FEMA EMIFEMA EMIHigher Education Higher Education Conference 2009Conference 2009

Is Distance Education For Everyone?Is Distance Education For Everyone?

FEMA EMIFEMA EMIHigher Education Higher Education Conference 2009Conference 2009

Is Distance Education For Is Distance Education For Everyone?Everyone?

Dr. Michael J. O’Connor Jr.Dr. Michael J. O’Connor Jr.

SUNY CantonSUNY Canton

Introduction: Undergraduate Introduction: Undergraduate (L/D & U/D) and Graduate(L/D & U/D) and Graduate

Undergraduate:Undergraduate:State University of New YorkState University of New York

at Canton College of at Canton College of TechnologyTechnology

State University of New YorkState University of New YorkCanton College of TechnologyCanton College of Technology

Located in Canton, New York (North of Located in Canton, New York (North of the Adirondacks and South of the the Adirondacks and South of the St. Lawrence River)St. Lawrence River)

SUNY Canton has recently established SUNY Canton has recently established bachelor’s degrees in engineering, bachelor’s degrees in engineering, business, info technology, etc.business, info technology, etc.

Canton has regional and global partners, Canton has regional and global partners, with agreements at institutions in with agreements at institutions in Massachusetts, Ontario, Wyoming, Russia, Massachusetts, Ontario, Wyoming, Russia, Bosnia … just to name a few Bosnia … just to name a few

Emergency ManagementEmergency Management Bachelor’s of Technology Program in Bachelor’s of Technology Program in

EADM founded Fall 2006EADM founded Fall 2006 First (and still only) faculty member hired First (and still only) faculty member hired

August 2006August 2006 First courses offered October 2006 to four First courses offered October 2006 to four

EADM majors, CJ majors and the general EADM majors, CJ majors and the general college populationcollege population

50+ majors (current students and those 50+ majors (current students and those already having paid deposits) already already having paid deposits) already enrolled for Fall 2009 enrolled for Fall 2009

Program OrganizationProgram Organization 201 Fundaments201 Fundaments 205 Risk and Hazard Impacts Studies205 Risk and Hazard Impacts Studies 220 Disaster Management220 Disaster Management 222 Community Preparedness222 Community Preparedness

307 Legal Issues307 Legal Issues 400 Incident Command400 Incident Command 430 Virtual Exercises430 Virtual Exercises 435 Disaster Simulation435 Disaster Simulation 480 Internships480 Internships 485 Senior Projects485 Senior Projects

Course OrganizationCourse Organization OrientationOrientation SyllabusSyllabus Instructor BiographyInstructor Biography Course Documents (MS Word, Excel, Course Documents (MS Word, Excel,

Powerpoints, Websites, maybe Podcasts in Powerpoints, Websites, maybe Podcasts in the future!)the future!)

Examinations, Surveys (Assessments)Examinations, Surveys (Assessments) Writing AssignmentsWriting Assignments AnnouncementsAnnouncements Discussion BoardsDiscussion Boards

Unique AspectsUnique Aspects Program is offered online in a 7-week Program is offered online in a 7-week

formatformat Classroom-based coursework may be Classroom-based coursework may be

implemented Fall 2011 (or never)implemented Fall 2011 (or never) Courses originally offered via Blackboard Courses originally offered via Blackboard

now offered via Angel (Fall 2008)now offered via Angel (Fall 2008) All online courses must receive approval All online courses must receive approval

from a faculty committee prior to being from a faculty committee prior to being offered (online course review process)offered (online course review process)

All courses are also offered via the SUNY All courses are also offered via the SUNY Learning Network (SLN)Learning Network (SLN)

Online Course ReviewOnline Course Review All online courses are reviewed prior to All online courses are reviewed prior to

their initial offering and are reexamined on their initial offering and are reexamined on a three-year cyclea three-year cycle

Course reviewers utilize a rubric Course reviewers utilize a rubric developed by Maryland Online which was developed by Maryland Online which was sponsored by FIPSE (U.S. Department of sponsored by FIPSE (U.S. Department of Education - Fund for the Improvement of Education - Fund for the Improvement of Postsecondary Education)Postsecondary Education)

Based on the Middle States Commission on Based on the Middle States Commission on Higher Education’s standards of best Higher Education’s standards of best practices in distance learning programspractices in distance learning programs

Course Review Course Review Rubric CriteriaRubric Criteria

Materials are accessible and appropriateMaterials are accessible and appropriate Objectives and learning outcomes are Objectives and learning outcomes are

consistent with one anotherconsistent with one another Course navigation is logical and Course navigation is logical and

unambiguousunambiguous Assessment is built into the courseAssessment is built into the course Interaction with learners is provided and Interaction with learners is provided and

support is available support is available

Graduate:Graduate:Capella UniversityCapella University

Capella UniversityCapella University Adjunct Graduate Faculty MemberAdjunct Graduate Faculty Member

School of Human ServicesSchool of Human ServicesDepartment of Public Safety LeadershipDepartment of Public Safety Leadership

PSF5621 Disaster ManagementPSF5621 Disaster Management PSF5623 Critical Infrastructure Risk PSF5623 Critical Infrastructure Risk

Assessment, Evaluation, and Analysis Assessment, Evaluation, and Analysis PSF8632 Philosophy and Practice of PSF8632 Philosophy and Practice of

Disaster PreparednessDisaster Preparedness PSF8609 - Disaster Preparedness, PSF8609 - Disaster Preparedness,

Mitigation, and Assessments (in Mitigation, and Assessments (in development)development)

Approach to LearningApproach to Learning

Social ConstructivismSocial Constructivism The Capella (Capella, 2009) and SLN The Capella (Capella, 2009) and SLN

(Shea, Pickett, & Pelz, 2003; Martinez, (Shea, Pickett, & Pelz, 2003; Martinez, 2006), models are based on the theory 2006), models are based on the theory that learning is based on social that learning is based on social constructivism approach to learning constructivism approach to learning (Vygotsky, 1962). (Vygotsky, 1962).

In Social constructivism learning is a In Social constructivism learning is a cognitive function. Lave and Wenger has cognitive function. Lave and Wenger has extended this theory, by stating that extended this theory, by stating that learning is a product of social interactions learning is a product of social interactions (Lave & Wenger, 1991). (Lave & Wenger, 1991).

Social and SituationalSocial and SituationalOrientation to LearningOrientation to Learning

(Lave & Wenger, 1991) has focused on the (Lave & Wenger, 1991) has focused on the nature of collaborative interactions where nature of collaborative interactions where learners become part of a knowledge learners become part of a knowledge (learning) community of practice (Wenger, (learning) community of practice (Wenger, 1998, 1999, 2007). 1998, 1999, 2007).

A community of practice exists when A community of practice exists when practical knowledge is built by interactions practical knowledge is built by interactions between and among practitioners, their between and among practitioners, their practice and their social organizations (Lave practice and their social organizations (Lave & Wenger, 1991; Wenger, 1998, 1999, & Wenger, 1991; Wenger, 1998, 1999, 2007). 2007).

Community of PracticeCommunity of Practice Wenger (2007) states that three elements Wenger (2007) states that three elements

differentiate a community of practice from other differentiate a community of practice from other groups: domain, community, and practice. groups: domain, community, and practice.

Domain – a field, discipline, practice, etc., that Domain – a field, discipline, practice, etc., that differentiates members from non-members.differentiates members from non-members.

Community – member have significant Community – member have significant discussions where they are able to learn from discussions where they are able to learn from each other because of their shared interest in the each other because of their shared interest in the domaindomain

Practice – members develop shared experiences, Practice – members develop shared experiences, stories, and perspectives stories, and perspectives

LearningLearning Learning is seen as a process of social Learning is seen as a process of social

participation in a community of practice. participation in a community of practice. This concept of “situatedness” (Tennant, This concept of “situatedness” (Tennant, 1988, 1997) means that learning takes 1988, 1997) means that learning takes place as people become full participants in place as people become full participants in their community of practice and generate their community of practice and generate meaning as new knowledge is learned by meaning as new knowledge is learned by integrating that new knowledge into their integrating that new knowledge into their existing knowledge base (understanding existing knowledge base (understanding new information within the context of their new information within the context of their community of practice), (Smith, 2001, community of practice), (Smith, 2001, 2003, 2009). 2003, 2009).

SUNY Learning Network (SLN)SUNY Learning Network (SLN)

Social Constructivism and Social Constructivism and Communities of PracticeCommunities of Practice

SUNY Learning Network (SLN) builds their SUNY Learning Network (SLN) builds their instructional model on the social instructional model on the social constructivism approach and Lave and constructivism approach and Lave and Wenger’s extension of this approach via Wenger’s extension of this approach via communities of practice. communities of practice.

SLN doesn’t discuss Lave and Wenger’s SLN doesn’t discuss Lave and Wenger’s concept of “legitimate peripheral concept of “legitimate peripheral participation” and how it can move to participation” and how it can move to become full participation, but instead become full participation, but instead discuss deep learning.discuss deep learning.

Deep vs. Surface LearningDeep vs. Surface Learning Peer collaborations, problem-based Peer collaborations, problem-based

instruction, etc., are a part of the teaching instruction, etc., are a part of the teaching and learning paradigm that aims to and learning paradigm that aims to engaging students to produce “deep” engaging students to produce “deep” learning – where they seek to integrate learning – where they seek to integrate new learning into their own cognitive new learning into their own cognitive structuresstructures

Surface learning where students focus on Surface learning where students focus on the requirements of the class as defined the requirements of the class as defined by the instructor (Marton and Saljo, 1976; by the instructor (Marton and Saljo, 1976; Martinez, 2006).Martinez, 2006).

Capella UniversityCapella University

Capella ModelCapella Model Capella derives their model from the work Capella derives their model from the work

of Ernest Boyer and Donald Schön who of Ernest Boyer and Donald Schön who work on learning led to the redefinition of work on learning led to the redefinition of learners as scholar-practitioners learners as scholar-practitioners

Undergraduates are considered “reflective-Undergraduates are considered “reflective-practitioners” (faculty help them to apply practitioners” (faculty help them to apply learning to everyday life)learning to everyday life)

Graduate students are considered Graduate students are considered “practitioner-scholars” and “scholar-“practitioner-scholars” and “scholar-practitioners” (faculty need to provide practitioners” (faculty need to provide comprehensive feedback)comprehensive feedback)Source: Capella University (2009).Source: Capella University (2009).

Capella (continued)Capella (continued) Capella seeks to have learners form learning Capella seeks to have learners form learning

communities where active interactions take communities where active interactions take place to engage students in collaborative place to engage students in collaborative learning experiences so that socially learning experiences so that socially constructed meanings emergeconstructed meanings emerge

Capella acknowledge the research into Capella acknowledge the research into learning styles (such as multiple learning styles (such as multiple intelligences, personality traits, etc.), but intelligences, personality traits, etc.), but has found that the field dependent/has found that the field dependent/independent cognitive paradigm is most independent cognitive paradigm is most useful (Witkin, 1977)useful (Witkin, 1977)Source: Capella University (2009).Source: Capella University (2009).

Learning StylesLearning Styles Field-dependent learners... Field-dependent learners... tend to be more tend to be more

dependent upon authority and rely on others' dependent upon authority and rely on others' ideas and influences when processing ideas and influences when processing information. They tend to prefer situations that information. They tend to prefer situations that require direct communications with others, and require direct communications with others, and tend to be skilled in interpersonal relationships. tend to be skilled in interpersonal relationships.

Field-independent learners... Field-independent learners... are more adept at are more adept at independently generating and structuring their independently generating and structuring their own knowledge. Such learners tend to rely on own knowledge. Such learners tend to rely on themselves when solving problems. They often themselves when solving problems. They often are not as skilled in interpersonal relationships. are not as skilled in interpersonal relationships. Source: Capella University (2009).Source: Capella University (2009).

Field Dependent/IndependentField Dependent/Independent The field dependent/independent paradigm The field dependent/independent paradigm

has implications for instructors on how to has implications for instructors on how to work with learners in discussions, email work with learners in discussions, email communications, group collaborative communications, group collaborative projects, etc.projects, etc.

The field dependent/independent paradigm The field dependent/independent paradigm must be recognized as a continuum where a must be recognized as a continuum where a learner may use a different learning style to learner may use a different learning style to deal with different situationsdeal with different situations

Instructors must also consider their own Instructors must also consider their own orientationorientationSource: Capella University (2009).Source: Capella University (2009).

Questions we seek to answer! Questions we seek to answer!

Can Everybody Learn via Can Everybody Learn via Online Learning?Online Learning?

Predictors of Success Predictors of Success in an Online Coursein an Online Course

For online courses:For online courses:• Learners should be directed to be self-regulated Learners should be directed to be self-regulated

learners, and self-regulated learning strategies could learners, and self-regulated learning strategies could be provided to enhance students’ achievementbe provided to enhance students’ achievement

• Orientation about the nature of online learning and its Orientation about the nature of online learning and its requirements should be provided to studentsrequirements should be provided to students

• Learners should be encouraged to keep their Learners should be encouraged to keep their motivation at a high level through the help of motivation at a high level through the help of instructional activitiesinstructional activities

• Learners’ performance should be monitored, and Learners’ performance should be monitored, and individual and timely feedback should be providedindividual and timely feedback should be provided

• Interaction through both synchronous and Interaction through both synchronous and asynchronous communication tools should be asynchronous communication tools should be encouragedencouraged

• Course contents should be of immediate real-life Course contents should be of immediate real-life value for the studentsvalue for the students

Yukselturk, E. & Bulut, S. (2007). Predictors for student success in an online course. Yukselturk, E. & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71-83.Educational Technology & Society, 10(2), 71-83.

Can Everybody Learn via Can Everybody Learn via Online Learning?Online Learning?

Answer: Yes! (caveat: learners Answer: Yes! (caveat: learners have a much better chance of have a much better chance of

success if they are (or can success if they are (or can become) self-regulating become) self-regulating

Can All Subjects be Taught via Can All Subjects be Taught via Online Learning?Online Learning?

Can All Subjects be Taught via Can All Subjects be Taught via Online Learning?Online Learning?

For example, to teach: For example, to teach:

Academic subjects which require (“lecture” Academic subjects which require (“lecture” type of courses):type of courses):

- learning concepts and principles, - learning concepts and principles,

- engaging in discussions, - engaging in discussions,

- writing papers, or - writing papers, or

- solving problems – these usually work - solving problems – these usually work

well in an online formatwell in an online formatKearsley, G. (1999) Online Education: Learning and Teaching in Cyberspace. Kearsley, G. (1999) Online Education: Learning and Teaching in Cyberspace. Wadsworth.Wadsworth.

Subjects, continuedSubjects, continued Those which require the teaching of:Those which require the teaching of:

- Motor skills – may require that - Motor skills – may require that

simulations be developedsimulations be developed

- Science, Math and Engineering – may - Science, Math and Engineering – may

require additional software tools require additional software tools

(Mathmatica, CAD, etc.)(Mathmatica, CAD, etc.)

- Numerous Visual Images – may require - Numerous Visual Images – may require

the use of CD’sthe use of CD’sKearsley, G. (1999) Online Education: Learning and Teaching in Cyberspace. Kearsley, G. (1999) Online Education: Learning and Teaching in Cyberspace. Wadsworth.Wadsworth.

Teaching (Online)Teaching (Online) UndergraduateUndergraduate

- Lower Division: Most courses are - Lower Division: Most courses are

“ “lecture-type” courseslecture-type” courses Use of “measured” course readings, discussion Use of “measured” course readings, discussion

readings, lecture readings, references, and websites)readings, lecture readings, references, and websites) Exams and Quizzes (midterms, final, quizzes)Exams and Quizzes (midterms, final, quizzes) Writing Assignments (style, length, evaluation)Writing Assignments (style, length, evaluation) Number and Timing of AssignmentsNumber and Timing of Assignments

Teaching, continuedTeaching, continued

- Upper Division: Courses are a mix of - Upper Division: Courses are a mix of

“ “lecture” and science or apprenticeship-lecture” and science or apprenticeship-

style of coursesstyle of courses Video Clips, Podcasts (coming!), etc.Video Clips, Podcasts (coming!), etc. Simulations and Exercises utilizing the Simulations and Exercises utilizing the

following software: following software: Incident Commander, Incident Commander, Central City (online “live” tabletop via Central City (online “live” tabletop via camera), HSEEP, Hurrevac, Hazus-MH & ESRI camera), HSEEP, Hurrevac, Hazus-MH & ESRI ArcView, Virtual Terrorism Response ArcView, Virtual Terrorism Response Academy, ICS 100/200 First Person Academy, ICS 100/200 First Person Simulations, AEAS, CAMEO, ALOHA, etc., Simulations, AEAS, CAMEO, ALOHA, etc.,

Teaching, continuedTeaching, continued GraduateGraduate

- - Most courses are “lecture-type” Most courses are “lecture-type”

coursescourses Textbooks, course readings, discussion Textbooks, course readings, discussion

readings, video clips readings, video clips Discussion boardsDiscussion boards Writing assignmentsWriting assignments Case StudiesCase Studies Number and Timing of AssignmentsNumber and Timing of Assignments

Teaching Online: Special IssuesTeaching Online: Special Issues InternshipsInternships Senior ProjectsSenior Projects SimulationsSimulations ConferencesConferences Club Club Fieldtrips (and yes, field exercises!)Fieldtrips (and yes, field exercises!)

InternshipsInternships Students are doing senior projects or Students are doing senior projects or

internship with the New York State internship with the New York State Emergency Management Office, Rhode Emergency Management Office, Rhode Island State Emergency Management Island State Emergency Management Agency, DHS/U.S. Coast Guard, Fort Drum Agency, DHS/U.S. Coast Guard, Fort Drum Emergency Management Officer and other Emergency Management Officer and other local and state agencies (including Public local and state agencies (including Public HealthHealth

Student and mentor complete daily Student and mentor complete daily journals and weekly reportsjournals and weekly reports

SimulationsSimulations Program offers 9 semester hours of virtual Program offers 9 semester hours of virtual

exercise or disaster simulationsexercise or disaster simulations One 3 semester hour course focuses on One 3 semester hour course focuses on

the developing, conducting and evaluating the developing, conducting and evaluating exercises (typically TTX’s)exercises (typically TTX’s)

Another 6 hours course is “hands-on” and Another 6 hours course is “hands-on” and allows the students to actually develop an allows the students to actually develop an exercise – working in a “sim-cell”, as mock exercise – working in a “sim-cell”, as mock journalists, as part of the incident journalists, as part of the incident command staff or as an evaluatorcommand staff or as an evaluator

ExercisesExercises Selected students are invited to observe Selected students are invited to observe

and participate in developing, coordinating and participate in developing, coordinating and evaluating exercises with local, state and evaluating exercises with local, state and Federal agencies. and Federal agencies.

Student in September 2008, assisted with Student in September 2008, assisted with the development of a major DHS/U.S. the development of a major DHS/U.S. Coast Guard full-scale exercise for the St. Coast Guard full-scale exercise for the St. Lawrence Seaway (and worked with other Lawrence Seaway (and worked with other federal agencies to coordinate federal agencies to coordinate simultaneously run tabletops)simultaneously run tabletops)

Can All Subjects be Taught via Can All Subjects be Taught via Online Learning?Online Learning?

Answer: Yes! (caveat: good Answer: Yes! (caveat: good instructional design must be instructional design must be utilized by faculty trained in utilized by faculty trained in

course development course development techniques)techniques)

Can we Improve Can we Improve Online Teaching?Online Teaching?

Seven PrinciplesSeven Principles

Seven Principles for Seven Principles for Good PracticeGood Practice

The "Seven Principles for Good Practice in The "Seven Principles for Good Practice in Undergraduate Education," originally Undergraduate Education," originally published in the AAHE Bulletin (Chickering published in the AAHE Bulletin (Chickering & Gamson, 1987, 1993), are a popular & Gamson, 1987, 1993), are a popular framework for evaluating teaching. framework for evaluating teaching.

Such a framework helps faculty members Such a framework helps faculty members and higher-education institutions examine and higher-education institutions examine and improve their teaching practices.and improve their teaching practices.

Principles 1-3Principles 1-3 Principle 1: Good Practice Encourages Principle 1: Good Practice Encourages

Student-Faculty ContactStudent-Faculty Contact Lesson for online instruction: Instructors should Lesson for online instruction: Instructors should

provide clear guidelines for interaction with students.provide clear guidelines for interaction with students.

Principle 2: Good Practice Encourages Principle 2: Good Practice Encourages Cooperation Among StudentsCooperation Among Students

Lesson for online instruction: Well-designed discussion Lesson for online instruction: Well-designed discussion assignments facilitate meaningful cooperation among assignments facilitate meaningful cooperation among students.students.

Principle 3: Good Practice Encourages Principle 3: Good Practice Encourages Active LearningActive Learning

Lesson for online instruction: Students should present Lesson for online instruction: Students should present course projects.course projects.

Principles 4-5Principles 4-5 Principle 4: Good Practice Gives Prompt FeedbackPrinciple 4: Good Practice Gives Prompt Feedback

Lesson for online instruction: Instructors need to provide two types of Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.feedback: information feedback and acknowledgment feedback.

Principle 5: Good Practice Emphasizes Time on TaskPrinciple 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines.Lesson for online instruction: Online courses need deadlines.

Principle 6: Good Practice Communicates High Principle 6: Good Practice Communicates High ExpectationsExpectations

Lesson for online instruction: Challenging tasks, sample cases, and Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.praise for quality work communicate high expectations.

   Principle 7: Good Practice Respects Diverse Talents Principle 7: Good Practice Respects Diverse Talents

and Ways of Learningand Ways of Learning Lesson for online instruction: Allowing students to Lesson for online instruction: Allowing students to

choose project topics incorporates diverse views into choose project topics incorporates diverse views into online courses.online courses.

Principles 6-7Principles 6-7 Principle 6: Good Practice Communicates Principle 6: Good Practice Communicates

High ExpectationsHigh Expectations Lesson for online instruction: Challenging tasks, Lesson for online instruction: Challenging tasks,

sample cases, and praise for quality work sample cases, and praise for quality work communicate high expectations.communicate high expectations.

Principle 7: Good Practice Respects Principle 7: Good Practice Respects Diverse Talents and Ways of LearningDiverse Talents and Ways of Learning

Lesson for online instruction: Allowing students to Lesson for online instruction: Allowing students to choose project topics incorporates diverse views into choose project topics incorporates diverse views into online courses.online courses.

Five PillarsFive Pillars

Five Pillars for Quality Online Five Pillars for Quality Online Education for Asynchronous Education for Asynchronous

Learning Networks (ALN)Learning Networks (ALN) Alfred P. Sloan Foundation.Alfred P. Sloan Foundation. The Sloan Consortium (Sloan-C) developed The Sloan Consortium (Sloan-C) developed

the Five Pillars in the mid-1990’s (focused the Five Pillars in the mid-1990’s (focused on measuring and improving the learning on measuring and improving the learning effectiveness of Asynchronous Learning effectiveness of Asynchronous Learning Networks.Networks.

Sloan-C has websites that contain research Sloan-C has websites that contain research on effective practices in each pillar.on effective practices in each pillar.

Five Pillars, continuedFive Pillars, continued Learning Effectiveness: Learners interact Learning Effectiveness: Learners interact

(with faculty and each other) and engage (with faculty and each other) and engage in reflective discussions and collaborative in reflective discussions and collaborative learning.learning.

Student Satisfaction: Learners are most Student Satisfaction: Learners are most satisfied when they are engaged in satisfied when they are engaged in courses where there is a high level of courses where there is a high level of interaction with others and collaborative interaction with others and collaborative experiences, and where they receive experiences, and where they receive significant feedback from faculty in a significant feedback from faculty in a timely manner.timely manner.Source: (Lorenzo & Moore, 2002).Source: (Lorenzo & Moore, 2002).

Five Pillars, continuedFive Pillars, continued Faculty Satisfaction: Faculty are most Faculty Satisfaction: Faculty are most

satisfied the flexibility of the online satisfied the flexibility of the online environment and the enhanced environment and the enhanced interactions that an online environment interactions that an online environment provides. provides.

Cost Effectiveness: Use of online courses Cost Effectiveness: Use of online courses has become almost mandatory due to has become almost mandatory due to competitive pressures.competitive pressures.

Access: Learners are able to easily access Access: Learners are able to easily access programs and services. programs and services. Source: (Lorenzo & Moore, 2002).Source: (Lorenzo & Moore, 2002).

Can we Improve Can we Improve

Online Teaching?Online Teaching?

Answer: Yes! Answer: Yes!