Distance Education is rolling out a new organizational structure. As a result we've altered the design teams assigned to each project. Each team will consist of an Instructional Designer and and Instructional Media Developer. The list below details the new assignments.
Course: Designer, Developer
NSG 1700: Marc Lundstrom, Shar Hunt
GEOG 1700: Paula Michniewicz, Brenda Blocker
POLS 2100: Marc Lundstrom, Mark Lye
PTA 2200: Carolyn Jacobson, RaNae Booth
ENGL 2760: Paula Michniewicz, Shar Hunt
HIST 1700: Carolyn Jacobson, Mark Lye
Friday, September 28, 2007
Wednesday, August 15, 2007
Raise the bar... from Outlook!
I was playing around with iTunes U this morning, and in the process, I created an RSS feed for our blog. This means that if you have Office 2007, you can receive any new posts or comments to this blog as an email that shows up in your RSS Feeds area in Outlook 2007. Of course you could also subscribe to the feed using any other feed reader as well.
Here's the feed:
http://feeds.feedburner.com/RaisingTheBar?format=xml
How to subscribe:
All you have to do is right click on RSS Feeds over in the Mail Folders area of Outlook, and then copy and paste the feed above into the dialog that shows up. Once you do this, it'll create a new folder called Raising the Bar, and all of the posts will show up there. The picture shows what mine looks like.
Also, if you're interested in knowing, I used Feedburner to burn the feed.
Here's the feed:
http://feeds.feedburner.com/RaisingTheBar?format=xml
How to subscribe:
All you have to do is right click on RSS Feeds over in the Mail Folders area of Outlook, and then copy and paste the feed above into the dialog that shows up. Once you do this, it'll create a new folder called Raising the Bar, and all of the posts will show up there. The picture shows what mine looks like.
Also, if you're interested in knowing, I used Feedburner to burn the feed.
Monday, August 6, 2007
Incubation...
In one way or another, History 1700 is coming along.
If pressed to say where in the development process our current position falls, I would say we are smack dab in the middle of the Design phase and in the early parts of Development. More specifically, we are still collecting a lot of content (I would say we have around 10-15 percent) through email and design meetings. We are also analyzing content, working on storyboard and course design plans, and inching toward the creation of a first prototype. Marianne has really been working hard to outline the course as she envisions it, which has resulted in a fair amount of good content.
It is on the fleshing-out of part one and creating a prototype that we are going to try to concentrate our efforts in the next little while. But even as we do that, there is still a lot of design to be done. We're hoping that by creating parts of the course, new design ideas will come together.
I'm deciding that it would be good to define (for me) more precisely the activities involved in the "incubation" period (not an official term, just one that was thrown around at one point). I suppose "content analysis" was the more-fitting, decided-upon term. It seems difficult to have an "incubation" period without the project getting off track a little bit. Does having "content analysis" time inadvertently put the project on the back burner for awhile? And maybe that's not such a bad thing, either, if it provides the opportunity for a new look at the content and design of the course when you get back to it.
And how long does it take before a good design "hatches?"
Just some questions...
If pressed to say where in the development process our current position falls, I would say we are smack dab in the middle of the Design phase and in the early parts of Development. More specifically, we are still collecting a lot of content (I would say we have around 10-15 percent) through email and design meetings. We are also analyzing content, working on storyboard and course design plans, and inching toward the creation of a first prototype. Marianne has really been working hard to outline the course as she envisions it, which has resulted in a fair amount of good content.
It is on the fleshing-out of part one and creating a prototype that we are going to try to concentrate our efforts in the next little while. But even as we do that, there is still a lot of design to be done. We're hoping that by creating parts of the course, new design ideas will come together.
I'm deciding that it would be good to define (for me) more precisely the activities involved in the "incubation" period (not an official term, just one that was thrown around at one point). I suppose "content analysis" was the more-fitting, decided-upon term. It seems difficult to have an "incubation" period without the project getting off track a little bit. Does having "content analysis" time inadvertently put the project on the back burner for awhile? And maybe that's not such a bad thing, either, if it provides the opportunity for a new look at the content and design of the course when you get back to it.
And how long does it take before a good design "hatches?"
Just some questions...
Tuesday, June 5, 2007
GEOG 1700 Natural Disasters
Adam Dastrup will be developing GEOG 1700-- Natural Disasters.
"Students taking this course will be introduced to the earth's natural disasters, the processes and energy sources that produce them, along with the spatial distribution and pattern of natural phenomena, while developing an understanding of the impact these phenomena have on human activity. Throughout the term, student will be involved in observing these phenomena by use of various media, archives, the Internet, and Podcasts. by chronicling the occurrences locally, nationally, and globally, students become aware of the dynamic nature of the earth, and the effect this has on the physical, economic, and personal/emotional aspects of their lives. they will discover the ramifications of these phenomena in their lives with an increased understanding of the necessity for preparation, if not prevention, should some type of natural disaster occur locally. Student will also develop an increased awareness of the financial and emotional toll that a headline really represents. All disasters are actually individual disasters. "
Mark Lye and Brenda Blocker will be working with Adam on the development of this exemplary course.
"Students taking this course will be introduced to the earth's natural disasters, the processes and energy sources that produce them, along with the spatial distribution and pattern of natural phenomena, while developing an understanding of the impact these phenomena have on human activity. Throughout the term, student will be involved in observing these phenomena by use of various media, archives, the Internet, and Podcasts. by chronicling the occurrences locally, nationally, and globally, students become aware of the dynamic nature of the earth, and the effect this has on the physical, economic, and personal/emotional aspects of their lives. they will discover the ramifications of these phenomena in their lives with an increased understanding of the necessity for preparation, if not prevention, should some type of natural disaster occur locally. Student will also develop an increased awareness of the financial and emotional toll that a headline really represents. All disasters are actually individual disasters. "
Mark Lye and Brenda Blocker will be working with Adam on the development of this exemplary course.
NSG 1700 Introductory Medical-Surgical Nursing
NSG 1700 Medical-Surgical Nursing I: Theory is the initial component of medical-surgical nursing education. The course builds upopn prior course content in anatomy and physiology, pahtophysiology, pharmacology, and nursing fundamentals by introducint concepts essential to provide medical-surgical nursing care to adult clients. This course includes special concerns for the elderly client as they apply to normal changes as well as common reoccurring health problems. Concepts are taught through lecture, discussion, case studies, and group activities. The nursing process and critical thinking skils are used as a framework to teach the nursing care of clients experiencing selected dysfunctions of various body systems.
Beverly Anderson will be developing this course with the support of Brenda Blocker and Shar Hunt.
She is proposing the use of tools such as Articulate Engage, StudyMate, Discussion forums and Chat rooms.
We look forward to following the development of this course!
Beverly Anderson will be developing this course with the support of Brenda Blocker and Shar Hunt.
She is proposing the use of tools such as Articulate Engage, StudyMate, Discussion forums and Chat rooms.
We look forward to following the development of this course!
POLS 2100 Introduction to International Politics
Marc Lundstrom and Mark Lye will be helping David Hubert with the development of POLS 2100-- Introduction to International Politics.
"The main objective of this course is to help students understand basic concepts, processes and relationships in the international political arena, with particular emphasis on conflict and cooperation between and among nation-states. "
Subtopics in the course include:
"The main objective of this course is to help students understand basic concepts, processes and relationships in the international political arena, with particular emphasis on conflict and cooperation between and among nation-states. "
Subtopics in the course include:
- History of the international political system.
- The international political economy.
- Nationalism and nation-states.
- International law and organization.
- Theoretical approaches to international relations.
- Security and arms control.
- Global issues.
Methods for conveying course content include:
- Readings/Text, in collaboration with departmental colleagues-- perhaps using some notetaking software (Circus Ponies Notebook, Aquaminds NoteTaker)
- Primary source documents and Quantitative Data
- Web-Based Field Trips
- Online discussions
- Quizzes and exercises
- Podcast lectures, and
- Essays
PTA 2200 Therapeutic Modalities
Diana Ploeger will be developing PTA 2200-- Therapeutic Modalities. She will be working with Ryan Hobbs and Carolyn Jacobson.
From her proposal:
"The purpose of the course is to lay a foundational knowledge of the therapeutic modalitites or physical agents typically used in physical therapy. The students will then implement the knowledge in the delivery of the modalities in a laboratory setting and, lastly, in a physical therapy clinic during a mentored internship.
to facilitate the students' acquisition and retention fo the course content, various learning tools will be utilized. It is the philosophy of the course author that the 'more the student manipulates the information, the better the retention.' Additionally, each student has a preferred learning style. By designing a variety of learning tools, utilizing different senses, students' opportunity for success is much greater."
She proposes using tools such as Articulate Presenter and Engage, Quia, StudyMate, Case Studies, Video, and Podcasting Media to deliver her content.
We wish her well on this project!
From her proposal:
"The purpose of the course is to lay a foundational knowledge of the therapeutic modalitites or physical agents typically used in physical therapy. The students will then implement the knowledge in the delivery of the modalities in a laboratory setting and, lastly, in a physical therapy clinic during a mentored internship.
to facilitate the students' acquisition and retention fo the course content, various learning tools will be utilized. It is the philosophy of the course author that the 'more the student manipulates the information, the better the retention.' Additionally, each student has a preferred learning style. By designing a variety of learning tools, utilizing different senses, students' opportunity for success is much greater."
She proposes using tools such as Articulate Presenter and Engage, Quia, StudyMate, Case Studies, Video, and Podcasting Media to deliver her content.
We wish her well on this project!
Thursday, May 3, 2007
English 2760 Gender and Cultural Studies
Congratulations also goes to Louise Bown, who will be developing a brand new course: English 2760 Gender and Cultural Studies.
The following is a summary from her description and purpose:
"The purpose of English 2760 is to examine texts (literature, film, theory) to understand social constructs in the US. Students study the power of language to preserve cultural values and reinforce imbalances of power based on gender as well as race, class, and sexual orientation, ets. In addition, the course investigates the pwoer of language to construct gender and gender assignments and the interrelation of race, class, sexual orientation, age, and ability as those classifications influence gender identity and gender-linked behavior. Issues addressed include effects of current gender assignments and strategies for possible restructurings of self and society."
She anticipates the use of discussion forums, podcasts and Articulate presentations in the development of her course.
Additionally, she plans to submit a proposal to present her course at an international conference at the conclusion of this project.
She will be working with Shar Hunt and Paula Michniewicz on the design and development of her course.
We wish her well, and look forward to following the course development on our blog!
The following is a summary from her description and purpose:
"The purpose of English 2760 is to examine texts (literature, film, theory) to understand social constructs in the US. Students study the power of language to preserve cultural values and reinforce imbalances of power based on gender as well as race, class, and sexual orientation, ets. In addition, the course investigates the pwoer of language to construct gender and gender assignments and the interrelation of race, class, sexual orientation, age, and ability as those classifications influence gender identity and gender-linked behavior. Issues addressed include effects of current gender assignments and strategies for possible restructurings of self and society."
She anticipates the use of discussion forums, podcasts and Articulate presentations in the development of her course.
Additionally, she plans to submit a proposal to present her course at an international conference at the conclusion of this project.
She will be working with Shar Hunt and Paula Michniewicz on the design and development of her course.
We wish her well, and look forward to following the course development on our blog!
History 1700 American Civilization
Congratulations to Marianne McKnight. She will be developing a truely exemplary online course for History 1700: American Civilization.
The following is a summary of her description and purpose:
"This course presents America's story as a rich and extremely complex one that begins thousands of years before Europeans set foot in the Americas where a panoply of diverse civilizations already existed, It examines the conditions and forces that converged Native Americans, Europeans, and Africans in what perhaps could be described as an unparalleled mosaic of cultures, skin shades, and belief systems.
The breadth of this course, however, is often its greatest liability. There is so much to cover in so little time... In over to privde the coverage, many instructors are overcome by the temptation to teach History 1700 in the classic introductory survey course mode-- present marathon lecture, assign a textbook to read, give students tests. ... My goal is to develop an Internet course that prompts the same degree of synergism found in face to face classes, and combine it with technology that takes student engagement far beyond the walls of a physical space. "
She will be working with Marc Lundstrom and Carolyn Jacobson on the design and development of her course.
We look forward to learning about the process of the development of her course!
The following is a summary of her description and purpose:
"This course presents America's story as a rich and extremely complex one that begins thousands of years before Europeans set foot in the Americas where a panoply of diverse civilizations already existed, It examines the conditions and forces that converged Native Americans, Europeans, and Africans in what perhaps could be described as an unparalleled mosaic of cultures, skin shades, and belief systems.
The breadth of this course, however, is often its greatest liability. There is so much to cover in so little time... In over to privde the coverage, many instructors are overcome by the temptation to teach History 1700 in the classic introductory survey course mode-- present marathon lecture, assign a textbook to read, give students tests. ... My goal is to develop an Internet course that prompts the same degree of synergism found in face to face classes, and combine it with technology that takes student engagement far beyond the walls of a physical space. "
She will be working with Marc Lundstrom and Carolyn Jacobson on the design and development of her course.
We look forward to learning about the process of the development of her course!
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