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:

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:

Principal Investigator: Nathan Whitley-Grassi, Empire State College We propose to develop and share six ecology/earth science virtual field experiences as OERs, based on the need to develop resources and expand access to scientific field-based research techniques for students learning at a distance or with other barriers to access. The OERs will consist of a series of broad and adaptable field activities supplemented with handouts and videos from the field site to provide immersion online. Our goal is to provide students with research skills needed to increase competency in the field after graduation by engaging them in common research techniques and methods for data collection and analysis. In an effort to ensure quality, each OER will be reviewed and examined for quality and accessibility. Importantly, these OERs will be part of the larger SUNY community as a resource in an online repository in the SUNY Learning Commons (SLC) that could be utilized by future Open SUNY programs. Co-PI’s and Key Partners: Audeliz Matias, Assistant Professor and Area Coordinator in Science, Center for Distance Learning, Empire State College Kevin Woo, Assistant Professor and Faculty Chair, Empire State Colleges Reports and Resources: Mid-project report

Principal Investigator: Scott Giorgis, Geneseo Students often struggle with the 3D visualization skills necessary to reduce a 3D data set (landscape) down to a 2D, flat expression (paper topographic map). The augmented reality sandbox bridges the gap between 2D and 3D visualization by projecting a topographic map onto a landscape created in a sandbox. As that sandbox landscape is altered, the topographic map dynamically adjusts in real time to match the landscape, giving students the opportunity to discover how to read topographic maps on their own. We propose to construct two augmented reality sandboxes and develop the curriculum to deploy them in both introductory and upper level courses. Moreover, we will expand upon the augmented reality sandbox open source code to incorporate aspects of geologic map visualization. Potential student gains in 3D visualizations and/or topographic map reading skills will be quantitatively assessed and materials will be shared both nationally and within the SUNY system. Co-PI’s and Key Partners: Kirk Anne, Assistant Director, Manager of Systems & Networking, Computing and Information Technology (CIT) Nancy Mahlen, Instructional Support Specialist, Department of Geological Sciences, Geneseo