In foreign language courses at CDL, we encourage students to interact with visual content in order to immerse them in the language by providing context and meaning to their learning experiences.
The traditional ‘flash card’ approach to teaching and learning foreign language relies primarily on memorization and subsequent translation. Through the use of visual and dynamic content (shown above), instructors and students can rely on ostensive learning. That is, students are able to manipulate and change visual images in order to learn, define and translate any given vocabulary word or phrase.
The use of visual tools can augment the curriculum of any language course by offering students a chance to interact with the language, and derive meaning through the provision of familiar context.
Above is an Everglades National Park virtual tour. We recommend selecting the full screen feature (found on the tool bar) for the best experience.
Students in the Plant Ecology course must participate in ‘virtual field trips’ to better understand the ecology of several national parks. Previously these exercises would entail visiting a park’s website and providing written labs focused on unique aspects of the park, followed by a class discussion about the findings.
Plant Ecology has undergone an upgrade that includes a redesign of the field trips, which now harness the most current web technology. Students are presented with an interactive visual collage that is integrated within the course. The collage presents students with open questions and a learning space in which to explore aspects of the park though audio, text presentations, hyperlinks, slide shows, video, and live web cams. These immersive presentations bring the national parks to life. Students can listen to the tour guide present information on the Florida panther while watching a video or a slide show of the park.
Through the use of interactive maps, students gain a better understanding of the Francophone world as part of their work in the foreign language course, French 2. This highly interactive learning activity provides a geographic and demographic view of French language and culture throughout the world.
Students select to explore various regions that are highlighted on the map in order to identify historically and culturally significant events, places and people, and examine how they influence and represent the evolution and use of the French language.
Developing new and innovative ways to teach foreign language, CDL is incorporating VoiceThread into various courses, including Spanish for the World of Business. VoiceThread is a digital medium for housing, displaying and distributing nearly any type of media (images, documents and videos). VoiceThread allows students taking the Spanish course to collect media files, display them, and comment on them in 5 different ways - by using a microphone, a telephone, using written text, an audio file, or recording a video with a web cam. Students can create and share their media with anyone, anywhere.
Additionally, VoiceThread hosts group conversations, allowing students to practice their Spanish by sharing their thoughts on their media collections – in this case, their most loved and most hated foods.
Students taking this course also use VoiceThread to market a product of their choice, in Spanish. The product can be food, computer software, services, a store, etc. Students write their own advertisement and present it to the class, while the instructor and other students will record and share their own comments, in Spanish.
A photo of a lego car built by a student in the Invention by Design course, as part of an online lab.
Laboratory experiments are often considered the defining characteristic of science courses. Engaging CDL students in active scientific experimentation as part of their distance learning coursework not only fosters scientific cognition, but provides evidence for the effectiveness of the design and delivery of online science courses that include a lab component.
Exploring how experimentation can be integrated with content in distance learning courses for non-science majors, a research team comprised of CDL faculty and instructional design staff is currently analyzing selected activities from three online science courses that have been developed by an interdisciplinary team at the center.
Each of these courses - Invention by Design , Contemporary Environmental Issues, and Energy: the Issues and the Science - are designed to promote scientific literacy and provide students with direct, hands-on experiences with science, all while using an online delivery platform.
Held at 113 West Avenue in Saratoga Springs, the 2010 Curriculum Retreat fostered meaningful conversation and highlighted the ongoing collaboration between Center for Distance Learning (CDL) faculty and Curriculum & Instructional Designers (CIDs). On February 9th , faculty from across the disciplines gathered together for a full day of discussion and contemplation on the current and future state of the curriculum at SUNY Empire State College’s Center for Distance Learning.
New to the retreat this year, members of the Technology in Action Committee took the initiative to demonstrate the flexibility and unique capabilties of the Angel Learning Management System (LMS) currently being used at CDL. Members of the CID group were called upon to present alternative content design approaches using the Angel LMS.
Highlights included presentations on the following content design approaches in Angel:
Dr. Nicola Martinez, then Director of Curriculum and Instructional Design at CDL, also gave a brief overview of processes related to the infusion of creative design elements in courses, and encouraged faculty from all areas of study to continue collaboration with the CID group and promote ongoing innovation in courses offered by CDL.
Future Genesis is the Second Life avatar name of the machine driven cyborg designed to serve as a station tour guide in a futuristic transformation station that provide students with a unique experience in changing avatar identity prior to sending them on a journey of scientific discovery through Second Life worlds.
This immersive simulation is the Second Life component of an interdisciplinary science course titled the Future of Being Human.Throughout this course, students discuss biological enhancements, advances in neuroscience, medical breakthroughs, technological change and exponential computing. They use scientific experimentation to analyze how the experience of virtuality is changing human beings and their environments and assess implications of science and technology policies related to technological advances. Finally, they participate in a simulation of virtuality reflecting Vittorio Gallese’s theory of embodied simulation.
The immersive learning activity provides students with the opportunity to experience transformation, transport to various worlds, and explore future, past and imagined worlds in their new form. Students use scientific methodology within a framework of biological advances, artificial life, and emerging technologies, and write a 500-word scientific report based on their experiences. To do this, students enter the transformation station, transform their avatar, and receive a heads-up display (HUD) to guide them through exploration and discovery using the scientific method.
The machine driven avatar Future Genesis was developed as a solution to provide students with 24/7 assistance in introducing the student to the transformation station and providing hands-on instructions on how to operate the station, transform avatars, and receive the heads-up display.
NUR 403 “Healthcare Policy and Delivery Systems” uses a blog activity to enable students to share posts and experience online publishing using a blog. The students prepare and post a comment addressing 3 of the 5 health policy topics. The activity is intended to familiarize students with the concept of sharing information publicly and electronically, as well as preparing well thought out and well prepared statements on current issues. In addition, the students experience just-in-time alerts in their e-mail and can start to consider how this method of sharing information can be used in other venues of health care leadership, education, and advocacy. https://commons.esc.edu/nur403-1
The Dual Wiki Support System offers a flexible activity that adapts to student interests and needs, provides unique assignments, and encourages collaboration. It also provides a place for students to reflect on their own work. It operates by using two wikis in conjunction: in the first wiki, students determine topics of research that they will work on together in the second wiki. Each wiki has an area where students can share and expound upon their research strategies.
Introduction to College Studies uses this tool for an activity in which students determine the five areas of college study habits where they need the most improvement. Students then address each issue. The first wiki offers a space where each student proposes the five areas in which he or she needs to improve. The class then works together and decides which five areas most affect the group as a whole. In the second wiki the students create a post for each of the five agreed areas from the first wiki. Collectively students develop strategies to overcome these problem areas. In the comment sections, students reflect and explain their decisions in a class-wide discussion.
In U.S. Women’s History: Lives and Voices, the texts examine the three prevalent kinds of families in Colonial America: Native American families, slave families and English/European families. An early assignment in the course requires students to imagine (in writing) a wife-swap situation in which one woman temporarily changes places with a woman from another kind of family, using the articles in their texts as sources.
In the first part of the essay, describe your daily life before the swap. Describe where you live, what kind of family you have, and how you relate to your husband, your children and your community. You may be a white colonial woman, a slave woman or a Native American woman.
In the second part of your essay, describe the changes that took place during the swap. How are the women in your new culture treated by the men in their families? What new roles and expectations do you have? How is your daily life different from the one you were accustomed to?
In the third part of your essay, describe the learning you took back to your own family after the swap. What would you tell your family about your experience with the other culture? Would your experiences change your attitudes and behavior towards that culture in any way? Explain your answers.