IHETS: Indiana Higher Education Telecommunication System

Jacqueline Blackwell	Janet Immel
Early Childhood Education	Child Development Program
IUPUI School of Education	Ivy Tech State College
Indianapolis, IN 46202	Indianapolis, IN 46208
Telephone: (317) 274-6830	Telephone: 921-4303
FAX: (317) 274-6864	FAX: (317) 926-9404

Need to Be Addressed and Learners to Be Served

Throughout the nation there is an unprecedented growing need to provide quality early education and care for infants and toddlers in group and home settings. This growing need fuels the search for specially prepared Early Childhood Educators. Often the individuals who care for infants and toddlers possess love and patience but lack the knowledge base and skills required to create appropriate programs for this developmental level.

Currently, interest in providing early education and care of infants and toddlers has hit the major priority list both inside and outside of government. At the federal level, President Clinton has proposed legislation for child care and welfare reform and has won support for a wide range of Early Childhood Education initiatives that support children and their families. The 1997 White House Symposium on Child Care set the stage for the nation to examine the kinds of programs available for young children. At the same time, this symposium raised questions about the nature of training programs available at various levels from entry level to advanced degrees for individuals who will work or work with young children from birth to 8 years of age. For 1998, the Federal Project Head Start spearheaded an initiative for extending funding to Early Head Start Programs for children birth to age 3; Indiana has five funded projects.
Furthermore, national attention on the resurgence of interest in brain research and its importance to early education and care draws attention to significance of the early years in the overall growth and development of young children.

At the local level, the Marion County Step Ahead Council mandates training for individuals who will work with infants and toddlers. The Indiana Professional Development System for Early Childhood Educators, a newly created entity, encourages specialization within the profession of Early Childhood Education. The Indiana Child Care Fund leads the way in creating partnerships among agencies, businesses, early education and care providers, and communities. Finally, the Indiana Department of Family and Social Services (Bureau of Child Development) contributes to the vision of a seamless Early Childhood Education continuum by including infants and toddlers as a priority agenda initiative.

A 1995 survey of providers of early education and care regarding their needs for professional development indicated that the respondents wanted college credit, locally available, and degree linked offerings. Using this information, the Consortium on Professional Development for Educators of Young Children created in January 1998 the Indiana Early Childhood Professional Development System Plan. The Consortium has claimed as its mission the development of a statewide, comprehensive, coordinated, community-based, educare training system with built -in career progression. At the same time, the Standards for Teachers of Early Childhood from the Indiana Professional Standards Board were disseminated on January 22, 1998. The Early Childhood Education faculty involved in this present proposal (Imel - Ivy Tech State College and Blackwell -IUPUI) have been involved in the work of both groups.

Because of the growing interest in Early Childhood Education programs in Indiana, especially in central Indiana, this proposal represents a collaboration between IUPUI and Ivy Tech State College (Indianapolis campus) Early Childhood programs. Other campuses of Ivy Tech State College and Indiana University will have supporting roles in this process. This project may serve as a model for similar Indiana University and Ivy Tech State College collaborations..

RATIONALE FOR CHOICE OF THE COURSE AND TECHNOLOGIES TO BE USED

This proposal represents a new opportunity for the Early Childhood faculty at Ivy Tech State College (Indianapolis campus) and IUPUI to develop a collaborative undergraduate Infant and Toddler course (Ivy Tech CHD 213 Infant Toddler Care and Programming and IUPUI E330 Infant Learning Environments). This joint venture fits into an evolving master plan for the Child Development Associate Credential and renewal (Ivy Tech), the Associate Degree Programs (Ivy Tech and IUPUI), "2 plus 2 programs" (IUPUI), graduate course offerings for retooling and license renewal (IUPUI), and other agencies/disciplines (i.e., health professions, child life specialists, etc.). This proposal would allow us to create a collaborative model that could be duplicated at other Ivy Tech State College and Indiana University campuses. Furthermore, this proposed course development activity could provide the skeletal foundation for three other courses in the creation of a Model Infant and Toddler Institute sponsored by Early Childhood Education faculty at Ivy Tech State Colleges and Indiana University campuses. It would also fit into several areas of the career lattice of the Indiana Professional Development System for Early Childhood Educators.

Realizing that the plan to develop individuals capable of providing of early education and care for infants and toddlers across a variety of settings must be multifaceted in scope and nature, the proposed course development format will include an integrative approach: (1) web-based instruction (i.e., Internet research and electronic discussions) and (2) distance education via PictureTel at Ivy Tech State College and via Vtel at Indiana University. This integrative approach will allow for live demonstrations, small group, electronic discussions, independent Internet assignments, and supervised field experiences while being sensitive to the importance of a delicate balance between providing high quality instruction and student learning in the preparation of Early Childhood Educators.

Offering a web-based course on Infant and Toddler development that included some distance education components would allow Ivy Tech State College (Indianapolis) and IUPUI Early Childhood programs to emerge as a model program in terms of (1) pedagogy and design, (2) 2- and 4- year college collaboration, and (3) practitioner/ community involvement. This course could serve either as a recruitment function (when it is taken as a first undergraduate course) or as a professional development experience when taken in three- credits or one -credit segments, thereby blending the newest students with the seasoned students. At the same time, we could gather information about the teaching- learning process for (1) web-based courses and (2) distance education classes (interactive two-way video and audio) with web experiences. What we have learned through this experience could be shared with other colleagues and programs. Furthermore, this proposal responds to one of the mandates of the Indiana Department of Family and Social Services Bureau of Child Development, National Association for the Education of Young Children (NAEYC), and the Association for Childhood Education International (ACEI) for an alternative arrangement to campus-based Early Childhood Education programs for individuals at all points on the career lattice.

Institution's Capacity and Commitment to the Course-Development Project

In responding to the 1990 Ivy Tech State College and IUPUI Cooperative Agreement, mandated by state legislation for the articulation of courses between the two institutions, Ivy Tech State College and IUPUI Early Childhood faculty have taken steps to modify courses (i.e., content, requirements, and delivery approach) in order to build flexible bridges between Ivy Tech State College (Indianapolis) and IUPUI, thus, reducing the hurdles that Ivy Tech State College students encounter. Since 1991 Jacqueline Blackwell and Janet Imel have worked together on statewide Early Childhood Education Committees. These activities have formed the foundation for our current involvement in cooperative program development. Our efforts offer IUPUI students access to an additional time frame option for conflicting schedules and closed classes.

With consistently strong administrative support for collaboration with one another, our history of working together for course and program development and approval, has resulted in the following:

Developing two courses (Introduction to Early Childhood Education- 1995 and Curriculum-- 1997) for the IUPUI/ Ivy Tech State College Cooperative Articulation Agreement
Strengthening of our growing respective associate degree programs
Selecting and sharing field experience and student teaching practicum sites
Sharing students for course offerings
Joint class presentations and regularly organizing faculty exchanges for most course delivery
Sharing course materials (i.e., student observations/ evaluations and portfolio development templates)
Negotiating joint program development meetings and maintaining an open communication dialogue
Implementing statewide course offerings (courses the same on all the campuses for the respective institutions)
Sharing information about opportunities for students and faculty

Instructional Design Plan

1.Background Preparation
Janet and Jacqueline both bring strong experiences to this proposal. Jacqueline has delivered undergraduate and graduate classes (1996 - present) via Virtual Indiana Classroom (VIC) and experimented with integrating technology into courses ( i.e., web pages, Internet research, real audio movie, electronic discussions, e-mail, LISTSERVS, etc.).
Janet Imel has significant experiences with delivering Associate degree courses and the Child Development Associate Credential statewide through Ivy Tech State College and the Indiana Association for the Education of Young Children (IAEYC).

a. Technology
Through the IUPUI Center for Teaching and Learning, we will seek faculty development and technical assistance to develop various components for this course. We want to expand our use of technology to create assignments that make good use of the technology while sharing ways that the undergraduate students understand the content and can integrate portions of this technology into programs for young children.

b.Exemplary Infant and Toddler Content and Materials
In order to develop a model course, we plan to bring practice and an expert educator into distributed education. This can be accomplished by visiting Pacific Oaks College, known as pioneers in this area, and consulting via two-way interactive audio and video with and visiting Diane Trister Dodge, a nationally known expert and developer of a widely used Infant and Toddler Curriculum model. These experiences will allow us to capture a model program and an expert on videotapes for inclusion in web-based assignments, electronic discussions, and small discussions. At the same, we would establish a connection for future access via PictureTel and Vtel to the leading program and expert.

2. Communicating with Students--Using and Applying Technology

In order to reach out and stay in touch with the students who access this course through the web, use of varied technologies will be critical. The syllabus will be on-line as a starting point. Therefore, we will create plans/mechanisms for using:

a.Electronic-mail for questions, answers, and reflections;

b.Group conference arrangements for additional discussion of course issues, clarification of assignments, data gathering mechanism (evaluation strategy), and experimentation with another application of technology in a web-based course;

c.Real Time Audio software program (web movie component) - opportunity for students to hear and respond to class assignments and reports placed on the Web for class;

d.Group presentation areas-- electronic access to the work of other students and groups;

e.Chat for synchronous communication among course participants for general discussions bi- monthly during off peak times, small group discussion meetings, and discussion leader opportunities; and

f. Two (2) On-site tutorial orientation and review training sessions for students to learn how to use the technology tools for this course as a part of the course plans for computer illiterate and inexperienced.

3.Creating Web Activities

As a result of this proposal, Janet Imel and Jacqueline Blackwell will begin to move away from planning for a group that shares the same space with them and begin to develop plans which are accessible to an audience that may be located in any area of the state at any time. Plans of co-developers include:

a. Posting the Infant and Toddler syllabus for the Web (i.e., graphics, audio bites, multi-media issues);

b. Creating and organizing modules of experiences for asynchronous and synchronous delivery ( i.e., independent, small group, total group activities, virtual trips, etc.);

c. Exploring and using the Internet as a research tool (i.e., inquiry projects, websites);

d. Developing and collecting actual classroom activities (video clips from the archives of videotapes and regular education classes) for web assignments or independent activities;

e. Creating a videotape and quick time movie for adding variety to course delivery via the web; and

f. Developing toolbox (.i.e., help page, websites, Ask ERIC, etc.).

4. Virtual and on-site field experiences with infants and toddlers
With this funding, we would have the ability to visit a national model in order to gather and import video clips and to arrange for future virtual trips.

Course Evaluation Plan

Evaluation, both quantitative and qualitative, is a critical component for examining the effectiveness of any new instructional approach. In the present proposal, we will seek to:

1.Explore the dynamics and relationship between teaching and learning with distributed education
2.Explore the role and relationship of technology to students (sources: e- mail journal entries, focus groups, mid-term and final meetings),

3 Examine the impact of shifting from an emphasis on teaching to focus on learning (behaviors of the student and the instructor), and

4..Explore the feasibility of distributed education to other methods courses at IUPUI School of Education to courses at Tech State College.

Using the Flashlight project instrument developed by the Annenberg/WICHE Foundation, customize a questionnaire to provide feedback about how students are learning and the teaching- learning process as the group participates in a web-based course Along with the Flashlight instrument, an interview, following the protocol procedures outlined in the WebCT program, a tool for enhancing on-line learning experiences, will be conducted to learn more about the web-based experiences of the students enrolled in this proposed course.

In addition, other data will be collected to document the total experience for this course:

Regular institutional course evaluation forms
Oral discussion midterm and final evaluations via VIC System

Initial student expectations of the course experience

Individual interviews and focus groups

Portfolio-- students and program portfolios

Peer Review
In order to assess the process and the products, colleagues from our respective institutions and professional associations will be invited to review and evaluate:

Course development activities (i.e., content, materials, and technology),

Conference presentations at local, state, and national associations (e.g., Association for Childhood Education International, National Association for the Education of Young Children, and Early Head Start programs),
student learning (products), and
Student presentations at local, state, and regional conferences.

Timeline

Target Implementation Dates: first in Fall 1999 and again in Summer 2000

February 1999-Planning time
Faculty Development- IUPUI Center for Teaching and Learning and Ivy Tech Computer Information Services
Initial Course development- syllabi, content/topics, and activities

Focus Group
Proposals for presentations state and national professional conferences

Visit national model Infant/Toddler Program and state resource libraries.

March 1999---

Continue Course Development-syllabi, content/topics, and activities.

Experiment with technology applications ( i.e., chat rooms- small groups, with faculty, large group; Internet assignments-research; bulletin boards-WebCt; LISTSERVS-Infant and Toddlers; Web Pages for Experts)

Field Visits for Field Experience and Practicum Placement Sites

Visit Indiana model Infant/Toddler Programs including Early Head Starts.

Plans for joint course marketing

April 1999

Evaluation and Selection of field sites and local providers
Continue Course Development (textbooks and supplementary materials).
Review of materials by system colleagues

Organization of Reference and Resource Collections (i.e., books, journals, magazines, trade books, videos, web sites)

Market the course.

Visit model Indiana Infant/Toddler Programs including Cooperative Nursery Schools.

May, 1999

Evaluation of two modules-technology and content (peer review).
Location of scholarship monies for students (i.e., Marion County Step Ahead, Lilly Endowment,etc.)

Market the course.

Visit Indiana model Infant/Toddler Programs.

June-- July 15, 1999

Finalize Course Development and evaluation plans.

Market the course

Key Course Development Personnel

Jacqueline Blackwell, Associate Professor of Early Childhood/Elementary Education, is the program coordinator for the IUPUI School of Education associate degree, kindergarten endorsement, and master degree programs. For the past three years, she has developed Early Childhood Education classes that have been offered via distance education. As a part of Jacqueline's course development activities, she has experimented with integrating technology into her courses that are available on the web. ( See: http://www.iupui.edu/~jblackwe/e525, http://www.iupui.edu.~jblackwe/e335, http://www.iupui.edu/~jblackwe/e506. Currently, Jacqueline serves as Vice Present for Infancy/ Early Childhood for the Association for Childhood Education International (ACEI).

Janet Imel, chairperson and instructor for the Child Development Program, implemented and revised the Child Development degree program and developed an Associate of Science degree program at Ivy Tech State College. Currently, Janet is the Child Development Associate Representative for the Council for Professional Recognition. She developed and implemented a statewide Child Development Associate Training Program for Ivy tech State College has been recognized by the Indiana Association for the Education of Young Children.

Appendices

Professional Summaries: Jacqueline Blackwell (IUPUI) and Janet Imel (Ivy Tech State College)

Support Letters from: Barbara Wilcox , Executive Associate Dean for IUPUI School of Education

Meredith Carter, Vice President/Chancellor for Ivy Tech State College

Jacqueline Blackwell

Indiana University (IUPUI Campus)

School of Education

902 W. New York Street

Indianapolis, IN 46202-5155

Telephone: (317) 274-6830 FAX: (317) 274-6864

E-mail: jblackwe@iupui.edu

Jacqueline Blackwell, Associate Professor of Early Childhood/Elementary Education, is the Program Coordinator for the Early Childhood programs (associate degree, kindergarten endorsement, and master's degree) in the School of Education. She received her B.S. degree in Elementary Education with a concentration in Mathematics and Science, M.S. degree from Southern Illinois University in Early Childhood Education, and Ph.D. degree in Early Childhood Education and Human Development. Jacqueline has served as a classroom teacher in a model Early Childhood program for the Baltimore City Public Schools, administrator for a private child development center (300 children), and consultant for a variety of Early Childhood programs (preschool, kindergarten, early elementary, and child care).

During the past 13 years, Jacqueline has developed with the help of her Indiana University colleagues the Associate of Science degree program in Early Childhood Education (1985), a distance education master's track for Early Childhood Education (1996), and a graduate level kindergarten endorsement program. Other significant program development activities include:

serving on the School of Education Task Force for the new Elementary Education Teacher Education Program and later as a cohort team leader for this program (1991-92);
creating course materials starting for undergraduate and graduate courses http://www.iupui.edu/~jblackwe/e506
http://www.iupui.edu/~jblackwe/e335
http://www.iupui.edu/~jblackwe/e525
offered via distance education --Virtual Indiana Classroom (1995- );
joining systemwide Indiana University colleagues for the creation of a systemwide Associate of Science degree program in Early Childhood Education (in process); and
collaborating with Indianapolis area Early Childhood practitioners to develop a creative approach to field and practicum experiences.

Currently, Jacqueline serves as Vice President (1996-99) representing Infancy/ Early Childhood for the Association for Childhood Education International. She has presented at national and state conferences and published in education journals (i.e., Urban Review, Education, Capstone Journal of Education, Childhood Education). For 1998, Jacqueline received an Indiana University Teaching Excellence Recognition Award for her program development and technology activities. To date, Jacqueline has received $7,500 from the Indiana University Alliance for Professional Development and $6, 500 the university Faculty Development office for integrating technology into the Early Childhood Education classes, graduate and undergraduate.

Janet Imel

Experience	1969 - 1971 Jay School Corporation Portland, IN First Grade Teacher
	1977-1979 The Nursery School Jacksonville, IL Lead Teacher - Three, Four and Five year Olds
	1978 Illinois College Jacksonville, IL Instructor - Early Childhood Department
	1979-1988 The Children's Nursery School Fort Wayne, IN Lead Teacher - Four and Five year Olds 1985-1998 CDA Council State of Indiana CDA Representative
	1988-1990 Aboite Child Care Fort Wayne, IN Director 1990-1998 Ivy Tech State College Fort Wayne and Child Development Chair Indianapolis, IN
Education	1965-1969 Ball State University Muncie, IN B. S. Elementary Education 1969-1972 Ball State University Muncie, IN M. A. Education
Achievements	Co-authored a manual to accompany Child Care Collection videos to be used for training of Early Care and Education professionals. Assisted in developing and implementing state-wide CDA training program for Ivy Tech State College Assisted in the development of Child Development Curriculum for Ivy Tech State College Developed and presented an IHETS training program, including training resource manual for CDA instructors for Ivy Tech State College. Assisted in development of Ivy Tech State College Child Development's distance education courses.