Discussants are Brett Sherman, Eileen O’Connor and Barbara Tramonte
Tina Wagle is moderating.
This is the first of our three panel discussions related to the presentations recorded prior to the conference. Presentations in this area demonstrate inventive learning environments that support student learning goals and/or objectives, or a program or course/study designed to achieve student learning goals and/or objectives. The three prerecorded sessions for this discussion are:
Creative Design for Student Learning: Embedding Academic Support in Credit-bearing Studies
Fostering Collaboration, Ownership, and Professional Networks—In Online and Distance Environments
Creativity and Backward Design: Building 21st Century Programs in Higher Education
Contained within the post for each of these sessions is a recording that we hope you will view prior to the discussion period. Click on the link within the post to access the recording. Please send your questions for the panel to firstname.lastname@example.org with the subject “conference question.”
Panel: Brett Sherman (Metro), Linda Guyette Hamell (HVC) and Mildred Van Bergen (LIC)
In an effort to improve student learning and retention, faculty and academic support professionals from several centers across the College have collaborated to design creative approaches that integrate academic support into credit-bearing studies. This presentation will explore several of these models, highlighting the benefits for faculty and students alike.
Link to prerecorded presentation: Creative Design for Student Learning: Embedding Academic Support in Credit-bearing Studies
Presenter: Eileen O’Connor
How can online and distance environments be developed to support professional communities and collaboration? Although working together on complex projects can encourage learning, working within an online environment makes it difficult for an instructor to oversee and manage collaboration and to ensure that students are moving towards the desired instructional outcomes. The author will review how she structured and scaffolded the development process; modeled the complex outcomes desired; required frequent, reported student-to-student meetings; and increased ownership, responsibility and pride-in-the-work through the student-designed virtual pods (in Second Life) and shared project-wikis/websites. The professional networking impact will be discussed as well.
Link to prerecorded presentation: Fostering collaboration, ownership, and professional networks—in online and distance environments
Presenters: Donna Mahar, Heather Reynolds, Barbara Tramonte, Tina Wagle
This interactive power point presentation highlights how the backward design methodology framed the creation and implementation of new teacher education programs.
Following the backward design process as espoused by Wiggins and McTighe, the following process guided program: define goals and objectives, identify outcomes and results, determine acceptable evidence of competency, plan instructional strategies that lead to desired competency levels. Outcomes and results were guided by the Common Core Learning standards and college and career readiness goals that are requirements of the federal Race to the Top grant awarded to New York State. Creative and innovative collaborations among graduate education faculty and major urban school districts across New York State identified ways to define goals and objectives for these new graduate programs as well as plan instructional strategies to lead to desired competencies.
Link to the prerecorded Elluminate Session: Creativity and Backward Design: Building 21st Century Programs in Higher Education