February 15, 2007
Fully online programs and courses at UM
I am interested in finding out about all the fully online courses and degree programs that exist in the UM system. At Dearborn, we have fully online courses in Engineering, Business, and Arts, Sciences, and Letters, and maybe a few in Education (we are very decentralized). The SOM has a fully online MBA program, the CASL is quite close to offering a BGS online degree and not far from being able to offer a BA or BS degree online. We are also collaborating with the Flint Office of Extended Learning to offer online courses jointly to students at both campuses. Flint currently has a large number of courses online, mostly lower division courses, while our courses are mostly upper division. This partnership agreement will enable us to offer a complete online BGS degree from UMD and will enable Flint to offer a complete online IDS degree. I am the Director for the CASL Distance Learning Office. http://www.casl.umd.umich.edu/casldistancelearning/ Deborah White is the Director of Extended Learning at Flint. http://oel.umflint.edu/
-- Caroline Landrum
Posted by clandrum at February 15, 2007 10:25 AM
This semester, the materials for both of my class offerings exist only online, as blogs. While this is not an official long distance- or e-distance learning situation for which those from outside my classes who partcipate through comments and blog subscriptions can receive college credit, it is a way to circumvent the U of M's non-participatory status in MIT's OCW, and promote through practice the benefits of sharing and creating access.
Students in my section of English 240 (http://mblog.lib.umich.edu/eng240limitedforkfall07/) and English 280 (http://mblog.lib.umich.edu/eng280limitedfork/) receive all class info through my class blog which functions as the hub. ctools still has built into it a few institutionalized assumptions about how a class is (so presumably also "how" a class should be) structured, with student work going into folders to which the professor has access, and with, so far, an ability to make the entire ctools course site public --I use ctools and find many of the features useful, but the underlying assumptions about what a class is, what a class does, and how learning is defined lack sufficient imagination.
Students post some comments in my blog and post regularly/profusely in their blogs (ENG 280 students also maintain course you tube channels). It turns out that through the blogs, students are producing much more writing than would have happened through a handful of conventional essays, and this voluminous writing is potentially reaching a much wider audience; this is work not directed toward the professor, but toward "the world." There is a chance of really having some impact. And the blog becomes a location where the fragments of a student's life, personal experience, the separate classes converge into a single expressive structure. The emphasis is on how to put the parts together --a blog, given that it is a single unending page, is great for this assembly of parts into a multifaceted complex stucture.
Because of hyperlinks, students not only "take" the class, but students also "direct," the class, taking us, via links in their posts and their commentaries, to any info they deem relevant, extending the scope of class discussion. Many students have found this particularly useful in establishing meaningful intersections between disciplines. These intersections in turn lead to more inquiry.
Textbook cost this semester was nil for my courses, as I relying on only online resources, supporting the generosity of those who make their work available to others --the internet can be the most stunning tool of collaboration that I am able to imagine.
I also felt that it was important for students to know to use more of the technology choices available to them.
All of this proceeds from my work in Limited Fork Poetics: the study of interacting language systems (any/all visual, sonic, olfactory, tactile systems/subsystems on all scales), a theory I developed in October 2004 at the end of a movie in the Quality 16 cinema.
You can find examples on my forked work in the following locations:
A Limited Forker Girl's Tines (http://forkergirl.typepad.com/a_limited_forker_girls_ti/)
Tine D.A.D.A. Club (http://forkergirl.typepad.com/dada/)
Bifurcation Station (http://forkergirl.typepad.com/bifurcation_station/)
English 240: (http://mblog.lib.umich.edu/eng240limitedforkfall07/ )
Engliah 280: (http://mblog.lib.umich.edu/eng280limitedfork/ )
Limited Fork 101 (http://forkergirl.typepad.com/limited_fork_101/)
Limited Fork Academic Split Tine (http://forkergirl.typepad.com/limited_fork_academic_spl/)
forkergirl you tube channel: http://www.youtube.com/forkergirl
Limited Fork Music:
Limited Fork Video Anthology (of work by students of LFP):
Less active blogs:
Tine Times: http://tinetimes.blogspot.com/
Tine Times cyber workshop: http://www.tinetimescyberworkshop.blogspot.com/
Tine Times 2: http://limitedfork.wordpress.com/
--It is interesting to note that in the mblog FAQ's, instructors are discouraged from using mblog as official e-classes because access can't be controlled (restricted); instead, instructors are urged to take advantage of the discussion and wiki offerings in ctools (protected learning environments)--
This link is to my faculty page in the Department of English in case you'd like to know a little more about who left this lengthy comment: http://www.lsa.umich.edu/english/faculty/fibDetail.asp?ID=266
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