Development of a Mastery-Learning Open Online Course in Motor Development Analysis

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Principal Investigator: Helena Baert, SUNY Cortland Physical education teachers are in the business of teaching children to become physically literate. Physically literate individuals move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. In order for teachers to encourage physical literacy, they must have the ability to accurately observe, analyze and assess movement skills. The aim of this project is to develop a mastery-based online course in movement analysis. Master- based learning is focused on the premise that student teachers must show competency in order to progress through the coursework. The goal for this course is to help student teachers gain the knowledge and skills needed to apply motor development theory when analyzing and correcting movement skills and consequently provide students with congruent feedback that enhances their learning. This course will be developed and shared through the OPEN SUNY Learning Commons. Co-PI’s and Key Partners: Matthew Madden, Assistant Professor of Physical Education Department, SUNY Cortland Reports and Resources:

Open Door to Open SUNY – MOOC Access and Completion Project (Open Door)

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Awarded Grant: $20,000 Principal Investigator: Christine Kroll, University at Buffalo In 2012, 2.6% of institutions across the United States were offering Massive Open Online Courses (MOOCs) with an increase to 8% in 2014 (Babson, 2014). Open SUNY is within the 8%, entering the MOOC arena in 2013. Open SUNY MOOCs are currently being offered by faculty from Stony Brook University, University at Albany, Empire State College, Broome Community College, and Buffalo State College (OpenSUNY MOOC, 2015). In this short time, Open SUNY MOOCs have attracted and enrolled a total of 92,413 students with plans to continue growing both student enrollments and the variety of course offerings. One of the key goals of the Open Door project is to establish a process for converting unmanageable data sets to useable learning analytics. Current data sets offer some insights for MOOC faculty but lack the ease with which many learning systems allow for usable data aggregation and analysis leading to an impact on practice (Straumsheim, 2014). With nearly 100,000 enrollments and growing, establishing a process for converting this data to a useable format is paramount to our existing and future MOOC faculty developing and customizing courses leading to student access, completion, and success as well as for establishing Open SUNY MOOCs as exemplars-at-large throughout the professional and academic communities. Co-PI’s and Key Partners: Thomas Mackey, Interim Vice Provost for Academic Programs, Empire State College Trudi Jacobson, Head of Information Literacy Department, University at Albany Cyndi Burnett, Assistant Professor of International Center for Studies in Creativity, Buffalo State Val Chukhlomin, Associate Professor & Academic Coordinator Marketing & Management, Empire State College Margaret Schedel, Assistant Professor of Composition and Computer Music, Stony Brook University Yvonne Harrison, Assistant Professor of Public Administration and Policy, University at Albany Reports and Resources: Mid-project report

Increasing Access to Online, On-Demand, Competency-Based Nonprofit Management and Leadership Education

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Principal Investigator: Yvonne Harrison, University at Albany The University at Albany’s Certificate of Nonprofit Management and Leadership (CNML) jointly sponsored by Rockefeller College’s Department of Public Administration and Policy and the School of Social Welfare, is dedicated to increasing access to leadership education that meets the needs of the nonprofit sector. Designed for working professionals and students preparing for careers in the nonprofit sector, the CMNL offers five courses jointly delivered between the two schools. In 2014, one of the five courses, The Governance of Nonprofit Organizations, was transformed into a semester-based massive open online course (MOOC) with IITG funding. In January 2015, the course launched on Coursera’s online teaching and learning platform enrolling over 12,000 learners from 179 countries. 2015 IITG funding is requested to meet the demand for nonprofit leadership and management education by: Transforming the Governance of Nonprofit Organizations MOOC into an“on demand” Coursera course- working professionals and students in the SUNY system can take for academic credit through a course waiver (SUNY students) and prior learning assessment (Public) methodology. Creating new (simulations for end-of module assessments of learning) and flipping existing MOOC content, including the online team-based learning and the externally hosted academic service learning “capstone” activities for use within Coursera’s on-demand platform. Conducting longitudinal comparative research on the impact of the MOOC on student success and nonprofit governance and organizational effectiveness (through the academic service learning project). Co-PI’s and Key Partners: Vic Murray, Adjunct Professor, University of Victoria Alena Rodick, Instructional Designer, School of Graduate Studies, Empire State College Reports and Resources:

Developmental Model Reform Initiative Expansion through a Digital Companion Course: Creating Reflective Practioners and Engaged Students

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Awarded Grant: $24,200 Principal Investigator: Martha Rottman, Rockland Community College RCC is proposing to expand its model of developmental course reform to include two additional community colleges, Westchester and Genesee, to bring the total participating SUNY schools to four. This expansion is aligned with the project’s original replication objective; it broadens the scope so that the impact and effectiveness of marrying technology with reforms in developmental coursework can be determined and how this supports pedagogy, specifically within remedial education; it will strengthen a model geared towards enhanced teaching and learning that is affordable and innovative; and, make recommendations for technology platforms and integration. This is a renewal request for RCC’s 2014-2015 IITG project that is making significant progress towards achieving its original objectives. RCC’s approach of an accelerated course with a digital tool companion (ePortfolio) is aligned with identified best practices for remedial education reform. Yet, until this piloted course, there is no known research on the impacts of utilizing ePortfolio in an accelerated learning environment. RCC’s IITG project is testing if ePortfolios (known to build student reflection skills and motivation) impacts retention and completion for students testing into remedial education. Preliminary results indicate positive results. Co-PI’s and Key Partners: Catherine M. Roche, Chair of the Business and Technology Division, Rockland Community College Reports and Resources: Mid-project report