Chabot College
Distance Education Course Proposal Form
2009-2010
Course Title & Number: ECD 62- Child, Family, and Community
Faculty Name: Hilal H. Ozdemir
Course Delivery Method (check one):
X Online (all instruction is online; campus orientations/assessments may be included)
(3-hours on campus orientation.)
Hybrid online (instruction occurs both online and on campus) orientation
 Telecourse
 Other (please describe)
First Semester To Be Offered: Spring 2010
1.
Need/Justification
 What is the intent in offering the course by distance education? What student needs will this
offering meet? Are there learning opportunities made possible in a distance education course
that might not be available in a traditional course?
There is a need for the students who attend Chabot College to have access to several different
choices of Early Child Development classes delivered online. This course is designed for the
working population of early childhood and education providers who work long hours and have
difficulty in accessing courses. One specific target population is the family childcare providers
who work 12 + hours and have full schedules. A large proportion of our students are returning
female students who already have full time jobs and other obligations such as family and
children. As the requirements for this career field are increasing we need to provide more
accessibility of our courses to meet the growing demand. Having online courses will help them
prepare technologically to contribute to their skills in running their own family child care
business, as well as preparing them for the changing technological world. Based on the data
received by the ECD Professional Development Coordinators, there is a great need for online
courses in ECD and this will also meet the college’s long-term goals for enrollment management
and retention. ECD 62-Child, Family, and Community is one of the courses required by
licensing to work in a child care facility and therefore offering it online will maximize the
opportunities for accessibility. Also, online ECD courses such as ECD 50, 51, 95, and 96 were
in demand during the previous semesters. The enrollment trend toward the online ECD courses
indicates the great need for the online offerings.

If this course has previously been offered at Chabot using this delivery method (online, for
example), what have you learned from prior instructors that will influence your instruction in
this course?
It will be for the first time that the ECD department will be offering the ECD 62 course online.
2.
Course Content Delivery
 Describe the distance education modalities used to deliver the course content and provide an
approximate schedule of the time allocated to each modality. What percentage of the course
will be on-campus, if any? What percentage of the course will consist of online lecture,
video, podcasts, email, supplemental websites, CD-ROM, etc.?
 Provide examples of course components taught using distance education technology. This
will include either or both synchronous—online at the same time and asynchronous—online
at different times.
 Note that the total number of contact hours should approximate the equivalent number of
hours required in an on-campus setting. For example, a 3-unit course typically meets on
campus for 54 hours of instruction, assessment, discussion, and group activities. Account for
those hours in your proposal.
With the exception of one on campus orientation meeting at the beginning of the semester, the
entire course will be offered online. This is a three-unit course for a total of 54 hours. This
online course will be delivered through Blackboard. Students will be able to communicate with
the instructor by e-mail, face to face during scheduled office hours, by phone and online office
hours. Students will be able to upload assignments, link to internet resources, use Discussion
Boards, access online readings, and DVD segments.
Orientation face to face
Asynchronous discussion weekly original post
And weekly two responses to peers
Online Lecture-power point/
lecture summary (Reading)
ECD exploration assignments and observations
Exams 4
Final
Total:
2 hour
20 hours
13 hours
13 hours
4 hours
2 hours
54 hours
3.
Nature and Frequency of Instructor-Student Interactions
 Describe the number and frequency of your interactions with and feedback to students
making satisfactory progress and of interventions when students are at-risk of dropping or
failing due to poor performance or participation.
At the first orientation meeting the students will complete a writing assignment, which will be
used as a basis for the student’s writing skills. Also at this meeting they will be introduced to the
Blackboard system, which I feel will be necessary in order for the students to feel comfortable
with this medium and to be successful in the course. Always one of the main concerns of
teaching an online course is the drop out rate and we are prepared as a department to provide
students the resources and support they may need in order to be successful. We are fortunate to
have the ECD Department Professional Development Coordinators, whose main objective is to
maintain students in class by meeting one-on-one with them to ascertain their specific needs.
Students who are falling behind will be contacted and referred to related student services and as
well will be offered individual assistance through the ECD Department Professional
Coordinators. Students will have access to instructor during office hours. Peers helping each
other will also be encouraged.

For each type of interaction listed above, describe why you believe it will be effective for this
particular curriculum and delivery model.
I. This delivery model is effective for ECD 62- Child, Family, and Community because 100%
of the course requirements can be satisfied on-line. The material is heavily based on the
patterns of families living in contemporary societies, including the varying roles and
interactions of family members; demographic, socio cultural, racial, economic and
developmental factors affecting family life and their implications and the relationship of the
family to early care and education and to community resources. Some of these issues could
be difficult for students to freely talk and discuss in a traditional face-to-face setting.
Offering this course online would give a voice to especially to those students who are quiet
are reserved. I believe this delivery model will encourage richer learning opportunities and
dialogue.

Describe how the interactions will facilitate student learning and how students will benefit
from the DE modalities selected.
These online interactions will empower all the students and they will be highly encouraged to
participate. The participation and the in depth online discussions will become richer throughout
the semester. This method will help students to gain knowledge from one another in addition to
the instructor/facilitator. This is an excellent learning tool for the “shy” students. They can take
their time and generate intelligent responses, which increases everyone’s willingness to
participate.
4.
Nature and Frequency of Student-Student Interactions
 Describe opportunities in your course for student-to-student interaction. This may include
discussions, group projects, peer review of assignments, and other approaches.
Students will interact on-line via discussion boards, discussion (read and respond), current
lectures and articles posted on blackboard.
5.
Assignments & Methods of Evaluation
 List the criteria that will be used to substantiate student learning, and describe the methods of
evaluating student progress.
The following are the student assignments and they will be evaluated based on a rubric for each
assignment and their active online participation.





Face to face orientation
Online asynchronous discussion on assigned readings or reflections with weekly postings
and peer responses
Eight case studies and/or exploration projects (One for each module)
Four exams and a final project
Describe planned interactions and evaluations to ensure participation and verification of
student learning that permit timely instructor intervention.
The criteria used to substantiate student learning is via timed quizzes, logging onto blackboard 34 times per week, completing individual case study assignments, responding to original
discussion board posts, reviewing peer online postings and responding (2 per week). If students
are not meeting these markers by the fourth week a note will be emailed to them informing them
that they are at risk for being dropped for non-participation and must contact the instructor
immediately. The same action will take place at the sixth week. If there is no improvement by
the seventh week they will be dropped with a ‘W’ grade for the semester.
6.
Technology
 Describe any special software or multimedia tools you plan to utilize in your course
(PowerPoint, Articulate, Camtasia, Flash, podcasts or other audio, etc.). This is
helpful to determine technology support needs.
Students will attend a face-to-face orientation where the Blackboard system will be
demonstrated. The student must have an email account to participate in the course and must also
have internet access. As part of the new Chabot-Las Positas web portal called “The Zone,” all
students have a new email address in Blackboard. Blackboard system can be accessed by any
computer at Chabot College on or off campus and is supported by the Chabot College
Instructional Technology Center with an effective response within 24 hours.
(http://www.chabotcollege.edu/online/help/
Request Help with Blackboard / Online Courses)
The software for this course includes Microsoft Word and PowerPoint; Acrobat PDF 3.8; and
Flash Media.
7.
Accommodations for Students with Disabilities
 Describe how you will accommodate students with disabilities. For a telecourse, is the video
close-captioned? If you plan to use any multimedia (video, podcasts, specialized software),
is that accessible to your students in terms of both software availability at home and on
campus and accessible for students with disabilities?
At the first class orientation the instructor will survey the students as to specific special needs or
accommodations they may require. Every effort will be made to accommodate and support the
needs of individual students with the help of the DSRC.
The students will be informed of the wide variety of support services that are available on
campus. Students can also access the websites of specific student services where they can get
more detailed information. The ECD Professional Development Coordinators will also be
available to help individual students receive services or access resources.
8.
Input from Colleagues and Administrators
As you develop your proposal and build your course, please consult with your colleagues
and do some background research, including the following:
 a. Meet with Instructional Designer for initial consultation and Blackboard training.
Date(s) completed:
X b. Review of similar courses elsewhere. Are similar courses offered at other
colleges? If so, note the college(s).
Washington State University
Santa Cruz UC Extension
Lake Tahoe Community College
 c. Meet with your Division Dean and subdivision colleagues to secure preliminary
support for offering this course via Distance Education. Date completed:
X d. Consult with other faculty experienced in DE. With whom did you consult?
Edna Rodriggs_______________. Date completed: 9/5/2009
Barbara Ogman
Date completed: 9/5/2009
X e. Review your completed plan with your subdivision colleagues. Attach a separate
page listing attendees, meeting date, and a summary of the recommendations or
reservations of your division/subdivision.
Edna Rodriggs, Barbara Ogman
9.
Submit your proposal (electronic version via email and hard copy via campus mail)
to the chair of the DE Committee
Faculty signature: _______________________________
Date: _______________
Division Dean signature: __________________________
Date: ________________
c:\documents\word\curric\handbook2008\definalform.doc