College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION COURSE
Date: April, 2012
1. Division: Physical Education
2. Course ID and Number: PE 10
3. Course Title: Running and Walking
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Running and Walking
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?
On-line version of PE10 has been offered for the past 4 semesters. The on-line version has
allowed students at the branch sites to complete a physical education elective unit. In addition,
many students wish to partake in a fitness program on their own time but lack the knowledge to
create their own fitness prescription. The on-line version allows students to meet learning
objectives by exercising and taking part in discussion forums around school, work, and/or family
obligations.
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.
Weekly lesson, discussion homework, and exercise homework is assigned using MyCR
lessons link. Students read the weekly lesson and from that lesson a discussion forum occurs.
Throughout the semester the subject of the lesson matches the student learning outcomes i.e.
target heart rate, FITT principle and how to create own workouts, abdominal and core strength
information, warm-up/cool-down techniques, as well as specific exercises to perform.
FLOTRACK is an on-line site that each student uses to log his/her workouts and is used as a
guide to his/her improvement. Student creates a profile and then is able to log each session
according to distance and/or time, and to also write a note on heart rate and/or the experience
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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they had performing their session. Instructor uses this site as an assessment of the students
exercise progression and is also the method used to record exercise points earned each week.
8. To illustrate the description in #7, describe what students in this course may do in a typical week of this course.
The lesson, discussion forum homework, and exercise homework is posted in MyCR on
Monday. Students have until 11 pm on Thursday to read the lesson and post their initial
discussion thoughts. By 11 pm on Sunday students reply to at least 2 classmates postings. If
student completes the above discussion requirement he/she earns the full 5 discussion
points for the week. In addition to the discussion students are exercising and recording their
sessions in Flotrack. All exercise for the week must be recorded in Flotrack by 11 pm on
Sunday night. Points for exercise are earned based on how many sessions they record (3 or
more sessions earn 5 full exercise points for the week).
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.
1. Instructor emails, one week prior to the start of the semester, the course requirements and
weekly timeframe for discussion and exercise.
2. Instructor responds to student posts during the weekly discussion.
3. Instructor comments on student exercise sessions individually or by the use of a mass
comment through MyCR email or discussion forum.
4. Email is also used to communicate.
10. Describe the nature and frequency of student-student interactions in this course.
Students are required to post their own thoughts/comments related to the lesson by
Thursday and then respond to classmates throughout the remainder of the week. To earn full
discussion points for the week students must discuss/post comments at least 3 times. When
comparing this interaction to the in-person section that meets twice a week, it is very
comparable. In fact, I could argue that the on-line discussion related to the lesson content is
more student-centered then when the instructor gives the same information in the face-to-face
environment.
11. Describe how you will identify and respond to students experiencing difficulty in this course.
If students experience internet difficulties (that are not MyCR related) that prevent them from
meeting deadlines, they are to contact instructor as soon as possible. Extended time of a couple
of days to allow late submission is granted. If MyCR is the issue instructor extends the deadline
in a fair timeline for all students.
Injury and illness do occur and prevent students from meeting deadlines. Students are urged
to email instructor and together create a timeline for missed work/exercise sessions.
Instructor tracks exercise points and discussion points and updates the on-line gradebook. If
students have 'disappeared'', the instructor uses email as a means of communicating current
grade and possible options for the student to meet course objectives.
Some students experience difficulty navigating the Flotrack site. For these students,
instructor has allowed all email submission of workouts.
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.
The MyCR assignment link is used to collect the students pre/post testing in cardiovascular
endurance and muscular endurance. Target Heart Rate is calculated and submitted to instructor
in first 2 weeks of the semester. Using that calculation as a guide, students record their heart rate
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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in Flotrack and instructor monitors and compares distance/time in session to the submitted and
stated heart rate.
14. Describe the equipment and staff resources necessary to support the course for students and instructors.
Student and instructor must have internet access throughout the course of the
week/semester. Students do not need special equipment to perform required exercise sessions.
15. Describe the contingency plan for this course if access to the delivery system is interrupted.
If MyCR is unavailalbe, students email directly to instructor's redwoods.edu email account
and together a timeline for completion of weekly homework is agreed upon. If MyCR is
interrupted for an extended period of time, instructor extends the deadline to all students once
the delivery system becomes available again. Logging of the exercise points can be interrupted if
Flotrack goes down. Students then email instructor weekly workouts instead of trying to post
them in Flotrack.
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.
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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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: Marla Gleave
Approvals:
Department Chair: Joe Hash
Dean, Distance Education Geoff Cain
Division Chair/Director: Joe Hash
Tel. Ext: 4241
Date: May 1, 2012
Review Date: 5-2-12
Review Date: 5-2-12
Review Date: 5-2-12
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 5.11.12
Academic Senate Approval Date: 5.17.12
Board of Trustees Approval Date: 6.5.12
Curriculum Approval: 01.23.09
Academic Senate Approval: 03.04.09
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