College of the Redwoods CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE Date: October
9, 2013
Business and Applied Technology
1. Division: Select 2. Course ID and Number: BT-112
Skill Development
3. Course Title: Keyboarding
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Keyboarding Skill Development
4. Please select the distance education method that best describes how the course content will be delivered to most students taking this class: CTV DE 52: One‐way video and two‐way interactive audio (delivered video and telephone) ITV DE 51: Simultaneous Interaction: Two‐way interactive video and two‐way interactive audio ✔
Online DE 71: Internet based ‐ Simultaneous Interaction: Session under supervision of instructor not available by line of sight using the Internet with immediate opportunity for exchange between participants. ✔ DE 72: Internet based ‐ Delayed Interaction: Session under supervision of instructor not available by line of sight using the Internet without the immediate involvement of the instructor. Other DE 53: Simultaneous Interaction: Two‐way interactive audio only DE 60: Text One Way DE 70: Audio One Way 5. Attach course syllabus to this proposal. 6. What perceived need will this distance education course address? BT-112
is a required course in several degrees and certificates. Offering the course in a distance format
will allow students in Mendocino and Del Norte as well as student with other challenges getting to
the main Euerka campus to enroll in the course.
Curriculum Approval: 01.23.09 Academic Senate Approval: 03.04.09 1 of 4 7. Describe in detail how the course content will be delivered and how students will engage this content. Be sure to describe the specific technologies and/or software to be used. Students
will be given information and instructions via CR's collaborative learning environment as
well as email. Students are asked to reflect about their challenges and successes each week in a log
that is emailed as an attachment to the instructor. Students engage in online typing software where
their time and progress is logged, and the instructor can monitor the students' progress.
8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course. After the instructor reads the students' logs and reviews the log of progress and quality of the
students' work; a typical week will start with a student receiving feedback from the instructor. The
student will work the required time the software and keep a detailed log of the time spent keying in
the software and any challenges that they encountered as well as any successes they have achieved.
At the end of the week, the student then emails the instructor the log and the cycle begins again.
9. Title V mandates “regular and effective” contact between DE students and the instructor. Describe the nature and frequency of instructor‐student interactions in this course. After
the instructor reads the students' logs and reviews the log of progress and quality of the
students' work; a typical week will start with a student receiving feedback from the instructor. The
student will work the required time the software and keep a detailed log of the time spent keying in
the software and any challenges that they encountered as well as any successes they have achieved.
At the end of the week, the student then emails the instructor the log and the cycle begins again.
10. Describe the nature and frequency of student‐student interactions in this course. Once
a week or more, students are required to participate in discussion forums. Discussion forums
will contain questions about the assignments and Items that reinforce proper technique and tips for
incorporating proper technique.
Curriculum Approval: 01.23.09 Academic Senate Approval: 03.04.09 2 of 4 11. Describe how you will identify and respond to students experiencing difficulty in this course. Faculty
will monitor the students' progress several times a week to identify any students who are not
making required progress. Faculty will also be able to recognize students who are having difficulty
through the weekly log (or lack of a log). Students will have access to the instructor via email, phone
or in person to discuss challenges and receive assistance.
12. Will exam proctoring be required? ✔
No Yes If yes, who will proctor exams? 13. Describe how assessments are used in this course to ensure that student work is evaluated effectively and accurately. This is a skillbuilding course. A pretest and end of semester test are used to evaluate the students'
progress.
14. Describe the equipment and staff resources necessary to support the course for students and instructors. Support from IT and CLE management staff will be necessary in case of login problems or outages.
On-going
review and release of student support materials to explain/demonstrate Sakai functionality.
15. Describe the contingency plan for this course if access to the delivery system is interrupted. Short term disruptions of less than a week or two can be handled using College of the Redwood's
email system.
Curriculum Approval: 01.23.09 Academic Senate Approval: 03.04.09 3 of 4 16. Both state and federal law require community colleges to design courses to ensure access for students with disabilities, including compliance with Section 508 of the Rehabilitation Act. Please indicate the steps taken to ensure accessibility by checking the Yes, No, or NA boxes below. For further assistance with accessibility and assistive technology, please contact DSP&S. Yes No NA Requirement and Purpose ✔ 1. The course delivery provides a text equivalent for all non‐text elements such as images, animations, applets, audio/video files and art. This will enable a screen reader to read the text equivalent to a blind student. ✔ 2. The course delivery provides descriptions for important graphics if they are not fully described through alternative text or in a document’s content. The description would inform a blind student of what a picture represented. ✔ 3. The course delivery ensures that information conveyed by the use of color is also understandable without color. For example, so a blind or color‐blind student could understand a color‐coded representation of DNA. ✔ 4.
The course delivery provides textual equivalents to audio information (captioning). The text will enable deaf students to know what others are hearing. ✔ 5. The course delivery provides an alternative audio description for multimedia presentations. The sound will enable blind students to know what others are seeing. ✔ 6. The course delivery ensures that moving, blinking, scrolling, or auto‐updating objects or pages may be paused or frozen. The movement can be distracting for students with certain disabilities. ✔ 7. If using faculty web site vs. college provided course management system, the web site identifies, by labeling or other appropriate means, row and column headers. The identification will enable screen readers to discern the headers, which disclose the purpose of the data in the rows and columns. ✔ 8. If using faculty web site vs. college provided course management system, the web site provides
title frames and includes sufficient information as to their purpose and relationship to each other. This will help blind students understand the organizational purpose of the frame. ✔ 9. If using faculty web site vs. college provided course management system, the instructor has ensured, through HiSoftware’s “Cynthia Says” http://www.cynthiasays.com/ or other appropriate verification, the usability of pages, and will attach to this proposal evaluation printouts of Section 508 and WCAG—Priority 1 compliance. ✔ 10. My course syllabus recommends that students who require accommodations for a disability, such as accessible formatting of course materials, contact me immediately. Example: “In compliance with equal access laws, I am available to discuss appropriate academic accommodations that you may require as a student with a disability. Students are encouraged to contact Disabled Students Programs and Services (DSP&S) for disability verification and for determination of reasonable academic accommodations.” Submitted by: Barbara
Jaffari; Darlene McClure Tel. Ext: 4328
Date: Oct.
9,
2013
Approvals: Associate Dean: ... Review Date: Director, Distance Education: MaryGrace
McGovern
Review Date: 10/14/13
Executive Dean: Jeff
Cummings
Review Date: 10/14/13
CURRICULUM COMMITTEE USE ONLY Approved by Curriculum Committee: No Academic Senate Approval Date: 11/1/13
Curriculum Approval: 01.23.09 Academic Senate Approval: 03.04.09 Yes ✔
Date: 10.25.13
Board of Trustees Approval Date: 12/10/13
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