Building Innovative Open Korean and Japanese Courses: A Pilot on Technology-enhanced Curriculum Development

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Principal Investigator: Sarah Jourdain, Stony Brook University SBU proposes building innovative OPEN blended/online Korean and Japanese foreign language courses to meet the growing needs and demands of our current precollegiate and collegiate students. The online and blended modalities of content delivery for these courses will be the first of their kind at SBU. We will share the innovative technologies and best practices used to build and implement these courses with the OPEN SUNY Network. We will then publish research findings comparing face-to-face to online/blended learning outcomes in these courses, as well as the impact of the learning environment and student factors on transactional distance, social presence, teacher presence, and cognitive presence. SBU has gathered staff and faculty across interdisciplinary departments and commitments from various Centers and Organizations within and external to the campus to make this project feasible. With these courses, we hope to share our pioneering innovations in the field of online and blended learning. Co-PI’s and Key Partners: Eriko Sato, Assistant Professor, Japanese Linguistics and Pedagogy, Asian and Asian American Studies, Stony Brook University Heejeong Sohn, Lecturer, Asian and Asian American Studies, Stony Brook University Julian Chen, Technical Director, Language Learning Research Center (LLRC), Stony Brook University Kayode C.V. Ekwunife-Orakwue, Doctoral Candidate, Graduate Teaching Assistant, Department of Technology and Society, Stony Brook University Reports and Resources: Mid-project report

MOOC Model for Workforce Development in the High Demand Labor Industry of Home Health Aides/Personal Care Aides

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Principal Investigator: Andrea Wade, Broome Community College Massive Open Online Courses (MOOCs) were first developed to leverage scalability in the online delivery of content to reach broad and diverse groups of learners. The MOOC concept is still rapidly evolving, as public and private institutions experiment with ways to strike a balance between costs and benefits for involved stakeholders. And while all institutions of higher learning have been watching MOOC development with keen interest, relatively few community colleges have been able to make a connection between their community-focused/workforce development missions and this online learning format. SUNY Broome Community College’s proposed project, therefore, is expected to be of interest particularly to other community colleges as its purpose is to develop a MOOC model for workforce development in the high demand occupations of Home Health Aides and Personal Care Aides. The model will be designed to offer online, easy access to Home Health Aide/Personal Care Aide training materials as well as resources and interactive features that are beneficial to both students and local employers. Co-PI’s and Key Partners: Erin O’Hara-Leslie, Instructor/Chairperson for Medical Assisting & Health Studies, Department of Medical Assisting & Health Studies/Medical Transcription/Health Information Technology, SUNY Broome Tera Doty-Blance, Instructional Designer, Teaching Resource Center, SUNY Broome Tracy Smith, Director of Health Care Services, Interim HealthCare, Binghamton Reports and Resources: Project outcomes report Course Syllabus (Listing of Modules and Descriptions) PPT from MOOC Shake online meeting Article in Press & Sun-Bulletin Mid-project report Creative Commons License:

Development and assessment of a multiplayer, cloud module for teaching population genetics with badge incentives

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Awarded Grant: $35,400 Principal Investigator: Katharina Dittmar, University at Buffalo Regarding technology use, we learned from a previous IITG grant that among all mobile devices, tablets were vastly preferred over smartphones. Importantly, tablets were reported to be overwhelmingly used at home, or in the library with access to course materials, and with friends. These findings suggest crucial points to consider in the context of mobile, online education delivery outside the classroom: Not all mobile devices are equally suited, and learning environments with the capacity for interaction matter greatly, especially for higher level, conceptual learning. Based on the clearly positive role of mobile-device instruction, we recognize the need to better capitalize on the ability of tablets to serve as an interactive teaching device. Currently, Pop!World is delivered as a single player virtual game. We here propose to take this to the next level, and accomplish the following goals: Implement Pop!World in a multiplayer mode, with player interaction and user incentives (badges). Use emerging cloud gaming technology to implement this in a platform and hardware independent fashion, that is scalable and lag-time resistant. Assess the technology in the context of user adoption, and badge incentives (see Assessment Plan for details). Co-PI’s and Key Partners: Bina Ramamurthy, Associate Professor, Computer Science and Engineering, University at Buffalo Jessica Poulin, Clinical Assistant Professor, Biological Sciences, University at Buffalo

Online Global Learning Communities in the Humanities: A Course Model

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Awarded Grant: $3,200 Principal Investigator: Celia Easton, SUNY Geneseo A newly conceived course, “Jane Austen from New York to Bath,” provides a model for constructing online courses in the Humanities that allow students to share learning communities without walls, to communicate internationally on their course topic, and to ladder study-abroad experiences to provide international experiences to multiple students, regardless of time and financial resources. This course model demonstrates how to convert a conventional, classroom-based course into an online learning community, with the added component of content provided by students living and studying in different parts of the world. By utilizing course management software, wikis, blogs, embedded video, and file sharing, this course model demonstrates how the essence of discussion-based humanities courses can be sustained in a global, virtual classroom. Reports and Resources: Project final report Mid-project report Project outcomes form Project outcomes report 2.0 Creative Commons License: