiley, Academic Director of the CUNY Online Sarah Morgano, ePortfolio Communication Coordinator William Bernhardt, Consortial Faculty, CUNY Online Baccalaureate 2
- 3. Web 2.0 toolsfacilitate shared knowledge, reflection, and metacognition among CUNY Online Baccalaureate students in a research methods learning community. E-Portfolio modeling encourages ownership transfer and thoughtful self-navigation of program learning goals, targeted in course objectives and assignments. Examples highlight tiers in a scaffolded series of competencies that are pre- requisites to capstone projects in our Communication and Culture concentration. 3
- 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. 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. 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. Intentional Teaching andLearning* “If you don’t know where you want to go, you might end up somewhere else.” Yogi Berra Photo Credit: Yogi Berra’s game-worn jersey, Photography Collection, The Glory Days: New York Baseball 1947-1957, and exhibit from Museum of the City of New York, which ran from June 27 to December 31, 2007. Used under a Creative Commons “Attribution/Noncommercial/ No-Derivative Works” *Cf. Andrea Leskes, AACU, 2005, CUNY Research Seminar 7
- 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. This course title andsequence have changed as a result of this double-loop learning. 9
- 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 system Adapted from Andrea Leskes, AACU, 2005, CUNY Research Seminar 10
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- 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. I. Inquiry andCritical Thinking II. Communication III. Cultural Diversity and Social Responsibility IV. Creativity V. Teamwork and Leadership VI. Knowledge Base 13
- 14. Basic CC CC CC CC CC CC CC CC CC CC Competenci 401 403 404 405 406 407 408 409 411 499 es I. Inquiry & X C. Thinking II. Comm. X III. Cult. Div. X & Soc. Resp. IV. Creativity X V. Teamwork X & Leadership VI. X Knowledge 14 Base
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- 16. Fall 2008 Expo Pilot Summer 2009 Digication Pilot Ongoing Communities of Practice Discussion Forums Blogs Wikis Expo ePortfolios 16
- 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. 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
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- 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
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- 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. Sample Student ePortfolio: Created for students to mirror. Basic Academic ePortfolio Template: Created for students to model. 24
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- 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
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- 29. A direct resultof NOT evaluating evidence (reflecting). 29
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- 32. This course was revisedas a result of this double-loop learning. 32
- 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
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- 36. Reflection 36
- 37. Thanks to SPSDeans George Otte and Brian Peterson; Sylvie Richards, 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 the CUNY Online Baccalaureate; Bret Eynon, Assistant Dean and Executive Director of the Teaching and Learning Center at LaGuardia; and all of our mentors and colleagues at LaGuardia Community College and in Cohort A at Making Connections. 37