The Public Relations course developed at CDL for the 2012 Fall term has been receiving some good PR of its own. The course has the attention of Associate Dean Janet Shideler, who is now working with Area Coordinator Val Chukhlomin on a publicity effort for the course. George Scott, a PR professional and the course instructor, recommends we send information about the course to local newspapers as well as several PR organizations at the regional and national level. Dean Shideler agrees that publicity for a course like PR – or any other collaborative effort at CDL – needs to reach our most important audience: our students. “We need students to be just as excited about this as mentors are,” said Shideler.
Public Relations is also being showcased as a CDL “Featured Course” this month. According to Chukhlomin, “Effective public relations is part of every business’s long term success. The last time you turned an unhappy customer into a loyal patron – that was public relations. The last time your company sponsored a charitable event or a local sports team – that was public relations. The last time your favorite donut shop gave you thirteen donuts when you only paid for twelve, that was public relations. Not following a proper public relations process can quickly ruin a career – just ask Tony Hayward, the ex-CEO of British Petroleum.”
The new Public Relations course will familiarize students with best practices to establishing and maintaining clear, precise, and ethical communications. “People from all types of industries and from all areas of study can learn life-changing lessons from a course in public relations,” said Chukhlomin.
In the Women in Business course at CDL, students use a shared document to compile data related to their research on female CEOs from around the world. Each student is asked to provide authentic biographical data for a female CEO in business today, and to add it to a shared form in Google Docs in preparation for a class discussion and later in the course, a research paper.
The data each student enters on the Google Doc serves as an abbreviated research paper thesis, and because other students can view the entries of their peers, they not only learn a bit about other CEOs they may not have chosen themselves, but they also learn to recognize a growing number of influential businesswomen in today’s market.
The Google doc provides a real-time save/edit feature that provides students with the most current, up-to-date information recently added to the form by their peers or the instructor. It is important to note that students do not need gmail accounts to participate; the document is set up to allow anyone with the link to view and add data.
Because the Google Suite (Apps, Docs, Mail) doesn’t yet communicate with certain screen reader technology, students with visual impairments have the option to contact the instructor and receive a downloaded version of the document that they can add their data to and resubmit.
Social media poses an interesting challenge to online educators. As educators, it is imperative that we understand the potential uses and implications of including social media in our pedagogy, but oftentimes, our own students know more than we do about what’s out there, what’s working, how, and why. Our task, then, has become two-fold: Harness the positive and collaborative aspects of social media in online learning while still effectively teaching and preparing our students for life outside the virtual classroom.
In Dr. John Beckham’s section of the Diversity in the Workplace course, we are piloting the use of Facebook in student discussions. Using their course email, students are asked to “friend” other students taking the course. Providing a live stream in the course via Facebook (below) allows students to communicate with each other while also seamlessly participating in class discussions. Their discussion posts are also sent to their Facebook wall, which effectively acts as an electronic portfolio of their discussion posts.
Integrating the Facebook live stream with course discussion offers several unexpected advantages. Because of its popularity, most students are familiar with the Facebook interface. Students can readily and easily harness the powerful interactivity of the Facebook platform and effortlessly create a virtual e-portfolio of their own discussion participation throughout the course. Another benefit is the mobile accessibility of Facebook accounts, which make it easy for students to access their own profile, and thus, the activity taking place in the course discussions, via their cell phones and/or other mobile devices.
A moderated “Think Tank” is created for students to collaborate and support one another as they plan, research and formulate a research project while taking the Nursing Research course at CDL. Students work collaboratively in Diigo to create a shared online reference repository, and their final research projects are “showcased” in a student gallery and peer-reviewed. It is hoped that students will feel some ownership for their peer’s projects when they have collaborated in the “think tank” and worked together in the shared reference assignment.
The Global Workplace: Its Impact on Employers, Workers, and Their Organizations
The Global Workplace course examines recent global trends, especially the transformative effects of information technology and the increasing importance of service work on the economy.
Students participate in several class discussions to establish an informed position on some of the issues of the global workplace. Using posts from every discussion, the course instructor creates an image using Wordle, a free wordcloud generator, and posts the link to the wordcloud for students to see each week.
Before the end of each learning module, students are able to visualize those thoughts, ideas, concepts and themes generated through their discussion participation. The word collages therefore become evocative of the most pressing and controversial issues in the global economy today.
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.
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.