College of the Redwoods CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE Date:

advertisement

College of the Redwoods

CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE

Date:

9/24/2012

1.

2.

3.

Division:

Arts, Languages, and Social Sciences

Course ID and Number:

ECE 12

Course Title:

Administration of Programs for Children I

SHORT TITLE ( appears on student transcripts; limited to 30 characters, including spaces)

:

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.

6.

Attach course syllabus to this proposal.

What perceived need will this distance education course address?

Students throughout the district will have access to this course which is required by both

Community Care Licensing and the Commission on Teacher Credentialing even when there are not enough students at a particular site.

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.

The course is organized by weekly modules including assignments, activities, and assessment. Assignments include weekly textbook readings, instructor-authored lectures and may include additional readings in web-links. In addition, students engage in weekly on-line discussions.

8.

To illustrate the description in #7, describe what students in this course may do in a typical week of this course.

Each week students will read an assigned textbook chapter, professional article, or material created by State or Federal organizations (i.e. DSS Community Care Licensing, CDE Child

Development Division, or National Association for the Education of Young Children) and an instructor-authored lecture. Students will respond to a prompt or question introduced by the instructor to address course content and course learning outcomes. The students will also

Curriculum Approval: 01.23.09

Academic Senate Approval:

03.04.09

1 of 3

interact with each other in the discussion forum. Multimedia resources may be accessed demonstrating the concepts assigned. Weekly discussions are graded. Additional assignments to assess learning outcomes are submitted and graded electronically.

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.

Regular effective contact will be met by weekly announcements, participation or grading commentary/feedback in the weekly discussions, a discussion forum "questions for the instructor" section, and timely (usually within 24 hrs) responses to student messages or email.

10.

Describe the nature and frequency of student-student interactions in this course.

Student-student interactions will be continuous with weekly requirements for discussionforum participation and replies to classmates' posts. Students also receive copies on the completed grading rubric for all class assignments.

11.

Describe how you will identify and respond to students experiencing difficulty in this course.

Students will be encouraged to be proactive in addressing problems though contacting the instructor, tech help-desk, or distance education advisor. Instructors will monitor student progress and contact students who fall behind in their weekly postings and other assignments.

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 course requires weekly online discussions which are graded using a rubric provided in the course syllabus. One quiz is administered using the LMS. Additional writing assignments such as a research paper or licensing related documents will be submitted using the

Assignments tool. All assignments will be evaluated with a scoring rubric like those used in faceto-face classes and provided to students along with the assignment explanation.

14.

Describe the equipment and staff resources necessary to support the course for students and instructors.

Students will require frequent and reliable internet access. Student and instructor support is provided by the DE department.

15.

Describe the contingency plan for this course if access to the delivery system is interrupted.

In the rare ocurrence of delivery interruption, deadlines for assignments will be extended.

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.

2.

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.

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

Curriculum Approval: 01.23.09

Academic Senate Approval:

03.04.09

2 of 3

4.

5.

6.

7.

understand a color-coded representation of DNA.

The course delivery provides textual equivalents to audio information (captioning).

The text will enable deaf students to know what others are hearing.

The course delivery provides an alternative audio description for multimedia presentations.

The sound will enable blind students to know what others are seeing.

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.

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

.

Yes No NA Requirement and Purpose

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:

Sydney Fisher Larson

Tel. Ext:

4338

Date:

9/24/2012

Approvals:

Department Chair:

Dean, Distance Education

Geoff Cain

Division Chair/Director:

Rachel Anderson

Review Date:

C

URRICULUM

C

OMMITTEE

U

SE

O

NLY

Review Date:

10-03-12

Review Date:

10-04-12

Approved by Curriculum Committee: No Yes Date :

10.26.12

Academic Senate Approval Date:

11.2.12

Board of Trustees Approval Date:

12.04.12

Curriculum Approval: 01.23.09

Academic Senate Approval:

03.04.09

3 of 3

Download