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. 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 Empire State College

5. 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 Empire State College

6. Project Approach  Interesting, interdisciplinary titles  Enhanced development process  Application of technology-enhanced activities  Focused attention on technology tools  Formative and summative evaluation Empire State College

7. What we will Cover:  Course development process  Technology integration  Assessment and evaluation Time for discussion Sample items & detail in handout Empire State College

8. Course Development  A Team based Approach  Center for Distance Learning  Center for Learning and Technology Online Course Development Process

9. The Course Development Team is a multidisciplinary group typically consisting of  Area Coordinators  Course Developers  Curriculum and Instructional Designer  Instructional Technologists  Librarians Online Course Development Process

10. The Course Course Developer Instructional Designer Area Coordinator Instructional Technologist Librarian Interactions

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. 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. Technology Integration

16. The roller coaster design project uses interactive tools that encourage students to ‘play’ while leaning. Technology Integration

17. Learning Objects and Technology  Keys to Reuse: Context and Granularity  Reusable  Scalable  Sustainable  Supported  MapBlog Demo Using Technology Effectively

18. Using real-world tools to understand and solve real-world problems  Spreadsheets: We’ve 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 Using Technology Effectively

19. Second life  New Course: The Future of Being Human  We have purchased an Island and are developing resources Obligatory Second Life Slide

20. Approach to Math Education  Address different learning styles  Connect with work/life experience  A focus on solving problems  Maple  MapleNet  Excel Making Math Real

21. 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 aren’t around)

22. 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 Project Assessment

23. Affective Survey  I see science as a subject I will rarely use;  Generally, I have felt secure about attempting science  I don’t think I can do advanced things with technology Project Assessment

24. 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 Project Assessment

25. 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” Project Assessment

26. 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 Project Assessment

27. Next Steps Evaluation  Revision  Dissemination & widespread adoption Project Assessment

28. Comments? Suggestions? Advice? Questions? Your Turn

29. Energy  A Multidisciplinary Course  Let’s brainstorm an interactive learning activity for this course… Brainstorming