Presented at EDUCAUSE Annual Conferences; Faculty; and Articles, Papers, and Reports
Assessing the Impact on Students of Online Materials in University Courses
| Title: | Assessing the Impact on Students of Online Materials in University Courses (ID: EDU9952) | | Author(s): | Joanne M. Nicoll (University of Pittsburgh) and Nicholas C. Laudato (University of Pittsburgh) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | Many universities currently encourage the use of online materials to enhance on-campus courses. Assessment of the impact of these technology-enhanced course initiatives is necessary if we are to gain insight into the best practices_those that faculty should be encouraged to use based on student need. Assessment studies of this type will enrich the literature of distributed learning in higher education. This paper will present and discuss 1) a process for designing assessment strategies to measure the impact of online course materials on students and 2) the results of formative and summative evaluation, including the categories of benefits reported by students. Based on a campus-wide initiative to train university faculty to use course management software, this assessment includes data collected during a pilot-term with over 1850 students enrolled in 20 courses (22 sections). | | View this resource: | |
Bridging the Chasm: Cooperative Development of Faculty Development Resources
| Title: | Bridging the Chasm: Cooperative Development of Faculty Development Resources (ID: EDU9950) | | Author(s): | Benjamin Hambelton (Boise State University) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The gap between early adopters of technology and the mainstream faculty population has been described as so wide as to constitute a veritable chasm. But with support agencies understaffed, how can participation rates be increased? What kinds of strategies should be utilized to reach mainstream faculty who appear to have fundamentally different interests and needs than early adopter groups? One approach is to leverage the work of several universities to train and support faculty in their use of technology. This is a summary of the EDUCAUSE '99 session that described a four-institution project aimed at collaborative development of faculty development resources. Working together, a workshop curriculum was designed, guides to effective practices were developed, best practice strategies in faculty development were examined, and new services were initiated to enable each campus to cross the chasm. | | View this resource: | |
Digitally Invested: Teaching and Learning with Online Images
| Title: | Digitally Invested: Teaching and Learning with Online Images (ID: EDU9940) | | Author(s): | Sharon P. Pitt (James Madison University) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The Digital Image Database instructional system was developed in response to increased student enrollment generated by the new General Education program at James Madison University. Already utilizing its resources to the fullest, the Visual Resources Center projected its inability to meet demands of added course sections and instructors. In 1998, faculty members were awarded an in-house grant from the Center for Instructional Technology to develop a system to alleviate this strain. This system is an example of how technology can positively impact faculty and student success when appropriately integrated into the teaching and learning process. This paper encompasses project development and design, cost, instructional impact, institutional impact, and faculty and student assessment. | | View this resource: | |
Deconstructing Classroom Technology in Practice: What Our Web Instructional Techniques Suggest about What Faculty Want
| Title: | Deconstructing Classroom Technology in Practice: What Our Web Instructional Techniques Suggest about What Faculty Want (ID: EDU9910) | | Author(s): | John F. Chizmar (Illinois State University) and David B. Williams (Illinois State University) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | This presentation deconstructs Web-based techniques that the presenters have researched and developed over several years, and demonstrates how each component can be used as a model for specific strategies in the classroom and services and products that faculty can use and apply. A variety of Internet and Web technologies are shown as they apply to the teaching of a statistics course and a fine arts course, both classes using a project-based or constructionist teaching strategy. Our unique coupling of the arts and statistics reveals how the same basic approach can be used in seemingly disparate settings to achieve instructional goals that are supported by many years of pedagogical research. Various technologies are used to stimulate students to create authentic finished work, publish their work on the Web, and develop real-world problem-solving skills. This paper discusses technologies and teaching strategies that reveal the characteristics of instructional technology services and products that faculty want. | | View this resource: | |
Studies that Make a Difference: Tools for Faculty-Directed Inquiry and Improvement
| Title: | Studies that Make a Difference: Tools for Faculty-Directed Inquiry and Improvement (ID: EDU9936) | | Author(s): | Stephen C. Ehrmann | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The most useful and believable studies of courses and academic programs are those that instructors design themselves, focusing on those questions about which they care most. We present two systems that provide such tools to support the scholarship of teaching. First, a general purposes system for collecting information from students at the end of courses, developed by the U.S. Military Academy at West Point to coordinate academy, department and faculty inquiry and curriculum assessment. Second, Flashlight tool kits and training that focus on improving instructional uses of computing, video, and telecommunications. | | View this resource: | |
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