This is the current list of projects, blogs, and presentations, and will be updated as necessary:



The blogs are all aggregated at:

http://realgar.mcli.dist.maricopa.edu/itl05/



with a more detailed view by blog at:

http://realgar.mcli.dist.maricopa.edu/itl05/frames/









Blowfish:

blog

http://teamblowfish.blogspot.com/



summary and presentation

http://www.bk.psu.edu/blowfish/



Sunrisers

blog

http://sunriseitl05.blogspot.com/



summary and presentation

http://www.personal.psu.edu/staff/s/x/sxr133/ITL05/



North Pole Cats

blog

http://northpolecats.blogspot.com/



Summary:

http://northpolecats.blogspot.com/2005/07/website-httptclabserv.html



Presentation (needs password)

http://tclabserv.tusculum.edu/userfile/theresaswann/web/northpolecats.html





Trailblazers

blog

http://trailblazers-itl.blogspot.com/



summary and presentation

http://trailblazers-itl.blogspot.com/2005/07/making-case-millennial-learner.html



Core:

blog

http://elicore.blogspot.com/



summary and presentation

http://elicore.blogspot.com/2005/07/final-executive-summary.html



Edgwalkers:

blog

http://edgewalkers.blogspot.com/



summary

http://edgewalkers.blogspot.com/2005/07/executive-summary-aligning-edges.html



Instructional Alchemists

blog

http://itlialchemy.blogspot.com/



summary

http://itlialchemy.blogspot.com/2005/07/executive-summary.html



"community" site:

http://learning.richmond.edu/ctlt/idit/





North Stars

blog

http://thenorthstars.blogspot.com/



Big Maccs

blog:

http://bigmaccs.blogspot.com/



summary and presentation

http://www1.esc.edu/personalstaff/shayes/





Witti

blog

http://wittiwork.blogspot.com/



web site

http://curriculum.union.edu/itl_2005/

According to the Magic 8-Ball, the Executive Summary will be posted here, but for now



Try Again Later



Our Presentation

The North Star Presentation

• Weekly afternoon training sessions on using technology tools (iPods and other tools and streaming audio/video for anyone interested...

• Use funding to provide iPods and other tools (as identified) for selected language faculty: faculty can submit applications with ideas of how to use iPods, I2, etc and virtual spaces as learning environment. Project team and shepard/champion select applications; selected faculty receive token stipends and one-to-one encouragement and training/brainstorming in how to utilize virtual and real learning spaces.....Liasion with instructional designers and library info fluency provided to selected faculty....Stipends and training jointly administered and developed by librarians and instructional designers/technologists...

• Internet2 video conferencing sessions with language faculty at other universities and sessions with native language speakers for students/faculty.....

Our overall faculty development plan is based on the need to infuse active and collaborative learning throughout formal and informal learning spaces on our campus.



Some Important Questions:

How can we bridge the world of 3 key learning spaces: formal classrooms and labs, informal cafes and spaces, virtual environments?



How can we increase and improve faculty use of active learning in formal and informal spaces?



How can we increase contact time between faculty and students in spontaneous and informal learning spaces?



Faculty in the Pilot Program will Participate in These Key Initiatives:



1) 2 "Outdoor Classroom" spaces (wireless; power; patio seating; all-weather white board) are provided. Faculty are encouraged to use the outdoor classroom at least once weekly. Staff from the Teaching Development Office are partnered with each faculty member to consult on active learning techniques and use of the outdoor classrooms.



2) The Office of Campus Seminars and Speakers and the Department of Modern Languages are hosting in fall '05 and spring '06 a series of Language and Culture events that will include poetry and literature readings, theater performance, campus and guest speakers, language and technology performance art. Faculty have agreed to use the Language and Culture Events as classroom field trips. The model will include attendance, adjourning to informal learning spaces (outdoor classroom or cyber cafes) where students engage in follow-up analysis and critique moderated by faculty.



3) The Language Channel Podcasting Initiative: each language course in the pilot program will produce a weekly, 5 minute podcast produced by students, content mentored by students, and faciliated by student technology assistants in the Campus Media Center. The language course podcasts tie-in with the Language and Culture events, including previews, summaries, reviews, and additional information on the speakers and topics. Additionally, each faculty member in the program will receive a 1-hour, in-office orientation on the IPod and ITunes software conducted by our very best Media Center student consultants.

Please visit the Team Blowfish Web site at: http://www.bk.psu.edu/blowfish

Executive Summary

Developing Successful Advocates to Promote Technology in Teaching and Learning



Leadership development is an organizational asset. Institutes of higher education need instructional technology leaders who can garner and sustain support across campus and effect change. Many leaders come to these positions without the requisite training or experience in developing relationships essential to accomplish change. As part of the institution’s Leadership Academy, we propose to develop and implement an Advocacy Development Program to educate IT leaders to improve their advocacy skills and relationships.



Overview



This project will develop, implement, and assess an Advocacy Development Program that can be integrated into local leadership programs, professional leadership institutes, and university course offerings by making the advocacy component generic and applicable to other areas of the university. The initial pilot will be developed in conjunction with relevant university stakeholders.



Phases



Phase I: Research – Identify and assess key relationships with stakeholders

Phase II: Assessment Development – Develop assessment tool in consultation with representative stakeholders

Phase III: Program Creation – Develop and deliver a program to develop advocacy skills, which uses the previously developed advocacy inventory

Phase IV: Program Evaluation – Create short-term and longitudinal evaluations to assess program outcomes



Objectives – Year 1



• Identify and prioritize potential advocacy relationships at the institutional level

• Assess technology needs and values of stakeholder groups

• Triangulate among stakeholder groups to identify commonalities and areas of focus

• Develop consistent messaging strategy customized to stakeholder group

• Develop and implement action plans to cultivate three strategic advocacy relationships





Impact and Risks

Helping new leaders understand how relationships affect advocacy increases the speed leaders can successfully transition into their new roles and effect change. The cost of not implementing this type of orientation means that leader may take years to identify and develop stakeholder relationships.

Outcome

An effective leader is a reflective leader…especially one with a sense of direction.

Our Web Site--Done!



http://www.personal.psu.edu/sxr133/ITL05/

Website:

http://tclabserv.tusculum.edu/userfile/theresaswann/web/northpolecats.html



This website requires a password. If you are with the Educause Leadership Institute, please email Theresa Swann for login information.

tswann@tusculum.edu



Executive Summary:



The F.L.I.R.T project (Foreign Language Instructional Resource Toolkit) was conceived as a model project for helping to develop a set of faculty resources for a model blended learning course in Swahili that is taught by two institutions, ABE U. and Xena U. The goal is to then take the model and implement it across other foreign language blended learning environments



Goals of Project

design and develop a faculty development program to help faculty redesign their foreign language courses for the blended format

create a model with the Swahili course

bring more faculty through the faculty development program to develop their own blended courses

Instructional Design and Technology

Abe University will provide the lead instructional design support for faculty and course development and technical resources for digital media and multimedia resources. Xena U will also provide instructional design support.

Project Management



This project is being headed by the project director for the FIPSE grant. She has assembled a team including instructional designers from each instituion, a faculty expert and the department chair of foreign languages at Abe U.



Financial Matters

The project has been awarded a FIPSE grant. Abe U and Xena U need to accept this grant and commit to support for the implementation.



Assessment and Evaluation

FIPSE requires stringent assessment and evaluation. Their guidelines and recommendations will be used throughout the development and implementation of this project.



Faculty Issues

pedagogical implications

ownership of product

Political Issues

faculty participation

cultural differences between institutions

Institutional Perspectives

Xena U has potential opportunity to build alliance with Abe U and promote themselves favorably through the alliance

Abe U will gain faculty expertise in Swahili to support its new international programs

Hi folks. A vision of our institution:



***

Over the next ten years we project enrollments at Trailblazer University to grow as we develop our online and hybrid learning environments at the same time as we hold steady on residential enrollments. Our goal is to maintain and enhance the characteristic “TU� experience of openness, intellectual exchange, lively debate, and clear-eyed inquiry into the historical and contemporary world we share in all its social, political, philosophical, ethical, religious, scientific, and artistic dimensions.



Our spirit is embodied by the Trailblazers at the mountain peak gazing out onto the far horizons, paths branching ahead and uncharted terrains to explore. One holds a compass, the other a flask. Ask they walk they tell stories, listen for echoes in the canyons, and watch the sky for signs of storm as the sun sinks low. In the distance they see a signal fire from another set of adventurers; they exchange signals with the pair, whom they deduce hold the mirror and a lamp, for they have made a fire and glow bright in the settling dusk.



These intrepid explorers represent our students past and present, current and distant. The compass of calculation, the flask providing at once critical form and sustenance, the stories the artistry, the mirror and lamp our nineteenth-century forester-philosopher founders’ heritage of reflection and illumination as modes of inquiry. Sometimes teachers, other times learners, here at TU we are all the trailblazers, pathfinders in the wilds of Pennsylvania, yet cosmopolitan in our awareness of the wider world and the many places we take within it. “A foolish consistency is the hobgoblin of little minds,� quoth Ralph Waldo Emerson, elder cousin to one of our founders, Ida E. Thorne. We strive to enlarge the minds of our students, to teach them to think "large," to "contain multitudes," as Whitman famously declared.



No TU student, or faculty or staff member, is limited in his or her education by space or time or narrow method. Rather, we provide the arenas in which they collaborate, communicate, investigate and share the adventure. As we move into the 21st century, TU maps the terrain, whether with Google Earth Satellite images overlaying a delicate watercolor, or with the network of ideas spun around a collaborative workstation in a coffeeshop reminiscent of those so vital to the 18th century public sphere--but with a distinctly contemporary twist in its cat-6 wiring and realtime streaming to the Tokyo campus.



****



Well, you get the idea. My heart is in pulp and melodrama...

Hi folks. I'll email this too but I thought I'd post it for our reference:

ITL05: Trailblazers

“Making the Case�—Outline



Innovative Learning Spaces for the Millennial Student: Real and Virtual



I. CHALLENGE/GOAL (Robert)



Develop a learning environment that adheres to the following principles:

-the campus is your classroom--class sessions are just part of the picture

-faciltating communication and collaboration everywhere

-deep connections: mentoring and peer-to-peer

-allows integration of virtual and real spaces



Community of practice rather than physical spaces

What is the value-added of residential education? Inside and outside: building connections, networking (alumni/development potential)

Small pilots of new tech to complement standard setups

Media literacy in the face of traditional liberal arts values

“liberal arts values for the 21st century�





II. RESEARCH/PEDAGOGY CONTEXT (Melaine)

A. Multitasking

B. Team orientation

C. Informal

D. Communication centric

E. Engagement with multimedia and pop culture

F. Tech savvy

G. Information/content naiveté

H. Visual

III. INSTITUTIONAL CONTEXT (Vicki—residential, experiential, “whole student�)

Initial Assessment Data Locally and Nationally:



Enrollment and Retention Concerns

Student Perspective:

• Want more opportunities to communicate with each other
• Want to feel part of the wider world
• Want to feel what they are doing is relevant
• Dislike dark, closed spaces and over-reliance on one-way communication, tech
• Want mentorships
  
  

Faculty:

• Concerned about digital illiteracy
• Concerned about declining evaluations and attendance, especially for large lectures
• Declining enrollments in languages, reflecting national trends
• Concern that tech is an add-on and notc core
  
  

Adminstration:

• Declining enrollments
• Increasing competition
• Old fashioned-campus yields limited yield on most "competitive" students
  
  

IV. SPACE PROJECT OVERVIEW

A. Physical Spaces—flexible walls, furniture; wired/wireless; gigabit, storage…(All)

i. Classrooms/lecture halls

ii. Seminar rooms

iii. Dorm rooms

iv. lounges

v. Group study

vi. Production labs

vii. Individual

viii. Group

ix. Carrels

x. Rehearsal / performance spaces

xi. Coffee shops, book stores

xii. Museums, exhibit spaces

Phase I: Target Areas

A. Large Lecture Hall Reconfiguration (virtual labs, gps annotation of environmental spaces)--addresses communication, groups, active



B. Rooftop Instruction Garden--open spaces rather than dark halls, blended use of tech and in-person, group work



C. Virtual Plaza for Language Sharing (streaming, databases of video, podcasting for languages)--addresses exciting use of language, portability of pedagogy, connection to community via hispanic/chicano heritage, Cantonese



D. Coffeeshop Kiosks for collaborative projects -- tied to media literacy requirement associated with the writing req and library



E. Drive-In screen/Presentation space in open air/high lumen projector on a crane--Planetarium/Performance space -- enhancement of the arts

Note: Institute laptop policy and reduce cluster machines in favor of collaboration areas where they can bring in their laptops



B. Virtual Spaces –synchronous and asynchronous, collaborative (Lynnne)

i. Chat a/v

ii. News/blogs

iii. Synchronous

iv. Asynchronous

v. Online project spaces

vi. Collaboration stations (real and virtual combo)

vii. Content management / annotation environments

C. Infrastructure—high speed servers

V. TRAINING AND FACULTY DEVELOPMENT (Robert)

A. Supporting Programs

B. Grants/Pilot--Carrot is using the new space, release time

C. Research Component--Contribute to knowledge of what works

Focus on their needs and where they live in the training:

• Development to teach about learning styles, focus on mentoring
• Concern about skills and peer assessment promoted through digital tools and spaces
• Teaching to alternate learning styles

VI. Asessment Plan (Victoria)

Use the ELI tool to do student and faculty analysis and then do gap aanlysis for expectations



VII. Implementation Strategy (Victoria)

A. Timeline

B. Project Plan—phased implementation

VIII. INSTITUTIONAL PARTNERS AND LEADERSHIP (Vicki)

IX. BUDGET (Lynne)

A. Phase 1 Startup Sal

B. Phase 1 Startup Non-Sal

i. Facilities

ii.Furniture

iii. Hardware

iv. Training/Prof Dev

v. Services

C. Phase 2 Ongoing Sal

D. Phase 2 Ongoing and Expansion Non-Sal

i. Facilities

ii.Furniture

iii. Hardware

iv. Training/Prof Dev

v. Services

X. OUTCOMES AND NEXT STAGES (All)

After spirited discussion, we changed our topic...



IT Learning Spaces for the Millennial Student



Students

Multitasking

Team orientation

Informal

Communication centric

Engagement with multimedia and pop culture

Tech savvy

Information/content naiveté

Visual



Learning Spaces

Physical

Classrooms/lecture halls

Seminar rooms

Dorm rooms

lounges

Group study

Production labs

Individual

Group

Carrels

Rehearsal / performance spaces

Coffee shops, book stores

Museums, exhibit spaces



Virtual

Chat a/v

News/blogs

Synchronous

Asynchronous

Online project spaces

Collaboration stations (real and virtual combo)

Content management / annotation environments

Our topic and title have been approved!



"Preparing the Institution for the Millennial Learner: Creating a Campus-Wide Innovative Learning Center"



For resources, let's review:

http://www.educause.edu/books/educatingthenetgen/5989

Possible Title: Preparing the Institution for the Millennial Learner



Draft: To prepare the institution for the Millennial learner, we propose to create a campus support center to foster collaboration among faculty and students; develop new technologies; and implement innovative applications for the teaching and learning process.



To reduce competition between campus offices such as academic skills, CELT, etc., and to create efficiencies of scale, areas serving students and faculty will merge to create one comprehensive department.



To provide resources to support both conventional teaching and learning practices and interests as well as information and media literacy goals across disciplines and programs.



Comments?

Slow load. Nedstat logo in the corner most prominent first thing.



Interface is worth the wait. http://99rooms.com/



Disorienting at first but lots of seamless still and video...The small menu at the bottom is a good complement to the unknowable main interface--gets at people who are impatient as well as those who want to explore.

We are the TrailBlazers. We are Vicki Sells, Lynne Johnson, Melaine Kenyon, Robert Baird and Victoria Szabo. We are first-born in our families and translate that into into our work lives as leaders in integrating, promoting, analyzing, evaluating technology in pedagogy and vice versa. Onward!

Let's post links here:



Overall:



Space:



Net Gen:



Other...

Virtual Spaces

1. Need wireless
2. Network connections
3. Multitask – can inhabit more than one virtual space at a time
4. Faculty training and help desk support
5. Virtual environments software
6. Network maintenance issues
7. Access to help
8. Rehearsal spaces
9. Materials preparation
10. Unlike physical spaces, virtual spaces come and go. They can be spontaneous as well as deliberate, synchronous, or asynchronous. Participants and their relationships in the virtual learning space can shift rapidly. Participants can also multitask, "inhabiting" more than one virtual space at a time. As networking technology matures and costs for devices such as laptops and handhelds decline, these virtual spaces play an increasingly larger role in all aspects of higher education.
11. Virtual space — meshes closely with Net Gen characteristics. Net Gen students are mobile, as is virtual space. Net Gen students are facile at multitasking and moving back and forth (sometimes rapidly) between real and virtual spaces. Net Gen students are comfortable with the fast tempo that this kind of multitasking implies. In short, virtual space is tailor-made for the work habits of Net Gen students.
12. Online labs

Evaluation: http://www.tltgroup.org/programs/Teach/Eval_Plan.htm

1. If the classrooms are intended to make it easier to break the class into small groups, is it more likely to find small group work in these classrooms than in others that are supposedly more difficult to use for this purpose? Over time, is this use of the new facilities increasing? How about the use of the older facilities that are supposed more difficult to use for this purpose?
2. Why do some faculty use the classroom for small group work while others keep their students into large group? Are the first set of faculty more interested in small group work? Are some faculty in the second group interested in small group work but facing some barrier that hinders them from using the space in that way (their students are hostile to small group work? faculty member lacks confidence in ability to control the class if students are split? faculty member doesn't know how to grade small group work?) Any of these barriers can prevent an expensive investment in classrooms from being used. Findings from this study might help "debug" the classroom, either by changing the facility itself or activities feeding into it. For example, findings might guide changes in how faculty are briefed about collaborative learning.
3. Outcomes: If the activity is on the upswing, are there also learning outcomes that are improving (as a result)? For example, if the institution is trying to educate students to work skillfully in small groups (face-to-face and online) do student portfolios or other evidence indicate that students who have often used these smart classrooms are doing especially well?

http://www.dartmouth.edu/~collab/index.html Collaborative Facilities

http://wallenberg.stanford.edu/

Cross-university collaboration

Types of virtual space communication

Peer-to-peer

Instructor to student

Student to content

Student to technology



Spaces

Chat

Bulletin Boards

CMS groups

E-mail

BLOGS

Wikis

Web sites

3-D environments

Cyber Café

MUDs and MOOs

Shared Workspaces

E-portfolios



Advantages

Flexibility

Non-threatening

Round the clock access

Student-centered

Active learning

Collaborative

Share tools

creating Internet resources that are stimulating, appealing, easy to use and educationally sound is time consuming and requires considerable expertise.

http://www.alt.ac.uk/docs/eln002.pdf.

Budget

Software

Site licenses

Hardware

Room renovation

Staff salaries

Faculty development

Assessment

Architects

Networks

Project: Learning Spaces for the Millennial Student



Team Members: Robert Baird, Lynne Johnson, Melaine Kenyon, Vicki Sells, Victoria Szabo



Issue: At Trailblazer University enrollments in the language arts have been declining for three years. The University is also competing with other in-state higher education institutions for the best students. In response to the decline in enrollment, and concern voiced by parents and alumni, faculty and students campus-wide were invited to participate in focus groups.



The goal is to combine the best of traditional pedagogical practice and new theories of how students learn today. We are also interested in exploring how we can extend our learning environments to the virtual realm. The research indicates space design contributes substantially to these ends:

• Understanding of concepts (ore teaching goals)

• Media literacy related to information/research as well as presentation

• Group work responding to a changing work environment



As the modern and classical languages department is already involved in a voluntary curriculum redesign, they were included in all early focus groups and the dean over the area and the department chairs met with the faculty. There is a large percentage of faculty buy-in from those departments and they will be the first group involved in the pilot.



Solution: The goal is to renovate existing campus spaces to be used for informal learning, as well as to provide online spaces to extend learning beyond the campus boundaries. There are preliminary designs to consider based on our research:

• Outdoor learning/performance space (with fountains)

• Coffee shop/kiosk for group, project-based work

• Online Piazza for language learning



Timeline: Spring 2006 – Attend national conference and scheduled campus visits; complete physical space review with architect firm; and complete current set of student and faculty focus groups; purchase and install equipment. Summer 2006 – Begin research and assessment program with faculty and work with instructional technologist. Fall 2006 through Spring 2007 – Faculty begin to teach four courses using the physical space and one using virtual space. Summer 2007 – Compile assessment data.



Budget: $250,000 from 2006 to 2007 for start-up costs and investment in the future. These funds will cover one national conference for the stakeholders, including travel, and two scheduled visits to other regional campuses that have completed similar projects; ¼ release time for two modern and classical language faculty for research and assessment; cost of architect plans; small incentives for student involvement in additional surveys and focus groups; a campus and community based marketing campaign; software; and basic rewiring costs for the library building. Equipment will include furniture, a loaner laptop pool and technical support, two large screens and high quality projection units along with security as they will be located in open areas.



Supporting Materials

Good definition of information fluency....

http://www.stanford.edu/~vszabo/trailblazers/

http://www.ists.unimelb.edu.au/ts/proposal3.htm

The characteristics of traditional age (18-to-22-year-old) college students—a group sometimes called the Millennials—have been described by Howe and Strauss as individuals who:

Gravitate toward group activity

Identify with parents' values and feel close to their parents

Believe it's cool to be smart

Are fascinated by new technologies

Are racially and ethnically diverse; one in five has at least one immigrant parent

Are focused on grades and performance

Are busy with extracurricular activities

When asked about the biggest problem facing their generation, many respond that it is the poor example that adults set for kids. (Neil Howe and William Strauss, Millennials Rising (New York: Vintage Books, 2000).

Innovation in Undergraduate Interdisciplinary Studies

http://www1.esc.edu/personalstaff/shayes/

Site contains executive summary, presentation and resources.



Sue Bauer

Sandra Butler

Suzanne Hayes

Carol McQuiggan

Andrew White

Please note that our "Making the Case" presentation documents are online at

http://people.colgate.edu/dbaird/core

We are on 2nd for our presentation.



Have just spent 20 minutes trying to get on dial up. Will now work on exec summary and hopefully will be able to post sometime before 11pm. Worst case - I will come to Penn Stater at 7:15 am and post from there before our 7:30am meeting.

The PowerPoint template draft has sent to your email. After I receive the final draft of the presentation, I will update the design o it. Let me know if you want to change anything in the design.



Megan

I posted the following as a comment, but I thought I'd put it out front:



Here's a thought from the production side. On a small scale, faculty can and will use tech independently, but on a large scale, there's no reason to expect faculty to have or develop all the technical skills necessary... particularly as increased production values become the expected norm.

Hi,



I have emailed a rough draft of the presentation to you. I forgot to change the subject, so it is "URLs for Blogs" or some such mess.



Feel free to change to meet your needs

We may use a line (or a couple of words from it) so please add this to our Web page: http://xroads.virginia.edu/~AS@UVA/TechSource.html

To Carol Barone's point about the scalability of IT support when faculty adopt the use of tech to enhance curriculum, this is further reason to partner with faculty so that they can do this independently, in time.

establishing faculty buy-in

• faculty driven process: steering committee
• establish community of practice
• faculty leading by example

  • e-portfolios
  • integrated course management system

http://www1.esc.edu/personalstaff/shayes

Diana Oblinger's comment to "overwhelm them with evidence" is hitting home for me as our group is putting together our "Making the Case". I will begin keeping a list or collection of relevant research data or quotes that could be used for when I need to "make the case" for something on my campus.

I'm finding it difficult to keep up with all of the communication fora available for this institute. Part of this is due to time difficulties: between all of the meetings with my team outside of the sessions, and all of the sessions, just getting a chance to read all that is going on is difficult. However, this has been made much worse by problems with the network in my hotel room. Even with a

Project Case

The College of Arts and Sciences, the largest school at FancyPants University is in the midst of a major curriculum revision. The faculty steering committee has begun asking what role technology, broadly defined, should play in the new curriculum. The principle goals of the curriculum revision are strengthening connections between students and faculty and establishing cross-disciplinary thought as the normal mode of teaching and research.

Responsibility

In your role as Grand Poobah of faculty technology support, you have been asked to provide both a vision for how technology can support the curriculum and a planning model for faculty buy-in. You are slated to present to the Academic Affairs Committee of the Board of Trustees in six months.

Time Frame

Six months

Objectives

Define a vision of how technology should be integrated into the new curriculum

Define a planning model to get faculty buy-in

Parameters

Must support student-faculty connections

Must support faculty-faculty connections

Must support cross-disciplinary approach

Must utilize existing resources

Defining our Vision

Build a community of practice

Support a blended learning environment



E-portfolios for serving all faculty and students

Integrated course management system serving all courses

Technology instruction curriculum serving all faculty and students

Executive Summary-TakeAways

Point 1

Any effort must have greatest impact.

All boats must float together.

Or sink.

Point 2

It’s not about the technology, it’s about the people.

Develop and maintain a community of practice.

Faculty leading by example

Point 3

Think collaboration.

All solutions must support collaboration.

Fixed "mission" statement for Institution X--a large, Research I Institution:



It is by strengthening the relationships between stakeholders of the institution that we meet our university mission. By advocating for the appropriate use of technology in the teaching and learning process, we can continue to offer “integrated, high-quality programs.� Through this research, we seek to more fully understand the relationships within the university community and to create an infrastructure that will ground students in an innovative, quality education.

Folks:

Our web page is being built at

http://people.colgate.edu/dbaird/core/

Please browse there and send me your comments.

Dave

i'm repeating myself here . . . . :) nice work in trimming and tightening the previous draft. let's collaborate and get the final e. sum. puppy done.



shelli

INTRODUCTORY READINGS



Deborah DeZure. Interdisciplinary Teaching and Learning. http://virtual.clemson.edu/groups/OTEI/newspdf/f993.pdf

Summary article.



A proposal for undergraduate interdisciplinary programs, An historical overview: The need for creative academic programming. Karen Segal, Larry Singer and Bert Steece, USC. http://www.usc.edu/academe/acsen/documents/whitepapers/wp93_interdisc.html

University of Southern California Academic Senate white paper.



JOURNALS AND PROFESSIONAL ASSOCIATIONS



Interdisciplines

http://www.interdisciplines.org/

Website for interdisciplinary research in the humanities. Includes discussion, bibliography, links and newsletter. The site allows for the organization of interdisciplinary conferences.



Society for Integrative Studies

http://www.units.muohio.edu/aisorg/

The Association for Integrative Studies is an interdisciplinary professional organization founded in 1979 to promote the interchange of ideas among scholars and administrators in all of the arts and sciences on intellectual and organizational issues related to furthering integrative studies.



The Institute for Science and Interdisciplinary Studies

http://isis.hampshire.edu/

The Institute for Science and Interdisciplinary Studies was founded in 1992 to analyze the influences of history, politics, economics, and culture and to incorporate this analysis into the study of science and technology. ISIS works to reconnect scientists with communities so that research is developed collaboratively to address such complex and pressing problems.



TEACHING AND LEARNING

University of Tennessee's Transdisciplinary Faculty Development Program

http://notes.utk.edu/bio/unistudy.nsf



Interdisciplinary Courses and Team Teaching. http://www.ntlf.com/html/lib/ictt_xrpt.htm

Excerpt from: "Structuring and Delivering Interdisciplinary Courses: Approximating the Ideal," by James R. Davis, Center for Academic Quality, University of Denver, CO.



Exploration in Interdisciplinary Teaching and Learning A collection of course portofolios by Dr. Deborah Vess, Carnegie Scholar. http://www.faculty.de.gcsu.edu/~dvess/ids/courseportfolios/front.htm Site features links to course portfolios including a mirror website for Fine and Applied Arts in Civilization WEBCT course package and additional information on Georgia College and State University.



Modeling Interdisciplinary Inquiry - Undergraduate Teaching. Washington University. http://www.artsci.wustl.edu/~szwicker/mellonpostdoc/undergrad_teaching.htm

Links to Sample syllabi for some of the courses taught by Mellon postdoctoral fellows



Interdisciplinary Teaching Resources

http://www.cte.tcu.edu/facultyservices/teachingresources.htm

Annotated bibliography compiled byCenter for Teaching Excellence at Texas Christian University



ASSESSMENT

Veronica Boix Mansilla and Howard Gardner. Assessing Interdisciplinary Work at the Frontier. An empirical exploration of 'symptoms of quality'. Interdisciplines. 2005.

http://www.interdisciplines.org/interdisciplinarity/papers/6/1/4

Presents initial results of an empirical study of experts’ views of interdisciplinary research. Specifically, it addresses the ways in which individuals in established and well regarded interdisciplinary research institutions assess the quality of their work and describe the dilemmas they confront.



Mansilla, V. B. (2005, January). Assessing student work at disciplinary crossroads. Change: The Magazine of Higher Learning, 37(1), 14-21. Argues that interdisciplinary learning should be evaluated in terms of the level at which the student demonstrates: 1) Disciplinary Grounding – the level of mastery of content, methods, purposes, and genres in component disciplines, 2) Integrative Leverage – the level of interpretive synthesis, although this dimension is most interestingly identified by the author as what would be lost if one of the component disciplines were removed from the project; and 3) Critical Stance – the level at which the work is purposeful and reflective . (Available online through your library’s subscription to EBSCOHost or Gale InfoTrac services.)



SELECTED LIST OF INSTITUTIONAL INITIATIVES

University of Toronto. Companion Paper 3 - Enabling Interdisciplinary Teaching and Research

http://www.provost.utoronto.ca/English/Companion-Paper-3---Enabling-Interdisciplinary-Teaching-and-Research.html



Virginia Commonwealth University Strategic Plan

http://www.ncat.edu/futures/goals/rpts/team2.pdf



North Carolina A&T University

http://www.ncat.edu/futures/goals/rpts/team2.pdf



Duke University Planning Report: Building on Excellence http://www.planning.duke.edu/princ.htm#Multidisc



Texas Interdisciplinary Plan

http://www.utexas.edu/tip/



Purdue: Interdisciplinary Innovation Initiative

http://www.tech.purdue.edu/i3/

Potential slides:



Topic / Graphic of the model

Value of the project; integration with the institution mission

Project management / Timeline -- sustainablility, scaleability

Assessment -- short term, longitudinal

Resources needed / Return on investment -- development time; manhours for facilitator/participants; Consultant costs (speaker fees, travel, logistics, etc) for two consultants -- one from Educause to speak to value of IT; one a expert in the field of advocacy

Stakeholders

Project Case

The College of Arts and Sciences, the largest school at FancyPants University is in the midst of a major curriculum revision. The faculty steering committee has begun asking what role technology, broadly defined, should play in the new curriculum. The principle goals of the curriculum revision are strengthening connections between students and faculty and establishing cross-disciplinary thought as the normal mode of teaching and research.

Responsibility

In your role as Grand Poobah of faculty technology support, you have been asked to provide both a vision for how technology can support the curriculum and a planning model for faculty buy-in. You are slated to present to the Academic Affairs Committee of the Board of Trustees in six months.

Time Frame

Six months

Objectives

Define a vision of how technology should be integrated into the new curriculum

Define a planning model to get faculty buy-in

Parameters

Must support student-faculty connections

Must support faculty-faculty connections

Must support cross-disciplinary approach

Must utilize existing resources

Defining our Vision

Build a community of practice

Support a blended learning environment



E-portfolios for serving all faculty and students

Integrated course management system serving all courses

Technology instruction curriculum serving all faculty and students

Veronica Boix Mansilla and Howard Gardner. Assessing Interdisciplinary Work at the Frontier. An empirical exploration of 'symptoms of quality'. Interdisciplines. 2005.

http://www.interdisciplines.org/interdisciplinarity/papers/6/1/4%20

This paper “presents the initial results of an empirical study of experts’ views of interdisciplinary research. Specifically, it addresses the ways in which individuals in established and well regarded interdisciplinary research institutions assess the quality of their work and describe the dilemmas they confront.�



Mansilla, V. B. (2005, January). Assessing student work at disciplinary crossroads. Change: The Magazine of Higher Learning, 37(1), 14-21. Argues that interdisciplinary learning should be evaluated in terms of the level at which the student demonstrates: 1) Disciplinary Grounding – the level of mastery of content, methods, purposes, and genres in component disciplines, 2) Integrative Leverage – the level of interpretive synthesis, although this dimension is most interestingly identified by the author as what would be lost if one of the component disciplines were removed from the project; and 3) Critical Stance – the level at which the work is purposeful and reflective . (I will email this -- can't post it )

Some of the important aspects of “stretching� ourselves beyond our comfort zone as instructional designers seem to be the need to get beyond thinking about what is realistic and pretty easy to wrap our heads around and to start thinking about what is strategic – no matter how fuzzy or potentially daunting. Several members of our group, myself included, are used to clear-cut, black and white initiatives or projects. We need to begin thinking beyond what is clearly “doable� and begin thinking of what is messy, politically complex and not easily understood.

Some of the things I find myself needing to improve towards developing myself as a leader include 1. learning the language of leadership, 2. learning how to frame ideas ways that resonate with leaders, and 3. acquire a mentor to help me in this journey. When our group came up with the name “Instructional Alchemists,� I was think we were changing instruction to gold, but now I realize I need to change myself.

Here's my take (WEendy, it's similar to yours in concept, I'm just packaging it differently :-)). Also, I'm basing this on the recommendations by Bruce Guerten in his impromptu session today, and if you need a reminder, it went as follows:

Questions in leaders’ minds:

1. To what problem that I have do you have a solution? (The emphasis needs to be on the positive when stating the problem.)
   
   
2. What is it going to cost when you implement this solution?
3. How will you measure it?

Therefore:



Main Idea/Problem

Bridging the gap between faculty use of technology as digital immigrants and student expectations of a technology-rich environment as digital natives to create a rich learning environment.



Possible Determinants of Context (largely cultural)

• Faculty are in awe of or fearful of technology and therefore resistant to to its potential in enhancing their learning environment.
• Faculty are not aware of or do not take into account student expectations as it may require them to come out of their comfort zone.
• Students don't perceive technology as a tool, it's their environment and they expect it to be available to them 24/7/365.
• Students don't necessarily expect a high level of technology use in their learning environment, but they do expect it to be used effectively and appropriately. (I have some data on this from focus groups we conducted on campus on the effective use of PowerPoint. We can also cull from Diana's work in this area.)

Possible Solution

• Conduct a gap assessment that evaluates student expectations and faculty delivery of technology use in the learning environment.
• Assess resource availability in the form of support staff and services including training and production services, as well as hardware and software requirements.
• Develop a committee of stakeholders that draws from faculty, students and representatives from the Dean of Academic Affairs office to address the gaps and recommend the appropriate linkages that would bridge the gap and facilitate the transition for faculty. This committee could work in an advisory capacity or be the decision making committee. (Wendy, thanks for this segment, and I hope you don't mind my integrating our ideas.)
• Identify the costs associated with the recommendations of the committee and priorotize based on immediate and future needs.
  
  
• Establish a timeline or schedule to implement the committees recommendations.
• Survey faculty to assess if their use of technology has increased, by what measure, and how they have weathered the transition. Also, identify requirements that have not been addressed or may have been generated in the process.
• Survey students to identify if their expectations are being met and what their current perception of the learning environment is.

Please excuse any grammatical errors, I wanted to ensure I had contributed . I would like for all of us to present some aspect of this project, no matter what we have brought to the table, and am hoping that will pan out.

The University of Tennessee's Transdisciplinary Faculty Development Program website

http://notes.utk.edu/bio/unistudy.nsf



Exploration in Interdisciplinary Teaching and Learning. A a collection of course portofolios by Dr. Deborah Vess, Carnegie Scholar of Georgia College and State University.

http://www.faculty.de.gcsu.edu/~dvess/ids/courseportfolios/front.htm

Site features links to course portfolios including a mirror website for Fine and Applied Arts in Civilization WEBCT course package and additional information on Georgia College and State University.



Modeling Interdisciplinary Inquiry - Undergraduate Teaching. Washington University.

http://www.artsci.wustl.edu/~szwicker/mellonpostdoc/undergrad_teaching.htm

Features links to sample syllabi for some of the courses taught by Mellon postdoctoral fellows.

Main Idea: Past efforts to integrate technology have failed because the faculty feel it has been forced on them.



1. Faculty are angry with administration.

2. Faculty are making derogatory comments about technologyto students in the classroom.

3. Faculty are not using available resources (course management system, napster, blog, etc.)



Solution: Developing a committee of stakeholders (faculty and students) to identify and address concerns and implement a successful transition. Form a "Transition Management Team" - this is the formal name - in all the business literature but apparently not used much in higher ed.



Assessement: Faculty survey six month after transition to measure their satisfaction with the process and outcome, increase use in technology (i.e. number of course using course management system, number of active blogs, etc.), anything else????

Exploration in Interdisciplinary Teaching and Learning. A a collection of course portofolios by Dr. Deborah Vess, Carnegie Scholar of Georgia College and State University. Site features links to course portfolios including a mirror website for Fine and Applied Arts in Civilization WEBCT course package and additional information on Georgia College and State University. http://www.faculty.de.gcsu.edu/~dvess/ids/courseportfolios/front.htm





Modeling Interdisciplinary Inquiry - Undergraduate Teaching. Washington University.

Contains links to sample syllabi for some of the courses taught by Mellon postdoctoral fellows.

http://www.artsci.wustl.edu/~szwicker/mellonpostdoc/undergrad_teaching.htm

All:

I have sifting through some online dissertations to try to pull out some terms or ideas we could use. Came across a dissertation written by one of Charlie Reigeluth's students. It was on a PARTICIPATIVE diffusion of innovation model. So we could phrase the problem as repeated failures in integrating technology at our institution due to faculty resistance (I'm desperate here!)



This dissertation recommends forming a committee of representatives of each school segment - faculty, students and staff, plus those who are tech-savvy and those who are against technology. This committee would work with the a decision making committee to:

• Identify and address adoptee concerns.
• Share ideas.
• Develop a plan.
• Encourage stakeholders to actively participate.
• Establish training programs.

Not sure if this is helpful, but thought I'd contribute something to the cause. ;-)

New Document Posted



Here is version 4, with my additions to the stakeholder groups bullet points. The document can be downloaded from our Web space. I'll summarize them separately tomorrow morning.



Stevie

In my opinion, an effective assessment plan will make this proposal completed. How to determine whether this is a successful program after implementation is something wothwile to think about. Here I would like to contribute some ideas to assess this program, please feel free to add or modified –



1. Curriculum Effectiveness



Qualitative Approach

· Feedback on the workshop/curriculum

· Feedback on the support staff

· How does the curriculum demonstrate its influence in better teaching and learning environment?



Quantitative Approach

· How many training workshops have been offered?

· How many participants have joined the workshops?

· How many one-on-one support consultation cases have engaged?



2. Teamwork Experience



Qualitative Approach

· Satisfaction on teamwork experience

· Work allocation

· Role

· Compensation system



Quantitative Approach

· How many faculty are participate in this program?

· How many GE courses are being built with the program support?



3. Student’s Feedback



Qualitative Approach

· Student Satisfaction

· Course Evaluation



Quantitative Approach

· Class participation

· Class Attendance

· Student’s Performance (Student Outcome)



4. Technology and Infrastructure



Qualitative Approach

· Network

· Server

· Course Management System

· Technology Enhanced Classroom

· Stability of the infrastructure/technology

· Security Issues

· What is missing and that has stop progressing?

· Is the technology used efficiently and effectively?

Quantitative Approach

· How often does what technology is being utilized in the classroom? (Matrix)



5. Faculty Growth



Qualitative Approach

· Faculty’s feedback

· The difference between now and then

· The difference in teaching style and utilized educational technology



Quantitative Approach

· How often does faculty utilize the support and services?

· How many faculty have participated?



6. Effective Teaching and Learning



Qualitative Approach (Some of these are repeated)

· Student's Performance

· Class Participation

· Class Attendance rate

· Student Engagement

· Faculty's Viewpoint in Change

· Learner center approach (Being implemented effectively?)

· Prepare learner to be the future professional in the work place?



Quantitative Approach

the Provost?



A proposal for undergraduate interdisciplinary programs



http://www.usc.edu/academe/acsen/documents/whitepapers/wp93_interdisc.html



I also found



http://www.interdisciplines.org/interdisciplinarity/papers/11/3

Our University has just put itself on the map as a University of the 21st century. We are not such an institution.



As you saw from Diana Oberlin’s presentation, you have a much clearer sense of how we engage the 21st century learner, but we, as a University are not currently set up to produce that kind of engagement. We have a proposal that we think will help us get there: THE INSTITUTE FOR INNOVATION IN REASEARCH AND TEACHING.



We have nationally ranked faculty, a strong technology infrastructure, and human infrastructure, but we have yet to connect these in ways that produce the kind of outcomes that engage 21st century learner.



How you gonna do it?



Fund the center. Produce two pilots



We’re looking for dollars that will match an existing and successful project. Fund two projects: (1) those engineering faculty supporting undergraduate research initiatives. Dean will buy in and match (2) and we’ll tap into AU’s Advance Project funded by NSF via the faculty participants. Though the institute they will have accesses to our technology wizzes so that they can meet their project goals of the project by better integrating technology which increases participation of women and minorities by 30 per cent (from Oblinger)





The second pilot program engages the goal of integrating teaching and learning technologies by –once again-- building on an initiative already in progress. For the last xx months, the Provost’s office has funded an initiative to re-examine and restructure the University’s Core Curriculum – Gen Ed. This initiative has already brought together faculty from every college, and with support from the Institute we’re gonna integrate ID and IT. Teambuilding. To get Faculty to engage –as equals-- with ID and ID professionals. A curriculum (climate change) within the Institute will facilitate an integration of the parts. We’re gonna give the faculty an attitude adjustment. But we’re gonna give the faculty a financial inducement (fellowships, release time, summer stipends) for the additional work we will expect from them. And we want from the Provost/President some policy change on T and P. On the IT/ID side we’re gonna offer bonuses. This curriculum, this comprehensive treatment is something that no other University has done. It is a 21st solution to 21st century issues.



In this peer to peer climate adjustment workshop. The GTA is preparing the future professoriate. It’s funded by Grad school and IT. The last constituency are the undergraduates – an emerging leadership workshop… that curriculum is in development, funded by residential life and Instructional Technology. It will create a population of critically engaged life long learners who are better prepared for the workforce. By so doing the University demonstrates its responsiveness to the business environment around it. In bringing in the last two constituencies we are, at matriculation, we are beginning to create leaders of the 21st century who will emerge as the future alumni funders of the University.

Web Page "Look and Feel"



I put the Web page outline up in my personal Web space. It's at http://www.personal.psu.edu/sxr133/ITL05/



:-)

Stevie

While our stealth mission still is to improve the profession of instructional designers and instructional technologists by emphasizing the need to use research-based results in our design and work with students, we need to pitch this differently to our fictitious provost: What really matters is our backwaterish institution's need for keeping up with and teaching students of today and of the future -- and the best way we can do this is if we standardize our teaching knowledge and skills around techniques and pedagogical strategies that are research-proven.

Hi everyone,

Let's say we meet at 6:30pm tonight in the Legends bar/restaurant downstairs. I'm not going on the field trip, but rather will stay behind and work on setting up our case, based on the project case outlines we looked at this morning. We can then tear this apart over dinner and assign different responsibilities.



Is this ok with everyone?

-a

We don't have project time built into the schedule today. Can we meet tonight to work on the project? Hopefully we wouldn't need more than 2 hours.....

Draft- Student and Faculty bullets: I know these are brief, but I would like to get what I have out you.

FACULTY BUCKET

· level of technology skills, comfort level

· promotion and tenure pressures

· competing priorities, time to devote to learning and using IT

· lack of incentives for learning and using IT

· full-time or adjunct

· their training/education in teaching and learning (level of awareness, knowledge and skills in this area)

· willingness to try something new, take a risk

· rewards for good or improving teaching

STUDENT BUCKET

·

· accessibility to technology

· level of technology skills, comfort level

· desire or interest in IT use

· need for social interaction

· desire to learn

desire to get good grades

A presentation outline



Strategy: Why should this Institute be a part of the strategy of the University?



1) to improve teaching and learning (bring the Institution into the 20th century)

2) to take advantage of efficiences to maximize the return on University resources

3) to become a leader among our peer institutions



Data and arguments to support the above?



Implementation:



1) how the Institute will be organized, and to whom will it report

2) how this organization will effect the University at large

3) how organization and strategy promote efficiency, efficacy



Production/Assessment/Finance



1) what the Institute will produce

2) how the product will be financed (part of the budget, production fund, matching -incentive- fund)

3) how we know the Institute's product will be effective.



It may be that this last category is unnecessary because we wish to keep the discussion on a strategic level

Hi everyone,

Let's say we meet at 6:30pm tonight in the Legends bar/restaurant downstairs. I'm not going on the field trip, but rather will stay behind and work on setting up our case, based on the project case outlines we looked at this morning. We can then tear this apart over dinner and assign different responsibilities.



Is this ok with everyone?

-a

Andrew, your plan sounds good to me. I'm confident we can work out a plan, divide up the work and get this done.

Suzanne

I think our posts have demonstrated that our group has an excellent conceptual understanding for setting up our case. Everyone has offered questions, issues, and many details needed for approaching this project. In my own mind, I would like to narrow a few things down so that we can start identifying the top few things we want to present in our 15 minutes.



For example, there are 7 domains that we need to cover in our presentation. In 15 minutes, that is less than 2 minutes to address each issue (we need an intro, too). So, we should pick perhaps 3 of the domains that are the most important for our case and concentrate on forming our presentation around those.



If that's not possible, perhaps we can choose a handful of concrete activities we want to be proposing? These will have to be the higher-level activities so that we avoid too much information for 15 minutes.



For example, I would like to propose establishing a new support model: Learning Technology Team Model . I could present this idea and provide information about what this program will change and why, how we know it is successful, the kind of budget it needs, etc (addressing all the 7 domains of this activity).



A Way To Breakdown The Work

Perhaps 2 other group members could do the same for 2 other activities? Then another group member could work on the one-page web page (that could go into more detail than the presentation material), and another person can work on getting some of the basic presentation started? Then on Wednesday we can work as a group to put the final presentation materials together and do some practice run-throughs of our presentation.

Do we want to have lunch together today?

Here are rough paragraphs...bucket bullets to follow later....



Overall Topic Selection



Our institution needs instructional technology leaders that can change minds and garner support for our cause across campus. We need to develop these leaders, helping them to identify the key advocacy relationships in our organization and providing them with strategies to improve the relationships that are weaker than they should or could be. We do not currently offer a guide or program for developing our emerging leaders in this regard. We propose the development and implementation of an advocacy model and assessment tool that our new IT leaders can use to improve their advocacy skills and relationships.





Role of the Educational Technology Leader in this Project



This model and assessment tool is targeted towards new or emerging instructional technology leaders. Effective leaders are reflective leaders. Emerging instructional technology leaders need to be encouraged and supported in reflecting on their strengths and areas for potential improvement. The role of the instructional technology leader is to be open to self-reflection, honest in their self-assessment, and to be open to developing strategies for leadership improvement. As John Sculley, a former chairman of Apple has noted, "the real role of the leader is to figure out how you make diverse people and elements work together." Assessing and developing one’s advocacy skills and relationships is a key aspect of this charge.

"this shift must be driven by the faculty"



Why are the faculty --at present-- not driving this shift, and how do we enable them to do it?





SCRIPT:



This shift must be driven by the faculty, but they need the support of the administration. Ideally, that support should take three principal forms: organization, policy, money. The University's organization should express the coordination of faculty with instructional design and technology. Policy should support the creation and implementation of modern educational processes and technologies, and --of vital importance-- the recognition of these efforts toward tenure and promotion. Lastly, funds should be earmarked to implement and incentivize both reorganization and policy.

Problem to Solve: Budget cuts are looming, yes the CS union is demanding to add additional secretarial labor to meet the increased demand from faculty to provide administrative services via the new portal (e.g. Printing a Class Schedule, Emailing the Students with Logisitcal Information, Submitting Grades).



Solution: The new faculty development center will provide core portal training and lab time that will encourage and empower the faculty to be self-sufficient.

Why aren't we blogging??? We have work to do!!!! Time's a-wastin'. Chop! Chop!



KIDDING!!!!!! ;0

How about meeting for a working dinner after the ice cream outing? - say 6:30 or so? We can eat here at the hotel. I'd like to suggest that we spent tonight developing a project management plan for our problem (using this morning's case study outline), and then spend some time tomorrow night working on the presentation. No more than 2 hours each night.



We'll never have enought time to do this right, so let's maximize our time/cut our losses?

Andrew's suggestion is fine with me - I'd like to make some concrete progress on this. Just remember that we already have an obligation for tomorrow evening with the dinner and reception (6:30-9:00).

I am up for meeting tonight. :)



That works for me. Would we be willing to go to the nature show and skip ice cream social? Come back here and work? Too much?



~Sue

"Producing campus-wide* buy-in for engagement in and adoption of instructional technology in teaching and learning."

*faculty, deans, and students

I would like to take a new twist on our “Making the Case�. If we are presenting to a panel of “provost� then I would like to propose we be specific about one or two “implementation plans� to solve a “PROBLEM� that would allow for campus-wide buy-in for engagement and adoption of instructional technology in teaching and learning.



How can instructional technology help with this “mystery� provost problem? I will list what our campus issues are or “mystery� provost problem. However, I am a bit weak in this area and could use your input and discussion.



What problem would the provost be attuned to that instructional technology could help solve that would allow for campus-wide buy-in of an appropriate use of instructional technology?

Major problems

-Increased enrollment not enough faculty and space for teaching.

-Large course enrollment (Chem 101 ), not enough space

Other minor problems? (don't think these are worth addressing at this time)

-Expense of hard copies of course material. (place material online-push the cost to students)

-Today’s student’s learning styles and emotional intelligence becoming more important in the workplace vs GPA.

-All faculty should use a CMS or have a web presence for every course. WHY??

________________________________________________________________________________

Here is some research I had done previously on implementing CHANGE in this area.



Higher education involves many complex facets of culture even among the same institutions and across institutions. The culture of the university (research focused/rewarded versus instructional focused/rewarded) and it’s methods of faculty engagement can be dependent upon resources, trust and types of innovations used in teaching.[1]



One model “organizational development� suggests that there must be strong support from top management and trained consultant on site. In contrast, the “linkage model� depends upon the facilitator’s knowledge of the new product and their ability to persuade and help others with the new resources. A key feature of the “linkage model�, found in studies by Louis and Rosenblum (1981) ,that successful “linkers� are characterized by their initiative, the amount of time they spend on-site, the amount of training they provide and the variety of training tools they use.[2] And in yet another model it suggests that in order for change to occur (or adoption) the idea needs “to be relevant to what the particular group of instructors perceives as the problems� and the solutions should be designed and delivered with differences in mind.[3] For example, once innovators users are confident and competent in their use of the new practice, they can afford to be more concerned about how their work is influencing students.

As for the leadership role in the process of facilitating change, Hall & Hord, (1984) stressed that there appears to be no particular “leadership traits� that better facilitates change, with the exception that in the educational setting successful leaders fluctuate their leadership style with the situation at hand.



What has developed for facilitating change in technology and teaching in the 21st Century? Hagner suggests a combination of support (resources, incentives and benefits) and knowing the type of University “culture� one has will help reach the Early and Late Majority which he refers to as the “second wave� of faculty.[4] Have we not bridged the gap to this “second wave� of faculty because of the “one size fits all� model? Are the innovators and early adopters’ needs different than the “second wave� faculty needs? What do the “second wave� faculty need to adopt instructional technology? Is there a compelling reason to adopt?



[1] Hagner, P.R. (January 25th, 2001) Interesting Practices and Best Systems in Faculty Engagement and Support, NLII White paper

[2] Louis, K. S., and Rosenblum, S. (1981, July). Designing and managing interorganizational networks. Washington, DC: U.S. Department of Education, National Institute of Education.

[3] Hall, Gene E. and Hord, Shirley, M. (1984) Change in Schools, Facilitating the Process, State University of New York Press

[4] Hagner, P.R. (January 25th, 2001) Interesting Practices and Best Systems in Faculty Engagement and Support, NLII White paper.

We ask the "provosts" to whom we are pitching our case to imagine that they are each a beanie baby at Beanie U. We give them pictures of particular beanies, in fact, and ask them to assume those identities -- identities as administrators at Beanie U, a medium-sized institution that values teaching. Beanie U has recently had the largest entering freshman class in its history (all of those "retired" beanies have now found the time to attend university!).



The Board of Trustees -- all of those valuable Limited Edition beanies -- want to see Beanie U approach the cutting edge in technology on the campus. Typically, it has been difficult for Beanie U to incorporate alot of technology because many of its students have special needs -- special keyboards since they don't have moveable digits, for example.



University Administration wants to connect all of the pockets of technology already on campus, foster communication among current technology users, among support staff, and strengthen faculty development programs that help faculty to adopt and use technologies. They also want to hear from the student body to gain a better understanding of the direction the university should be considering.



Beanie U administration tend to have very short attention spans. Most of them would rather be chasing other animals, or eating, or grooming themselves than be listening to a pitch to give money to new, expensive initiatives. It sets up a challenge, for sure.

Here are some notes that I took yesterday and this morning about our MTC projects. They may or not make sense...

Making the Case project clarifications

We are keeping things on the loose side, means that there will be more negotiation amongst the team members.



Have to keep this in perspective. This is not the entire institute. This can’t consume us for the next two-three days.

Keep in mind the ‘why’ of what you are doing, not just ‘what’ we should do.

- have to convince an admin group that our project is worthy and should be sponsored

- use digital tools to make the case, not to make the project

- Our job is to get the leadership to listen. They don’t want to hear about the structure of our projects. We need to grab their attention.

o Have to speak to them on their level

o Student facts etc… will grab a provost’s attention

o These issues apply whether it is a small or large institution

o We need to define our context

o Listen to the way Diana Oblinger gives her talk, model our project after that approach

o Think of ourselves as a change agent, not just an instructional technologist

o ‘to what problem I have are you giving me a solution.’

§ Define the problem, describe your solution, what will it cost, etc…

§ If it meets, talks, studies, teaches, researches, etc… - then it is not a product

§ Always ‘flip it over’. “I want to create a favorable learning environment.� – you wouldn’t say you want an unfavorable learning environment, so this is the wrong way to say this

§ We need to be careful with language, we should be interpreters.

§ We have 15 minutes to make our case to a president, provost, etc… NOT to our colleagues.

Possible opening statement for our presentation:



Our institution needs instructional technology leaders that can change minds and garner support across campus. We need to develop those leaders.



...welcome to Marla's Stream of Consciousness comments :)



~M

Stakeholder Work...

I will summarize all this as the pieces come together, so if others have theirs done, the earlier the better—I can try to then do the synthesis before 7:00 this evening for Barbara. Thanks!

PLAN OF ATTACK



Can we sit together at lunch today? What about tonight - I'm not sure that I will be going to nature talk. But can meet when you all decide to.

Since we are not sitting together today I thought we may chat about all this. My AOL-IM name is:



suebee4u

sxhayes



Let's chat!



~Sue

My screen name is sbutlerusa2. I'm ready to chat when you are.

DRAFT of My Topics For Your Review, Comment, Suggestions...



Objectives

q Identify potential advocacy relationships at the institutional level

q Prioritize three key areas for advocacy exploration

q Assess IT needs of and values of key stakeholder groups

q Triangulate among stakeholder groups to identify commonalities and areas of focus

q Develop consistent messaging strategy customized to stakeholder group

q Develop action plans to cultivate three strategic advocacy relationships

Likelihood of Achieving Objectives

q Risk assessment

Board of Regents

q Understand the Context

o What are their key values as related to technology?

o What outreach efforts do we provide for this stakeholder group?

o May be carefully “guarded�; institutional competition for their time and attention

q Potential Strategies

o Sharing student success stories

o Celebrating faculty success stories

o Involvement in technology plan

Administration

q Understand the Context

o Leadership traits

o Dominant values, especially as related to technology

o Administrative focus – money follows priorities

o Understanding of budget process

§ Cycle

§ Fixed and variable components

o Perceived role of teaching vs. research

o Dominant disciplines

o Assess institutional personality in terms of Native American Wheel

§ Positive times

§ Stressful times

o How are conflicting priorities handled?

o Perceived “black hole� of IT funding

§ Key university initiatives

q Potential Strategies

o Have we articulated alignment to mission and vision of the institution?

o Involvement in committees

§ Teaching and learning

§ Space/facilities planning

§ Instructional resources

o Aligning with key initiatives

Environmental Assessment

q Change continuum

o Current state

o Desired state

q Pathway to success

Random Thoughts

• What are the “moments of truthâ€? determining the success or failure of the project?
• What impact will the project have on the use of instructional technology in teaching and learning?
• What are the change continua we’re seeking?
• What are the measurement criteria to be used?
• What problem are we attempting to solve?

• - Communication
• - Understanding of values and needs

• Who is the audience for our presentation?

Our revised concept map is below.

"Producing campus-wide* buy-in for engagement in and adoption of instructional technology in teaching and learning."

*faculty, deans, and students

Can we define the type of Institutional Settings where our plan will be implemented (Not sure if this is correct). To start, maybe small universities that value teaching.?

These are some “determinants of context� from the presentation on Monday morning:

• Teaching vs. research
• Governance
• Dominant Disciplines
• Identity Traits
• Affiliations
• Prestige Position
• Dominant values
• Leadership traits

Can we identify the current and desired states of our three target groups? The path between the two?

For example, Professors:

Current: Most are resistant to technology or may only use it to deliver information (post notes, syllabus). They rarely attend training seminars to learn more about technology. See technology as a threat to their job security or a means by which their work will be judged by others (too many people looking at their stuff).

Desired: Actively integrating technology for pedagogical purposes. Open to emerging technologies, eager to learn, and good relationships with IT and ID Staff.

Path between current and desired states (based on Roger’s Diffusion of Innovation Model)

Develop awareness

• Survey faculty about their technology needs and offer workshops on these topics.
• Distribute brochures about services.
• Work on establishing relationships with the individual colleges through volunteering to speak at their monthly departmental meetings and new faculty orientations.
  
  

Persuasion

• Identify professors (via IT and ID staff) who have utilized technology in their course for pedagogical purposes rather than for information distribution. Preferably, these professors should be full-time, tenured and well-respected by those in their field.
• Include quotes from these professors in marketing materials, have them interviewed by the university newspaper or have them submit an article about their experience for publication.

Decision

• Have these professors provide demos of their courses within their department or at faculty luncheons scheduled for each college on the campus. May also encourage them to sit in on panel discussion at IT events.
• Form a committee of representatives from each college to conduct a needs assessment in regards to the current status of technology integration at the university and the faculty’s perceived needs to continue its growth.

Implementation

• Identify a pilot group of instructors to incorporate technology into one of their courses and develop a program to support faculty in the development, administration and maintenance of that course.

• Provide incentives.

Confirmation

• Host “Lesson Learnedâ€? luncheons or dinners where those involved in the program discuss their experience.
• Publish an article describing the experience.
• Hold a one day seminar for professors to demo their courses.
• Hold an annual conference as program grows.

Issues that ARE addressed in the above plan:

• Improving the relationships between faculty and IT and ID staff.
• Faculty issues of fear, resistance and egos.
• Establishing a leadership role for faculty and IT/ID staff.
• Changing the institutional perspective toward technology integration.
  
  

Issues needing some more discussion:

• Program management - who will oversee this all and how will that person be paid - could be distributed among the full-time IDs.
• Finances - where is the $$ coming for all this? An initiative from the provost?

It has been an interesting 31 hours here at Penn State and we have discovered many commonalities among our diverse group. We have two members with institutions larger than 30,000 students, 2 with institutions smaller than 5,000 students, and 1 somewhere in the middle.



Even though we are vastly different in size, we all feel that we as Instructional Designers/Instructional Technologists need to invest our time in research instead of constantly reacting to technology. Our team has now changed the project to address this need. We are developing a strategy to promote research-based instructional design in our home institutions.

Ok North Pole Cats, our wiki is here:



http://www.seedwiki.com/wiki/north_pole_cats/north_pole_cats.cfm



Start firing away! - Jo

Here are some resources from IUPUI:

http://electronicportfolios.com

http://eport.iupui.edu



Listing of readings:

http://www.sba.muohio.edu/CICIT/oln/readings.html



Make sure we address:

What are the policy implications of e-portfolios (security, privacy, access, intellectual property, definition of official record, need for institutional gatekeepers, FERPA)?

We are providing an overview plan for the adoption and implementation of a comprehensive campuswide ePortfolio solution that addresses programmatic and individual assessment and reflection.

Our group project, which includes a technology presentation on Thursday, has decided on the topic of implementation ePortfolios. Role modeling what we teach as instructional designers, it makes little sense to create this from scratch when materials for project planning are already on the Internet.

ePortfolio Information Sites

http://www.educause.edu/ELI/5524 -- formerly NLII; this is ELI's eportfolio site

http://www.eportconsortium.org/ -- for eportfolio news - a great site

http://www.ibritt.com/resources/stu_eportfolios.htm -- good place to start for those new to eportfolios

Here is a nice executive summary model from Berkeley http://bearlink.berkeley.edu/ePortfolio/page3.html

Texas Interdisciplinary Plan: http://www.utexas.edu/tip/

Interdisciplinary Innovation Initiative at Purdue: http://www.tech.purdue.edu/i3/

Bear with me as I brainstorm some more.....



Title: Taming The Wild Dog -- Fostering campus-wide buy-in for instructional technology engagement



Goal: Present a spectrum of programs/activities/opportunities that contribute to building partnerships and fostering communication leading to innovative faculty development opportunities, improved collaboration between support units, and sharpened understanding of the benefits of educational technologies by administrators.



Questions

• Overarching Question: From the perspective of the campus leadership, why and where would a campus need to invest people, time, and money to accomplish the goals?

• What programs are contributing to positive faculty development right now?
• Where do faculty want to learn about instr. technology?
• How do you penetrate the faculty "interior" and gain acceptance?
• How do you become partners with groups "different" from your own?
• How do you share resources to benefit the greater good?
• How do we pay for new initiatives?
• How will this improve our institution?
  
  

Assessment (My weakness)

• Is there improved communication between groups? [evidence of new collaborations?]
  
  
• Is there a development of programs with diverse participation (taking the ed. tech. development out of the silo and including diverse groups in the design, development and implementation of transformative practice)?
• Are faculty happier with the new initiatives? [focus groups, surveys]
• Are there more courses online (are the campus supported technologies being utilized more)?
• Are students reporting that they are learning more or better due to incorporation of instructional technologies? [Senior Surveys, Student Advisory Boards, focus groups, course evaluations]
• 
  
  

Now submitting this for group feedback..... Please feel free to make changes to any or all of this!

Our University could be called "Beanie U". A group of 5 campus representatives are trying to devise an institutional plan for engaging more faculty, administrators and students across the campus in educational technologies and garnering buy-in for new initiatives and better communication across stakeholders.



The 5 campus reps are: Professor A, IT Director, Instructional Designer, Technology Expert, and Provost or Student. In order to illustrate points, we cut to the Beanie group or to pairs so they can "act out" the issue and present the solution.



Time for dinner!

Some Other Options...

• Creating a Climate for Advocacy: A Strategic Model to Enhance Adoption of Technology in Teaching and Learning
• Creating a Climate for Quality: Improving Faculty Support for the Use of Technology in Teaching and Learning
• Creating a Culture of Knowledge: Campus-Wide Awareness of the Value of Technology in Teaching and Learning
• Making the Case for What We Do: Creating a Culture of Advocacy for the Use of Technology in Teaching and Learning

Design a plan for institutional alignment, with respect to pedagogy and technology, to take advantage of potential synergies and responsible stewardship of institutional resources.



What about this as a suggested "working title", :Aligning the edges: Resources for technology and pedagogy"?

Making the Case Project Ideas:

Blowfish, an animal that changes its shape to survive.

Analogy: When at its normal size IT support folks are teaching the faculty to fish(to support themselves and learn to develop materials for use in their courses). When inflated , IT support folks change and adjust their processes, instead of teaching the faculty member to fish we fish for them.



Problem Statement:

There are various ways of supporting our faculty to infuse technology into the curriculum. Each Academic Computing support unit has few resources so the most efficient model for those units to adapt is to "teach the faculty to fish".



Goal: To Fish or Not to Fish: Create a faculty support model to increase faculty adoption of technology. We will provide a plan to create the right model of support for Biggole University, give the faculty Fish or teach them to fish. or to fish with them.



Give them a fish:



People starve in the long term….or does IT drown?



A lot of classes doing "some" stuff



Pros and Cons



Strategies to make this work



Teach them to fish:



Pros and Cons

People starve or struggle in the short term, collaborative, educational, can get more done overtime, empowering.



Talk about STA program and role reversal, the student becomes the teacher.



Strategies to make this work: FIG, CDI, Best Practices



Few classes doing "deep" stuff



Fishing Together:



A middle model where faculty and IT/ID work together, doing some of the fishing for them but not all.



Cook it wrong and it's deadly, cook it right and it's a delicacy.































Timeline



Develop Vision/Mission: What level does the institution want its faculty on?



First Phase of Assessment:

• Current level of technology adoption by faculty, who what where why and when
• Do the faculty want to Fish or Fished for?

Insert Project Plan based on above Assessment

Second Phase of Assessment:

• Effectivness of strategies employeed
• New level of technology adoption by faculty, who what where why and when

Possible Conclusion: Is there a "gap" between the faculty who are reluctant and the new faculty so that present day we MUST support both of these models? Teaching the faculty who want to be taught and fishing for those faculty who don't. Will the 2nd scenario diminish overtime? As the Net Generation becomes mature and begins to replace those reluctant faculty.

Here is what is on the paper:



"Producing campus-wide* buy-in for engagement in and adoption of instructional technology in teaching and learning."



*faculty, deans, and students

This is a practice entry to see if I am able to contribute to the Edgewalkers blog.

Working title:

Teaching with Technology-Am I Ready?



Goal:

Design, develop and implement a program to provide faculty with best practices and related tools and media for teaching and learning with technology.



Parameters:

• address both both online and face-to-face learning
• develop a community of practice to "foster and share" this information among the faculty and others
• deliver best practices via web and integrate links to tools and media to allow easy duplication and just-in-time training
  
  

Domains covered:

• ID & IT
• Project Management
• Budget
• Assessment
• Stakeholders
• Leadership
• Institutional Context

I think we should ask them to open the blinds. It it about 2:40, and it feels like 9 pm. I want light...

Overarching Question

• Does the new school need what your department offers?

Associated Questions

• If yes, then what have the impacts and outcomes been?
• How is the budget structured?
• What's the context of the evaluation?
• What are the goals and mission of the new department?
• What are the programs offered by the new department?
• Is budget aligned with goals, mission, and programs?
• Can I find another job?

Assessments

• Impact on faculty input
• Impact on student outcomes
• Administrative expectations
• Faculty expectations
• Student expectations

Stakeholders

• Faculty
• Students
• Department staff

When

• As soon as possible
• Depends on the answers to associated questions

Who

• Faculty committee, if possible

Methods

• Focus groups
• Surveys
• One-on-one

Analysis

• IRB
• IPA

Here was my suggestion for the topic combining Mike and Leslie's suggestions:



how at an institutional level do you create the culture and linkages that establish an institution-wide culture for supporting instructional technology adoption and innovation.



I beleive we all ahve expertise to share in this area and we can attack it from numerous angles, so we can adapt it to the MTC requirements. Leslie, I think a lot of your draft can be used for this topic.



It gets my vote.

Concept Map for Making the Case

I used the rubric for the project to make a start on this.

Stevie

Perhaps, we can dig something out of this paper to use or spark other ideas:



http://classes.emory.edu/webapps/cmsmain/webui/_xy-7103_1-tid_HygIPwMu

Working title:

Teaching with Technology-Am I Ready?



Goal:

develop program to establish and maintain best practices portfolio for teaching with technology



Parameters:

• methodology must work for both online and face-to-face learning
• must value "fostering and sharing" this information among the faculty and others

Domains covered:

• ID & IT
• Project Management
• Budget
• Assessment
• Stakeholders
• Leadership
• Institutional Context

Would like to add word "Learning" to title.



I think we should use "program" instead of "process." Program implies broader impact. In a similar vein, we may want to broaden the scope of the project to include "fostering and sharing" this information among the faculty and others.

I think the most important question when selecting a topic is does anyone have some knowledge or expertise in one of these areas? Time is short - we don't have the luxury of doing research in the time that we have.





Also, which topic can we clearly define in terms of current and desired state? For relatively new technologies like iPods, I am not sure what the desired state is.

Hey - two groups have picked #10 - see the wall closest to the door!

Utilizing (undergraduate and graduate) stuent resources to create a full-service faculty support center - this means expanded services and hours, specially trained graduate students supervised by qualified Instructional designers, and partnerships with faculty/courses in the IT field.



We have experts in this area don't we?

What if we just made up a new topic... Here is something I will throw out there to perrhaps start a conversation...

"Create a program that fosters communication, conversation, and collaboration between faculty members and technologists both within and outside of an institution."

This could be done by providing showcases, workshops, and other opportunities for conversation between these groups. We could also examine some models that are currently out there.

The importance of effective data communication.



Two thoughts that struck me about communicating well, in terms of assessment, data and visuals:



1. Systems thinking - a great tool that can help visualize mental models and complex processes.



2. Edward Tufte - a GREAT book on The Visual Display of Quantitative Information - http://www.edwardtufte.com/tufte/books_vdqi (nothing worse than charts and data that you can't "read" easily!)

I'm not sure what this has to do with developing my leadership skills as an instructional technologist, but I did explore 3 sites from Alan Levine's The Interaction Experience. The first site under "Digital / Net Narratives", Found Floppy, was a neat looking multimedia site that had no real purpose except to be multimedia. It was interesting to see, but pretty valueless.



The second site ("Websites to Create Things"), Timeline Creator, had more potential as being useful. However, I was diappointed to find that you had to download something and I didn't feel like downloading and installing a client for this exercise, so I went on to Cool Text. It can be useful for creating a quick text header. Still, the actual educational value of this is very low.



The third choice was Webnote. I created one for itl05. This seems to have some potential, but why would you use this site instead of a blog or wiki? Or email? I haven't figured that out yet.



I would like to have had some sites and resources on leadership in this exercise instead of focusing on tools and activities that have questionable application to teaching and learning effectively. It goes back to the tension of using things because they are "cool" and using tools that help you attain certain goals.

Here's a brainstorm for our group project. It's an early, early draft version and we may decide to take a totally different direction. I tried to start forming an Executive Summary for us to get started.



Faculty support center for fostering research and development with new technologies and processes for implementing innovative applications to the teaching and learning process



Executive Summary



Without regard to institution size, mission, and software supported, teaching and learning support centers, especially technology-oriented ones, are seen as utilitarian resources by the majority of faculty, staff and students on campuses. Support staff spend the majority of their time providing support for “mechanical� aspects of educational technologies, approached by most faculty and instructors to answer ‘point-and-click’ questions and never broaching the topic of pedagogical frameworks for teaching with technologies. The campus community and faculty are not recognizing them as credible resources in pedagogy and teaching methodology.



Strategies for Change



The units supporting technologies for teaching and learning want to see a transformation of the central educational technologies support providers into pedagogical centers for designing effective methods for incorporating technology into teaching. In order for this to happen, campus community members must change their perceptions of the support providers. This cultural shift may be accomplished by implementing programs designed to address both the ‘point-and-click’ needs of the population and introduce pedagogical frameworks for working with the technology systems. This is best done by involving faculty, local support in departments, and the central support organizations, as well as by garnering support of the Deans, Department Heads, Provost, Academic Officers.



Important Characteristics for Success

• Administrative buy-in
• Faculty Incentives (cash grants, in-kind grants, release time, tenure credit)
• Faculty buy-in (participation in curriculum development for faculty development programs, faculty mentors, faculty advisory roles, value perceived at the discipline-level)
• Adequate amount of support staff (learning technology team model: instructional designer(s), content expert, library/literacy, center for teaching excellence staff, technical expert, local support) (coordination of resources; stop competing for faculty time; make it easier for faculty to learn and implement changes)
• Sense of community
• Becomes part of campus culture

Some Models



SoTL (Scholarship of Teaching and Learning)

Developing community

Classroom Research-based

Encourage publishing results

"SoTL, which is a scholarly inquiry into the relationship of teaching and learning, is defined as seeking to "render teaching public, subject to critical evaluation, and usable to others in the field" (Lee Shulman, President of the Carnegie Foundation). It involves a rigorous approach to research (as in one's own discipline) and uses appropriate measures and design."



Online resources:

The Research University Consortium for the Advancement of the Scholarship of Teaching and Learning (RUCASTL)

http://www.oir.uiuc.edu/Did/SOTL/RUCASTL.htm



Journal Related to SoTL

http://www.oir.uiuc.edu/Did/Resources/Journals.htm





PITA (Provost Initiative on Teaching Advancement)

*This program at University of Illinois (others too?)

Grant-based

"Implementation of Instructional Enhancements: the PITA Program will provide support for the modification of existing courses to incorporate techniques or materials intended specifically to enhance learning. Preference will be given to departmental initiatives to redesign core courses in a major, general education offerings, or groups of related courses."



Using undergraduate students for faculty project support



Learning Technology Teams Support Model

The PSU showcase looks to be a learning object repository, ala Merlot or LOLA. I think we're trying to go beyond this, to establish learning resource which invites contributions and a dialogue with users.



An example of this is a Plagiarism education resource which Bates developed over the past several years, in concert with other colleges and colleagues: leeds.bates.edu/cbb/

Column A: Bramble Town - http://www.brambletown.com/ - You need to select a character to begin the story. For each character, it only gives you part 1 of the story. It seems that you need to select each character and go through their part 1 before being able to continue with the story. Their stories seem related. The site doesn't explain this at all - only direction is to select a character to begin.

Column B: Mr. Picasso Head - http://www.mrpicassohead.com/ - No directions needed, easy to use. FUN!

Column C: Don't Click It - http://www.dontclick.it/ - Very interesting interface where there is NO clicking!

I have some real good resources on Learning Objects that actually discuss future trends.



I know you all are not too crazy about this topic, but it's a big deal here at PSU. It is also a focus at Purdue.

I THINK OUR TOPIC WAS STOLEN!!! Ideas???

Number 1 - course mngmt -> learning mngmt



Number 8 - learning spaces



Number 11 - learning with consumer technologies



These would not be my first choice, but I found them to be somewhat intriguing.

Just as a back up perhaps we should have an alternative topic/theme. I'm not big on Learning Objects, but I'll go with popular consensus :-). But nobody seems to have taken on learning activities with iPods, cell phones, PDAs, etc, and that would be something I would be interested in.



I see faculty using these tools for themselves and incorporating them into pedagogy might be exciting for them and take them away from the purely "prodouctivity/entertainment" tool perception they may have about these tools.

Will this topic cover all the domains that it needs to?

• Instructional Design/Instructional Technology
• Program Management
• Financial Matters
• Assessment and evaluation
• Faculty issues
• Leadership
• Institutional perspective.

Also, can we address the current and future conditions and the path between?



If we can get a rough draft of the above, then the topic should be good.

I have to admit, I am not too crazy about learning objects, but we should keep that option open. How about this twist on #10:



Integrating faculty development programs into the campus culture: engaging faculty, support professionals, and the administration in faculty development in educational technologies. This case study will explore how instructional technology programs can create synergy in teaching and learning with technologies leading to innovative, effective uses of campus technologies.

Our group "Making the Case" project: #12 Design and develop a plan to design and implement a set of faculty development resources for delivering blended courses between two institutions. Provide an outline of how the plan can be implemented.



Potential outline:



1. Write a very specific description of the intended outcomes.

2. Define faculty development resources.

3. Define blended courses.

4. Describe the two institutions.

5. Decide what kinds of faculty development resources we want to create.

6. Other?

CONTEXT - COMMONALITIES



- black hole of technology

-competing resources

-faculty reward system

-teaching vs. research

-time (competing faculty priorities)

-administrative forces

-whether or not technology is viewed as a driver

-faculty and student demands

-lack of metrics

-technology as an enabler of access and community

-policy, law, tradition as barriers

We have made dinner reservations at the Tavern for Monday (tonight) at 6:30 pm.



Those Faculty interested in joining us should meet in the main hotel lobby/reception area at 6:15 and we will carpool.



See you then!

This site is for the inaugural ITLI faculty of 2005, who under extreme pressure from participants, desire to walk the talk and blog as you all have been expected to blog.



The name of our faculty group is based on the names that the ITLI participants have named their groups. Therefore, we call ourselves The Big Witti Blowfish Polecats Blazing an Alchemist Trail to the Core of the Edge of the Sunrise.



We wish you all well!

Can you guess? Will the ITLI faculty admit to their Native American Medicine Wheel scores?



Here is the URL if you want to take the test.



https://courses.worldcampus.psu.edu/public/educause/LeadershipWheel.html

TEAM NAMES



Edgewalkers

Blow Fish

North Stars

WITTI

Trail Blazers

Instructional Alchemists

Sunrisers

Big Maccs

CORE

North Pole Cats

For any faculty attending the assessment session this afternoon (Monday):



During the Develop the an Assessment Plan piece your experience would be helpful. I am asking each of the groups to present parts of their assessment plans and would like the faculty to react the them.



Imagine a particular group or person from your wealth of experiences. This is a group or person who is particularly skeptical - maybe it's you- and ask questions about the assessment plans from the skeptic's perspective. This is a fun way to provide feedback to our participants on their plans while highlighting how individuals or groups can be persuaded, supported and sometime diffused, by a solid assessment effort and the right data.



Thank you in advance for your creativity and involvement.

Here is blog site that Alan set up as part of his presentation on "Living at the Crossroads where Instructional Technology and Instructional Design Meet.



http://itl05.blogspot.com



Enjoy!

Considering educational uses of this site, it feels to me like it replicates in some way the discussions that might go on in a classroom.

Here's a logo that I created for our group using one of the sites Alan sent us to...

I was immediately attracted to "create things" in Column B. I had fun with Mr. Picasso Head and could see how it could be used to create community as either an ice breaker or as a component in group work:



Mr Picassohead - http://www.mrpicassohead.com/



I attempted to take the Stress Level Evaluator but because I needed sound I couldn't complete it. I didn't want to be rude during Alan's presentation.



http://www.stressfree.stellent.com/



I can think of others that could be added to the list.



Thanks for sharing!

• IT for research computing needs
• ID as tool for bringing faculty and students together
• service balance between middle ground and outliers
• sample topics: #10, cross #4 with #10
  
  

Vidya's Comments



Column A - The Blue Chamber



Clicking on things like crazy since I don't have a clue what to do, everything's in Japanese. It reminds of the old interactive fiction games like the Leather Goddesses of Phobobs.



Column B - Music Maker

Seems to require some time learning the interface before you can actually create music. Consequently, one could go a little crazy as the elves start playing all sorts of stuff that you were simply trying out. I can see a music maker having fun with it though. It would be interesting to compare the learning curve with learning say Finale or GarageBand.

Mike's review of todos los websites... (check out http://itl05.blogspot.com/2005/06/interaction-experience.html)



Column A: Digital/Net Narratives

http://www.99rooms.com - a visual adventure, a little creepy, good mix of auditory, tactile, and visual components. not too tough to figure out.



Column B: Web Sites Where you create things

http://www.zefrank.com/xmas/ - a website that balances dangerously between interesting fun and flat out obnoxious. the technology is interesting, and the level of interactivity is impressive. check it out, just have your volume cranked down to minimize the risk of getting your butt kicked by your peers.



Column C: Web interfaces

http://www.dontclick.it - a great website that is frustrating at first, but challenges you to break out of the normal point-and-click routine. seems to enhance the desire to explore, and the quick movement and solid color scheme entertain the eye. finally, good inclusion of stats and history. validates the experience, making it a little more than just a 'cool site'.

Interaction Experience



Column B: Web Sites Where You Create Things

Create a Text Logo http://cooltext.com/

Here's a quick logo I produced with the tool. Pretty poor design of course, but a quick way to generate annoying animated .gifs using text you enter.



The interface was very interative. But it errored out twice. I suspected it ws due to using a metacharacter ("-") in the logo; when I removed it, the rendering worked OK



Column C: Web Interfaces



WebNote - a shared space for virtual post it notes http://www.aypwip.org/webnote/



Check out the output at:



http://www.aypwip.org/webnote/sunrise%252520itl-ers



Interesting program, but very unintuitive to use. The first page isn't too informative, but I figured the text entry box was a good start. So I created a space called "sunrise%252520itl-ers"



I'ts important to save notes after each creation; otherwise they disappear with no warning that you're abot to delete them. I must be a slow learner since I closed the stickies twice without saving.



Add a sticky to the example above to try it out!



Cool RSS feed for sharing a feed of to do lists!

>

I'm not sure what this has to do with developing my leadership skills as an instructional technologist, but I did explore 3 sites from Alan Levine's The Interaction Experience. The first site under "Digital / Net Narratives", Found Floppy, was a neat looking multimedia site that had no real purpose except to be multimedia. It was interesting to see, but pretty valueless.



The second site ("Websites to Create Things"), Timeline Creator, had more potential as being useful. However, I was diappointed to find that you had to download something and I didn't feel like downloading and installing a client for this exercise, so I went on to Cool Text. It can be useful for creating a quick text loader. Still, the actual educational value of this is very low.



The third choice was Webnote. I created one for itl05. This seems to have some potential, but why would you use this site instead of a blog or wiki? Or email? I haven't figured that out yet.



I would like to have had some sites and resources on leadership in this exercise instead of focusing on tools and activities that have questionable application to teaching and learning effectively. It goes back to the tension of using things because they are "cool" and using tools that help you attain certain goals.

Interaction Activity



I visited "Found Floppy" ( http://www.dreamingmethods.com/floppy/) from Column A. The interface had possibility, but my screen resolution (1900x1600) is too small for me to be able to read comfortably. So I moved on to the Roomate from Hell ( http://roommatefromhell.com/) site. That one had better design and was easier to read.



From Column B, I chose Thinking Machine 4 ( http://turbulence.org/spotlight/thinking/). This was fascinating. I really loved the way it looked as the computer was checking for its next move. Pretty.



From Column C, I went to one of my old favorites: the Baby Name Wizard ( http://babynamewizard.com/namevoyager/). The interface is really good, and I like how dynamic it is in showing the data. One drawback is that the graph isn't to scale, so it's easy to misread if you're looking at two similar names.



One other site whose design is really fascinating is neave.com (http://www.neave.com). How DOES he do the cool mouseover on his pages? What's also cool is that you can get 80s games like Asteroids, Simon, Space Invaders, and an early version of Othello for download as FLA and SWF files. It's nice to look at the FLA files for coding ideas.

Visited the Found Floppy site. This created a sense of mystery, as if you found clues and just need to put them together. http://www.dreamingmethods.com/floppy/



Did not get a chance to see how it all comes out or if there is anything else to it. Will revisit later.

Sharon

Other Norman books



I also recommend exploring two of Norman's newer books - The Invisible Computer (1998) and Emotional Design (2004). You can read excerpts and sample chapters from both books, linked off of Norman's site - http://www.jnd.org/books.html#434 The Invisible Computer is obviously more focused on technology-related design, but Emotional Design - from what I've read - has great stuff that really "hits the nail on the head," regarding the power of multimedia, the visual and things like color displays, etc.

Key for many of these sites would be to have a very distinct learning outcome associated with them so that students know what they are supposed to be doing. Of course, they will get lost in the activity, but they need to have something to get back to. I think the music creation would be useful.

Our group is claiming #10 in the list of "Making the Case Sample Topics" that were provided:



10. Create a faculty support center for fostering research and development with new technologies and processes for implementing innovative applications to the teaching and learning process.

Click the link above for the satellite image of Penn State University.

This site will give you information about the history of a name. How many boys and girls in a particular was given that name and the popularity of that name in a particular year. Below is an example:

Here we are: Gayle, Lorelle, Cathy, Gail, Kesheng

Let's get going! We are participating in the Educause Instructional Technology Leadership Program at Penn State this week. We have created this blog to share our experience with all of you out there. We intend to have fun, because we are Witti: Women for Information Technology Transformation and Instruction and our motto is Having fun, getting IT done.

From now on, how about WITTI: Women for Instructional Technology Transformation Initiatives.

Hello everyone! Welcome to our blog!

Pace of Change vs. Bureaucracy



I'd love to spend some time looking at how we can keep up with the rapid pace of change within institutions that are structured as "old style"--not even information era--bureaucracies. Thoughts, anyone?



Stevie

Welcome to the Team Blowfish Blog!



Team Members: Ed Evans, Bo Zigner, Ruth Maschino, Drew Daniels, Paul Fisher



Problem Statement:

There are various ways of supporting our faculty to infuse technology into the curriculum. Each Academic Computing support unit has few resources and need to make the most of these to support the most faculty. The most efficient model for those units to adapt is to "teach the faculty to fish". While this is the most cost effective way of providing support to the faculty it poses probelms as well.

We chose the name North Pole Cats because we are all cat owners and we all have Northern tendencies on the medicine wheel. We are all hard charging competitive winners (or is that whiners?)!



What we hope to get out of the conference is lots of new ideas for ways to promote and use educational technology effectively. All of us come from very different institutions, but we have much in common.

I'm learning this new blog tool - pretty cool and intuitve.

I just added my card (which I captured with my handy dany Olympus C765) I have no time at work to learn the tools I buy for faculty... including this frustrating tablet PC which keeps jumping the text.

Theresa

Jim's blog (where he puts up notes on stuff he's working on) is at:



http://blogs.uiuc-atlas.net/jwitte/

This is my first attempt at both creating a blog and posting to a blog. Not too bad - but will need to go through this again on my own at my own pace. Thanks for the patience.....

Perhaps other Blog fanatics can appreciate this: I am doubly blogging this conference! Here's my other blog:



http://blog.willamette.edu/people/jmeyerto/journal/



- Jo

Jo's Furl site:



http://www.furl.net/members/jomeyertons



Try CiteULike. It actually made me cry with happiness at one point.

I am an instructional designer and eLearning support specialist for Penn State Capital College located in Harrisburg. I am a department of ONE! Initially, my responsibilities involved faculty's adoption of Penn State's course management system, ANGEL, through the facilitation of many workshops to train faculty in its use. My research has been concentrated around this topic of faculty's adoption of an innovation, and has informed the kind of faculty support, training, and communication I provide. My responsibilities have evolved over the past few years to now include faculty development to prepare to teach online, online course development, collaborations with various university support units, and taking the use of our course management system to purposes/heights that we never imagined a few years ago. The number of workshops I now offer has greatly diminished, and the majority of my faculty development is conducted through one-on-one consultations.



I'm hoping that this week at the institute will provide me with a broader vision than is typically cultivated at a campus college, and assist me in developing solutions to the challenges my college faces.

This is response to Leslie's posting. Penn State has a Faculty Multimedia Center (FMC) that is suppose to support faculty. Unfortunately, it doesn't do a very good job at this, so I thought maybe I could post some of our problems, and this would stimulate further discussion.



1. Need for a central, on campus location.

• Right now we are located downtown, south of campus.

2. Need for a larger facility with professional staff.

• We have a manager and two part-time student workers and a multimedia specialist who helps out when needed.
• There is no instructional designer available to consult.
• There is no money for additional staff or a larger space. It is not a priority in the budget.

3. Need to be more receptive to the faculty.

• They cannot locate the FMC physically or on the web.
• They need "just-in-time" training and help (lack of staff and space means slots booked weeks in advance, with "regulars" dominating the staff time.)
• They are turned off by the staff's attitude toward them -staff appears independent and firmly tell the faculty that they must do it themselves.
• They need access to center in the evenings - they have classes and meetings between 8am and 5pm.

4. Need to market services and awareness.

• Not a priority because no money or staff.

5. Need to provide quality services.

• No Instructional Designer available for consulting (most of time student worker left alone with faculty)
• Staff need training and incentives - uncomfortable with doing video shoots which leads to undesirable outcomes and additional work to fix the problems (i.e., poor audio).

6. Need for evaluation

• Follow up survey would be helpful to see if the faculty actually used what was created, if they were satisfied with FMC services, etc.

7. Needs for expanded services.

• Assist faculty with design, development and continued processes of revision of content and maintenance of the course - this is especially important with Learning Objects, Hybrid courses, etc.

Hi team,



I work in the Academic Technologies Group within the Information Technology Division at Emory University. I have a background in teaching BUT my title is senior technical project manager for Blackboard systems at Emory University. My responsibilities run the gamut from consulting with faculty and facilitating (teaching w/tech) classes to working with Tech Services on system/server configurations to conducting research on new or potential technologies that will integrate (or work) with Blackboard and is of benefit to the entire campus (research and teaching).



WHO IS EMORY? Located in Atlanta, Georgia, Emory University is home to nine major academic divisions, numerous centers for advanced study, and a host of affiliated institutions. In addition to Emory College, the University encompasses a graduate school of arts and sciences; professional schools of medicine, theology, law, nursing, public health, and business; and Oxford College, a two-year undergraduate division on the original campus of Emory in Oxford, Ga. We are mostly a residential campus but we have more and more online and hybrid programs and classes in the professional schools popping up each term.

A big shout-out to all our ITL05 colleagues!

My title is Director of Academic Technology Services and my department (with 10 FTE) is responsible for faculty technology support (exclusive of helpdesk issues), public computing labs, classroom technology, campus-wide event support, technology instruction for faculty, staff, and students, and media production. We do a bit of everything for everybody. Bates is a small, private liberal arts college in central Maine (1700 students, 210 faculty, 400 staff). We're a traditional residential college and all instruction is done face to face. I come to technology support in higher ed from a background in humanities and libraries.

I'm the manager of library services at Empire State College, which is part of the State University of NY (SUNY) system. I work with a staff of two professional librarians. All of our services and resources are delivered electronically through our library web site at http://www.esc.edu/library.



About the college:

Empire State College was founded in 1971 to provide an alternative route for adults to earn SUNY college degrees. The college was established with a distributed campus with the faculty collocated on other SUNY campuses. For many years our students, who were located throughout NY state, were expected to use the SUNY libraries to support their studies. Today many of our students are located throughout the U.S and abroad. Although some students continue to earn their degrees through guided independent study with our New-York based faculty, although the fastest growing part of the college serves students enrolled in our distance learning program, which remains focused on "independent learning."



What we do:

We provide personalized assistance to our students and faculty seeking help using library resources (e-books, electronic full-text journals, online indexes, etc.) for research projects and assignments. Our goal is to infuse information literacy skills in all our activities and services. We also offer e-mail and phone reference (i.e. library helpdesk services) as well as develop multimedia and web-based tutorials to provide instruction in these areas. We also assist faculty with selecting and integrating our online resources into SUNY Learning Network (SLN) online courses. We are also responsible for developing and maintaining the college's online learning resources related to writing, math, academic integrity and careers.



Because the library services group is part of the Center for Learning and Technology (within the Office of Educational Technology) we are often called upon to contribute to a variety of technology projects that require information architecture, database management, information literacy and web development skills.

Welcome to the Official Blog of the Edgewalkers Team at the Educause ITL 2005 Institute. We are a diverse group of individuals, with a common experience of working "on the edge" in our respective institutions. We have travelled from Maryland, Minnesota, Pennsylvania, Ontario and Tennessee.



We hope to learn many things from this Institute:

• Step out of "daily grind" and find ways to get more visionary (Focus on "Important" and don't let the "Urgent" get in the way
  
  
• Working more at a system-level
• Facilitating change within the context of the institutional values -- How to work subversively
  
  

This is the blog for the CORE team at the Educause Institute for IT Leadership 7/10-7/14, 2005

The CORE's slogan is "Touch IT"

Team members include:

Dave Baird (Colgate University)

dbaird@mail.colgate.edu

Shelli Fowler (Virginia Tech)

sbfowler@vt.edu

Bruce Kuerten (Auburn University)

kuertbg@auburn.edu

Megan Linos (Case Western Reserve University)

megan.linos@case.edu

Kathy Robertson (Eastern Michigan University)

kathy.robertson@emich.edu

We, as a team, will work on a system to share learning objects, and even more importantly, the code of learning objects, among institutions. We are all interested in finding out what everyone else is doing and how we can learn from that.

Here it is. Our team members consist of members from Wisconsin (Kathy Konicek), Penn State (Wendy Mahan), University of Illinois (Leslie Hammersmith), DePauw (Mike Whitesell), and Trinity (Vidya Ananthanarayanan). Enjoy...

Here's a brainstorm for our group project. It's an early, early draft version and we may decide to take a totally different direction. I tried to start forming an Executive Summary for us to get started.



Faculty support center for fostering research and development with new technologies and processes for implementing innovative applications to the teaching and learning process



Executive Summary



Without regard to institution size, mission, and software supported, teaching and learning support centers, especially technology-oriented ones, are seen as utilitarian resources by the majority of faculty, staff and students on campuses. Support staff spend the majority of their time providing support for “mechanical� aspects of educational technologies, approached by most faculty and instructors to answer ‘point-and-click’ questions and never broaching the topic of pedagogical frameworks for teaching with technologies. The campus community and faculty are not recognizing them as credible resources in pedagogy and teaching methodology.



Strategies for Change



The units supporting technologies for teaching and learning want to see a transformation of the central educational technologies support providers into pedagogical centers for designing effective methods for incorporating technology into teaching. In order for this to happen, campus community members must change their perceptions of the support providers. This cultural shift may be accomplished by implementing programs designed to address both the ‘point-and-click’ needs of the population and introduce pedagogical frameworks for working with the technology systems. This is best done by involving faculty, local support in departments, and the central support organizations, as well as by garnering support of the Deans, Department Heads, Provost, Academic Officers.



Important Characteristics for Success

• Administrative buy-in
• Faculty Incentives (cash grants, in-kind grants, release time, tenure credit)
• Faculty buy-in (participation in curriculum development for faculty development programs, faculty mentors, faculty advisory roles, value perceived at the discipline-level)
• Adequate amount of support staff (learning technology team model: instructional designer(s), content expert, library/literacy, center for teaching excellence staff, technical expert, local support) (coordination of resources; stop competing for faculty time; make it easier for faculty to learn and implement changes)
• Sense of community
• Becomes part of campus culture

Some Models



SoTL (Scholarship of Teaching and Learning)

Developing community

Classroom Research-based

Encourage publishing results

"SoTL, which is a scholarly inquiry into the relationship of teaching and learning, is defined as seeking to "render teaching public, subject to critical evaluation, and usable to others in the field" (Lee Shulman, President of the Carnegie Foundation). It involves a rigorous approach to research (as in one's own discipline) and uses appropriate measures and design."



Online resources:

The Research University Consortium for the Advancement of the Scholarship of Teaching and Learning (RUCASTL)

http://www.oir.uiuc.edu/Did/SOTL/RUCASTL.htm



Journal Related to SoTL

http://www.oir.uiuc.edu/Did/Resources/Journals.htm





PITA (Provost Initiative on Teaching Advancement)

*This program at University of Illinois (others too?)

Grant-based

"Implementation of Instructional Enhancements: the PITA Program will provide support for the modification of existing courses to incorporate techniques or materials intended specifically to enhance learning. Preference will be given to departmental initiatives to redesign core courses in a major, general education offerings, or groups of related courses."



Using undergraduate students for faculty project support



Learning Technology Teams Support Model

For those that are a bit down the road of instructional design, here are 25 ways you can become a bit more techie and impress all the computer geeks down in the server room:

1. Build an online Bookmark collection
   
   
   • del.icio.us http://del.icio.us/
   • Furl http://furl.net/
   • Jots http://jots.com/



2. Translate Languages with web tools (be careful as it is far from perfect!)
   
   
   • http://www.freetranslation.com/
   • http://world.altavista.com/
   • http://translation.langenberg.com/
   
   
   
3. Find a famous Quote
   
   
   • http://www.wisdomquotes.com/
   • http://www.quotationspage.com/
   • http://www.brainyquote.com/
   • http://www.quoteland.com/
   • http://www.wikiquote.org/



4. Learn how to be a Google Expert
   
   
   • New Google Tricks http://www.usrbingeek.com/a/000488.php
   • Google Guide http://www.googleguide.com/
   • Useful Google Search Tips and Tricks (or "Teach a Man to Fish") http://www.eggheadcafe.com/articles/20041031.asp
   • Google to the Max http://www.geekgirls.com/net_google.htm
   • Googleism will find out what Google.com thinks of you, your friends or anything! http://www.googlism.com/



5. Create color schemes
   
   
   • Color Selection: Learn to use colors from nature to select a design color set: http://www.boxesandarrows.com/archives/natural_selections_colors_found_in_nature_and_interface_design.php
   • Color Scheme Selector: http://wellstyled.com/tools/colorscheme2/index-en.html
   • EasyRGB: http://www.easyrgb.com/



6. Use Google See The USA
   
   
   • Find your House on Google Maps http://maps.google.com/
   • Go Google SightSeeing http://www.googlesightseeing.com/
   
   
   
7. Bibliographic Research:
   
   
   • RedLightGreen helps you locate the most important books and other research materials in your area of interest, and find out whether what you need is available at your favorite library. Sign in, and you can format and send citations any way you want: MLA, APA, Chicago, Harvard, Turabian. http://www.redlightgreen.com/
   • Connotea helps you store your reference list online, which means that it's readily accessible, it's linked directly into the literature and it's easily shared with your colleagues. Opening your references to other researchers enables you to discover new leads by connecting to the collections of those with similar interests to you. http://www.connotea.org/
   • CiteULike is a free service to help academics to share, store, and organise the academic papers they are reading. When you see a paper on the web that interests you, you can click one button and have it added to your personal library. CiteULike automatically extracts the citation details, so there's no need to type them in yourself. http://www.citeulike.org/
   
   
   
8. Find online Calculators for almost anything
   
   
   • http://www.martindalecenter.com/Calculators.html
   
   
   
9. Online Groups
   
   
   • ITForum - an online discussion group of instructional technologists and instructional designers http://it.coe.uga.edu/itforum/
   
   
   
10. Keep up on Gadgets
    
    
    • http://www.engadget.com/
    • http://news.bbc.co.uk/2/hi/technology/default.stm
    • http://www.extremetech.com/
    • http://www.technologylog.com/
    • http://www.techreview.com/
    
    
    
11. Create Your own Graphic Art
    
    
    • Gnomz- create a comix http://www.gnomz.com/
    • Mr. Picassohead - Now anyone can create Picasso-like artwork with this fun web drawing tool. Use this Flash interface to select differnt parts, resize them, color them, rotate tham, and than sign your art work! Results can be sent by email and/or added to the Mr. Picassohead gallery. http://www.mrpicassohead.com/
    • Spell With Flickr http://www.metaatem.net/words/
    • Create a Text Logo http://cooltext.com/
    
    
    
12. Learn a new Language
    
    
    • Learn Brit-speak http://london.ba.com/index.asp?word=know
    • Speak in text messaging language: Transl8tit.com http://www.transl8it.com/
    • Infinite Teen Slang Dictionary http://thesurrealist.co.uk/slang
    
    
    
13. Find a classic computer game that is no longer published
    
    
    • Home of the Underdogs http://www.the-underdogs.org/
    • http://www.freeoldies.com/
    
    
    
14. Analyze your web sites
    
    
    • Dr Watson http://watson.addy.com/
    • WebXAXCT http://webxact.watchfire.com/
    • Doctor HTML http://www2.imagiware.com/RxHTML/
    • WDG HTML validator http://www.htmlhelp.com/tools/validator/
    
    
    
15. Travel the Atlas of Cyberspace
    
    http://www.cybergeography.org/atlas/atlas.html



16. Learn Unix in 10 minutes
    
    http://freeengineer.org/learnUNIXin10minutes.html



17. Find the Lies and Generated Nonsense
    
    
    • Try and find a true fact in the Uncyclopedia http://uncyclopedia.org/wiki/Main_Page
    • Create an Acronym Lie http://thesurrealist.co.uk/acro
    • Generate Educational Jargon http://www.sciencegeek.net/lingo.html



18. Descipher Acronyms
    
    
    • Acronym Generator http://www.cs.uoregon.edu/research/paracomp/anym/
    • Look up Acronyms http://www.acronymfinder.com/
    • http://www.irs.aber.ac.uk/acronyms/



19. Turn a long URL into a short one
    
    
    • http://notlong.com/
    • http://www.shorturl.com/
    • http://tinyurl.com/
    • http://snipurl.com/
    
    
    
20. Find Free Copyright Free Images
    
    
    • http://www.flickr.com/creativecommons/
    • http://openphoto.net/
    • http://commoncontent.org/
    
    
    
21. Find Free Copyright Free Audio
    
    
    • http://magnatune.com/
    • http://www.opsound.org/
    • http://www.soundclick.com/
    • http://www.pdinfo.com/
    
    
    
22. Analyze Text
    
    
    • Welcome to the online text analysis tool, the detailed statistics of your text, perfect for translators (quoting), for webmasters (ranking) or for normal users, to know the subject of a text. http://textalyser.net/
    
    
    
23. Write "Hello World" in any programming language http://www2.latech.edu/~acm/HelloWorld.shtml



24. Create a wiki site
    
    
    • http://www.tiddlywiki.com/
    • http://www.seedwiki.org/
    • http://pbwiki.com/
    • http://webcollaborator.com/
    
    
    
25. Send friends to the weird places on the web
    
    
    • PR Bop is an attempt to catalog those weird and wonderful things that are sent over the PR wires http://www.prbop.com/
    • The Bureau of Missing Socks is the first organization solely devoted to solving the question of what happens to missing single socks. It explores all aspects of the phenomena including the occult, conspiracy theories, and extraterrestrial. http://www.funbureau.com/
    • Cockroach Hall of Fame http://www.pestshop.com/cockroac.html
    • Cheese Net http://65.61.15.248/cheesenet/
    • Ghost Pictures http://www.ghost-pictures.org/
    • Urinal Dot Net Photos of urinals, worldwide. http://www.urinal.net/

In this second activity, we will again explore a free, public website that is built around collections of digital images. Flickr is a site for building and sharing digital images. Beyond what it can do for photos (build slideshows, create hotspot interactive images, share via folksonomy tags, publish to other sites), its interface and user experience is designed to be easy to use, as well as displaying a personality, if you will.



The Purpose: This is another study in user experience with what we might call a Web 2.0 application and to examine the value in the way the site works. Groups will be be charged with collecting a set of intial images to a flickr site they create, and learn how to display a dynamic feed of images from their flickr collection to their group weblogs.







The Setup:

Instructions are available as a MS Word document [flickr-experience.doc]



1. Create an account for your team at flickr http://flickr.com/

2. Use a digital camera (one that has the cables, etc to transfer images to a computer) to collect the following photos for you team:

• A group photo in an "nteresting" location or pose (remember this is going online, so be tasteful ;-) [example]
  
  
• An "action" photo of one of your team members (in motion, doing something, etc, but nothing dangerous) [example]
  
  
• Find an everyday object in the vicinity and take a closeup photo of it that will challenge the rest of the group to identify it. [example]
  
  
• Take a photo of an object that can be a visual metaphor for a strength or characteristic of your team. [example 1] [example 2]
  
  

3. Use the flickr tools to Upload your Photos http://www.flickr.com/photos/upload/ Be sure to apply the descriptive "tag" of ITL05 to all of your images. Give each picture a meaningful (or fun) title and caption.



If all works well, there will be a collection of flickr photos from all groups at http://www.flickr.com/photos/tags/itl05/



If you have time, explore some of the other flickr features:

• Set up flickr to create your own public URL http://www.flickr.com/profile_url.gne
• Set up to load images by email or camera phone http://www.flickr.com/profile_mailconf.gne
• Create a “badgeâ€? to display the latest images of your photos. Copy this into the template or an new entry on your team blog http://www.flickr.com/badge_new.gne
• Set up flickr to be able to post to your blog http://www.flickr.com/badge_new.gne

The Reflection:

As a team, add to your blog an entry describing and reflecting on your experience in flickr, considering these some/any of these points:

• How easy was the site to use?
• Does the site seem to have a “personalityâ€?? How would you describe it (did you look closely at the wording on the agreement statement when the account was created?)
• How does flickr enable connection with other tools, people, content?
• Is this a technology that instills excitement or trepidation?
• What did you discover that was a surprise or something you might be able to use in other contexts?
• What ways can flickr be used in a learning situation?

This is the first hands-on activity of my segment here, and will be done rather early as I loathe blabbing when learning is in the doing. This entry is being written ahead of time and saved as a draft, and I will publish it after the participants have completed the activity.





Purpose(s): One outcome is that each team at the institute will create a weblog that they will continue to use for the rest of the institute. This is to demonstrate the notion of documenting projects in a public space, multi-authored weblog sites. The second layer is to explore the experience of using the Blogger site.







Setup: I will be asking the most technical experience person in each group to stand up. Their job is to watch, coach, and refrain from grabbing the mouse and keyboard. Next, I will ask for the person least experienced in blogs and/or technology to volunteer to be the person in the driver seat. Each group will be provided a basic set of instructions for creating a blogger account and site.



The Twist: I have created three sets of instructions (available as MS Word downloads):

1. [blogger-setup-full.doc] Fully illustrated and lavishly explained steps, about 3 pages printed.
2. [blogger-setup-med.doc] A text only series of explicit instructions
3. [blogger-setup-lite.doc] A minimal set of instructions that basically reads, "go to Blogger.com" and click on "Create a Blog"

The hope is to have each group create their shared project blogs, and then to post one entry as an introduction for their group. The discussion will be about both the impact or not of fully iluustrated instructions, and the relevance since it is drop dead easy to create a Blogger site with minimal or no instructions. Is the time and effort spent creating full instructions critically necessary?



The Aggregation: Once created, each group will let me know the URL for their team. I will quickly add this to a web aggregator I created at:

http://realgar.mcli.dist.maricopa.edu/itl05/



as well as a Bloglines public collection:

http://bloglines.com/public/jademade/



The Reflection: Each group is than to pst a second blog entry, a reflection, including their ideas on:

• Which set of directions did you use? How important was the level of detail in being able to use the Blogger site?
• How easy was the site to use? What elements of the experience influence this opinion?
• How would you compare the interface here to the one for say your course management system, your internal web based administrative systems?
• How does this compare to other tools for creating web pages (learning HTML, using Dreamweaver/FrontPage)?
• How much were you able to customize the blog? What would you like to be able to do?
• Did you try the “Next Blogâ€? button? What happened? What does this mean for use of this site?
• What advantages / disadvantages does this present as a tool for use by teachers?
• If you have never written in a blog before, how did it feel to see your work published?
• What are some educational contexts this technology might be useful?

The Presentation for my session is available at:

This Blogger site is intended for use during my sessions at the EDUCAUSE Instructional Technology Leadership Program 2005 which launches July 10-14 at penn State University.



I am the hired gun charged with the topic of "Instructional Technology Innovations", a daunting task indeed. My session will hopefully be participatory,not dull, and hopefully relevant. Rotten tomatoes may be launched at any time (they may be supplied in your participant packet).



Seriously, my goal is to provide some experiences and perspective that will help participants find that sweet spot of balance between roles of Instructional technology (the cool, neat stuff) and Instructional Design (meaning how content and materials is structured to achieve its goals). Today's practitioners ought to be living happily at those crossroads.



That has been my location since 1992 at the Maricopa Center for Learning & Instruction (MCLI) a faculty development center serving the 10 Maricopa Comunity Colleges in metropolitan Phoenix. My title is "Instructional Technologist" and I lean towards the technology developer end of the spectrum but embrace and put to use the Instructional Design principles I have learned both formally and informally.



As a discliamer, I have no official credentials in any of these fields, and having learned everything I know now on the job.



So these sessions are not about technology per se, but more so aspects of them that fit into our roles.