eLEARNING COURSE MATERIALS DEVELOPMENT PROPOSAL FOR CGS 1100
In accordance with SACS and the State of Florida's definition of Distance Learning, Hillsborough Community College defines Distance Learning as the implementation of classes in which more than 50% of the instruction occurs while students are not in the presence of an instructor regardless of the delivery method. This can be accomplished through eLearning tools such as web pages, group conferences, discussion boards, e-mail, videos, online testing, etc. The steps below will outline how to implement a class successfully through eLearning.
Name John T. Taylor			Date 6/03/03			Campus Brandon-HCC
Department Computer Science			Supervising Dean Gary Goff
Approved by Cluster 12 06/04/03 by a vote of 5-4-3			5 Yes: Taylor, Haun, Moats, McCullough, Pollock 4 No: McAfee, Palmer, Burke, Prescott 3 abstain: Brick, Sschatzow, Rabaut
1. Needs Assessment 1.1 Why should this course be offered through eLearning/Distance Learning? In your response, include the institutional support and/or interest in offering the course in this format. CGS 1100 has been offered online as an e-learning course at H.C.C and has been grandfathered as an online course without submission of this form with subsequent Cluster approval. It is one of the first courses that was offered in web based distance learning at H.C.C. The course has been offered at both the Dale Mabry and the Plant City Campuses through Distance learning. At Dale Mabry Dolores Wells developed the online materials based on the Shelly Cashman’s Discovering Computers text series. At Plant City Kim Adams also developed online materials based on the same text. These materials were reviewed by the SACS visiting team in the Fall of 2000. The Brandon campus computer science discipline regularly offers this course on campus with more than 20 sections offered in both Fall and Spring Terms. Brandon students have requested the administration to offer this course in distance learning modality so that they can regularly visit their professors without driving to Dale Mabry or Plant City. The Brandon campus bases its campus course on the same text and online support materials provided by Course Technology, the publisher. During the term many students’ lives change, which prevent them from attending class and completing the course on campus including job schedule change, health including surgery, child care, death in the family and moving. The above faculty member works one-on-one with these students to allow them to complete the course in an asynchronous mode without the use of WebCT and other distance learning aids. Since the faculty member has demonstrated that many students have been able to complete the course from a distance without campus attendance using the excellent support materials provided by the text and Course Technology. Formalizing this course with an e-learning component would fill flexible needs of many Brandon campus students. In addition, Mike Comins needs this form to be processed so that he can meet the requirement to have this form on file to cover the CGS 1100 courses that have been and are currently being offered through e-learning. Also, three of four fulltime faculty members do not teach during the summer and Dean Gary Goff suggested that this course and five others be developed formally as e-learning and processed to allow for flexible options during the summer terms when both faculty and students have family vacation requirements preventing on-campus attendance. 1.2 What types of students will be served by this course/delivery method? In your response, identify the technical skills and equipment you expect the students to have, and describe how the selected instructional method is appropriate given the capabilities of the students. Types of Students: Graduates of Florida Virtual and/or Regular high schools and home schooling; military personnel, fire and law enforcement personnel with swing schedules; single parents seeking to add technical skills upgrade their employability; disabled and handicapped students who have mobility problems; those recently unemployed due to the 9/11 crisis; and those students living in the Brandon area who just want to complete the class without campus attendance. Students must have access to a personal computer and be connected to the Internet through a public or private ISP at normal dialup speeds preferably 56k modem or better throughout the duration of the course. Student should be familiar with operating a computer from startup to end, have mouse skills and keyboard skills. Student’s computer access should have multimedia capabilities with sound input and output. 1.3 Are materials available for delivering this course commercially? Yes No The Shelly Cashman Discovering Computers series is an excellent text and has one of the most comphrehensive web sites and support materials to teach the course. DC 2004 is a “turnkey” type textbook. If yes, what is the justification for developing course materials? NA
2. Course Planning Process In completing this section, please use the attached worksheet to assist you in identifying how you will meet course objectives. 2.1 What are the course objectives? At the end of the course, the student will be able to: Recognize the prevalent input devices and associated media. Recognize the prevalent output devices and associated media. Recognize the prevalent secondary storage devices and associated media. Name the significant people responsible for the development of electronic data processing. Name the three generations of computers and the hardware and software associated with each. Name the three functions of any data processing unit. Define word processing and compare and contrast it with data processing. Compare and contrast hardware and software. Define computer assisted instruction (CAI). Define electronic fund transfer (EFT). Define and give examples of opitical character recognition (OCR). Define and show relationships between fields, records, and files. Describe the common types of processing: control break reporting, selecting summarizing, and classifying. List and explain the common computer codes (EBCDIC and ASCII). Explain how the control unit and the arithmetic/logic unit work. Define RAM (Random Access Memory) and ROM (Read Only Memory). Compare and contrast batch processing and transaction oriented processing. Compare and contrast intelligent terminals and dumb terminals. Define POS (Point of Sale) system. Compare and contrast sequential access and random access and tell which media have which access. List and define the components of a data communications system. List the primary data communication channels. Define and give advantage of COM (Computer Output Microfilm. Describe various line configurations in a data communications system. Define multiprogramming. Define a database and query language. Define distributed data processing. List and explain the phases in a system analysis and design. Define a computer program. Explain the steps necessary in developing a program. Compare and contrast flow charts and pseudocodes. List and explain the three primary control structures. List the most widely used higher level languages and give the types of applications each is primarily used for. Define a compiler. Define an operating system. Define virtual storage. Participate in "hands-on" application programs on a microcomputer. 2.2 What instructional methods will be used to meet these objectives? The eCampus staff is available to assist in the media selection process. Web-based tutorials, online practice tests, online computer genius game, active review of all key terms for each chapter, online synchronous whiteboard/chat room, virtual office hours with chat; simulations of emerging technologies, practice with Windows software. This is a general introduction to data processing with modern computer systems. Basic hardware and software concepts are covered. Topics include data representation, the central processing unit, media, operating systems, file organization, and programming languages. Included are elementary programming exercises and "hands-on" applications. This course is designed for the student who wishes to acquire a general understanding of computer hardware and software. WebCT will be utilized to provide additional online support materials including Power Point presentation files for each chapter as well as provide the testing platform for Chapter Exams Describe how the instructional method is appropriate to the course objective. If you have course objectives that possibly may not be accomplished, describe how you will compensate for them in the eLearning course. All the course objectives are met using the described elearning tools. The course is organized on a similar format to the on campus class and engages the student in active learning strategies designed to lead students into a personal and work-related application of the tools of Office XP, including PowerPoint, Word, Access, and Excel. Individual activities and assessments provide a means of formative assessment that allows the course to meet individual needs in a way that is more challenging in an on campus environment and enhances the incremental tweaking of instruction to meet the varied needs of learners at the very lowest as well as at the very highest levels of learning; two groups that tend to become marginalized in larger, impersonal canned courseware classes. 2.3 Will the course contain quizzes and tests? Yes No 2.4 Will there be online assignments? Yes No 2.5 How will the instructor ensure that the student receiving the credit for the course is the person performing the work? Initial class HCC ID check, follow-up phone calls, and Final Exam/Class ID check, with project-oriented activities embedded in the coursework that require personal responses to questions from data obtained at the initial class meeting. Security ID checks will periodically be made during online interactions to verify the identities of participants. Coursework will be reviewed from created date, consistency and user identification. WebCT gradebook, whiteboard and web support are all individually password protected. WebCT and Shelley Cashman materials will be utilized. 2.6 How will assignments be submitted to the instructor? Email, last class portfolio presentation, oncampus final exam, group online-discussions, synchronous performance on white board, and through webct. 2.7 You are strongly encouraged to develop a communication policy for how and when you will respond to e-mails, voice mails, bulletin boards, and assignments. Do you have a communication policy? Yes No If yes, § what communication tools and strategies will be utilized? Official HCC virtual office hours will be posted. Webct will form the basis of communication. Online gradebook, online web support, free email, weekly communication policy, web accessed freeware tools § do the students have adequate access to communication resources? For example, are students able to come to the campus to use resources? Yes No. If not, how can access be made available? NA 2.8 A sample syllabus is attached, and it includes a grading policy, course objectives, an attendance policy, course activities, and course prerequisites. Yes No (Note: the sample syllabus and its components are required as a part of the proposal.) See attached syllabus
3. Course Implementation Process 3.1 What are the required resources for development and implementation of the course? In your response, include both human and equipment resource needs. For example, if you anticipate needing support in building web pages, cite that here. If you anticipate needing new or enhanced computers, cite that here. If needs are not identified, a separate proposal must be completed, and the entire project will be re-evaluated for approval. Resources are currently in place for this elearning course. No additional needs exist. Office XP and other required sofware enabled computers are available in the Brandon Campus computer labs for additional support for this course. 3.2 Have you secured necessary inter-institutional agreements? Yes No If so, please identify them here: Cluster approval is being concurrently pursued.
4. Cost/Benefit Analysis The development of eLearning courses can require a significant amount of resources. In order to maximize the effectiveness of allocating college resources, it will be important to compare the cost of developing the eLearning course to the expected revenue that the course will generate. The eCampus staff will assist in identifying the number of students that will register for the class and the expenses that will incur during the development process. The developer does not expect to be compensated for the development of the course for e-learning as existing materials provided by the publisher will be modified for e-Learning delivery. The online DC2004 Web Site provides excellent active learning activites to promote student success without extensive course material preparation. Additional resources available on the web will provide online tutorials for training students. The college will ultimately have additional Brandon students registered and make it possible for out of district students to take courses Brandon.
5. Review/Approval Signatures
Cluster Proposal Review	Name Sherry Kersey			Signature				Date 06/04/03
Director of Academic Technology	Name Matt Werhner			Signature				Date 06/05/03
Vice President for Education and Student Development Approval	Name			Signature				Date
Distribution:	Original - To eLearning Office Copy - To Dean				Processed		By:	Date:

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