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Copyright Joe Bonchi, Blake Haggerty and Bill Reynolds 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Empowering Faculty Empowering Faculty to Enhance Classroom Instructionto Enhance Classroom Instruction
Joe Bonchi, Blake Haggerty, Bill ReynoldsJoe Bonchi, Blake Haggerty, Bill ReynoldsInstructional Technology and Media ServicesInstructional Technology and Media Services
Empowering Faculty to Enhance Classroom Empowering Faculty to Enhance Classroom InstructionInstruction
Objectives
Discuss how we empower the faculty with the skills necessary to create materials to support instruction.
Outline how we empower instructors with the hardware/software tools required to create these materials.
Describe how we empower the faculty to utilize these materials in the classrooms to support instruction.
em·pow·er
tr.v. em·pow·ered, em·pow·er·ing, em·pow·ers
1. To equip or supply with an ability; to enable
Empowering Faculty to Enhance Classroom InstructionEmpowering Faculty to Enhance Classroom Instruction
Motivating Factors for Faculty
The 21st Century student:
Demands instant access to information.
Wants communications beyond the classroom.
Lives in a multi-threaded world.
Instructors acknowledge that their evaluations will be affected by whether/how they implement technology.
Expectations at NJIT lean towards the cutting edge.
Established as Newark Technical School in 1881.Became the Newark College of Engineering in 1932.Became New Jersey Institute of Technology in 1976 with the addition of the New Jersey School of Architecture.
45 acre campus with 26 buildings.Located in Newark, NJ - across the river from NYCPublic Research UniversityComprised of six colleges1 satellite campus.680 faculty (full and part time).8,862 enrollments
• 5698 Undergraduate• 3164 Graduate
College of Computing ScienceDesires to make computing a
centerpiece of its educational activities in the 21St Century
College of Science andLiberal Arts
Combines the scientific and cultural underpinnings of a
technological university
School of ManagementOne of only four accredited
business schools in New Jersey
New Jersey School of Architecture
5th largest Architectureschool in the US
Newark College ofEngineering
State of the art facilities and research labs.
NEWARK COLLEGE OF ENGINEERING
Biomedical Engineering* Chemical Engineering*
Civil Engineering* Computer Engineering*
Electrical Engineering* Engineering Management
Environmental Engineering* Industrial Engineering*
Internet Engineering Manufacturing Engineering
Mechanical Engineering* Occupational Safety & Health
Pharmaceutical Engineering Transportation Engineering*
Telecommunications
15 Master’s Degree Programs
* 9 Ph.D Programs
COLLEGE OF SCIENCE AND LIBERAL ARTSApplied Physics*
Environmental Policy StudiesApplied Statistics
Environmental Science*Chemistry*
Materials Science*Computational Bio
Mathematics*Professional & TechnicalCommunications
10 Masters Degree Programs *5 Ph.D Program
NEW JERSEY SCHOOL OF ARCHITECTURE
Architecture, MAR & MS
Infrastructure Planning, MS
Urban Systems, Ph.D
SCHOOL OF MANAGEMENT
Management Programs
Management - MS
Management of Technology – MBA
Computer Science, MS & Ph.D
Information Systems, MS & Ph.D
Newest College established
July 2001
NJIT’s Technological BackgroundNJIT’s Technological Background
Commitment to eLearning
1978 - Under NSF Grant, the Electronic Information Exchange System (EIES) was created.
1984 - First entirely online courses offered
Currently using WebCT, WebBoard, and Campus Pipeline.
Many students/instructors want to implement these technologies in the traditional classroom.
Instructional Technology and Media Services (ITMS):
Instructional Support Services.Instructional Resource Center.Instructional Video Services.
ITMS is part of the Division of Continuing & Professional Education.
Responsibilities
Instructional Support Services (ISS):Supports the use of technology in the classroom to enhance instruction.
Instructional Resource Center (IRC):Instructional design, faculty training, and media production services.
Instructional Video Services (IVS):Production of digital media including DVD, CD and streaming video.
We are not…
Computing Services
The Helpdesk
Telecommunications and Networking
We do not maintain any large labs.
Evolution of ITMSEvolution of ITMS
Times Change: 1980
Physical Plant delivered the AV equipment: overheads, slide projectors, etc. from custodial closets.
Instructional Media Center assisted faculty with the production of transparencies, slides, illustrations.
Video Services recorded telecourses for distribution on tape or via the cable access channel.
Evolution of ITMSEvolution of ITMS
Changing Times
IMC assumes responsibility for support of AV equipment in classrooms.
1987 - IMC production expands to document preparation (desktop publishing).
1990 - construction of the Advanced Communication Center.
Satellite conferencing, microwave, ITFS, ITV.
3 video production facilities for telecourses.
Evolution of ITMSEvolution of ITMS
Changing Times: 1990s
1996 - ISS began delivering computers to classrooms.
The IRC’s emphasis shifted from production of transparencies, slides, and illustrations to electronic materials such as PowerPoint and web site production.
IVS began producing course CD’s and streaming video for distribution to distance learning students.
Evolution of ITMSEvolution of ITMS
Keeping up with the Times
During these years it became apparent that the department needed to focus on the development and support of technology enhanced instruction.
Web-based courses.
Web-enhanced learning.
Smart Classrooms.
Digital Media Enhanced Courses.
Results and ConclusionsResults and Conclusions
Number of courses that had media demands increased significantly.
As the demand for services increased, we realized that we could not be the production house for all courseware.
“Teach them to fish rather than feed them”.
Present DayPresent Day
NJIT supported more than 5,500 enrollments in eLearning courses for 2001-02.
Nearly 300 eLearning sections a year taught by more than 145 faculty members.
Many more “Hybrid Courses” use online technology to support face-to-face courses.
Between 1997 and 2002 requests for computers in the classroom increased by more than 800%per semester.
Overheads vs. Computer Requests 1996-2002
0
500
1000
1500
2000
2500
3000
3500
4000
4500
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2002
Req
ues
ts p
er s
emes
ter
Computer
Overhead
Objective 1: Creating the MaterialsObjective 1: Creating the Materials
Initially, Instructor’s were motivated to attend training in order to receive a new computer for their office.
General computer literacy training.Basic web design, Internet usage, and MS Office.
Our program became less structured and evolved into a one-on-one skill building approach.
As instructors became more computer literate, we refocused the emphasis of our training:
Teach effectively using technology.Discipline specific software.Produce course materials for the web.
Establishing a TLT GroupEstablishing a TLT Group
Because of the relatively small size of the IRC, it is not possible for us to become experts with all software packages or work one-on-one with each instructor.
There were other departments on campus that offered training in other areas.
We decided to combine our efforts with these other department to initiate a Teaching Learning and Technology Group.
http://www.tltgroup.org/
http://www.njit.edu/tlt
Improve the quality of instruction through the of technology and innovative selective use pedagogy.Collaboration among key players in instruction and information technology.Assist administrators, faculty, and staff.Serve as a forum to discuss issues, problems, solutions, and concerns regarding technology in education.
TLT Training and SupportTLT Training and Support
3 Prong approach:1. Group instruction (open to all faculty
and teaching assistants).
2. Specialized training for individual departments and groups on campus.
3. Individualized one-on-one tutoring sessions:
TLT – Group WorkshopsTLT – Group Workshops
Events open only to Instructional Staff:
Full day events:
Offered every December and August.
½ day dedicated to using WebCT.
½ day dedicated to being an effective online instructor.
All instructors leave with a WebCT course
Three day Institutes:
Offered every January and May.
Training in pedagogy as well as use of technology in instruction.
TLT – Group WorkshopsTLT – Group Workshops
Multiple times each week a variety of one to three-hour workshops are offered.
Majority are open to both faculty and staff.
These focus on:
University-licensed software • MS Office Suite, PhotoEditor, Publisher, Visio, Project,
FrontPage, MatLab, MathType.
The pedagogical sessions for faculty• Instructional Design.• Assessment.• Problem Based Learning.• Turnitin.com.
TLT - Departmental TrainingTLT - Departmental Training
When there is significant interest, we hold training for individual departments.
Departments can have unique needs, and utilize technology in different ways.
Some faculty members are more comfortable learning with their peers.
Creates a support network within the department (faculty look to their peers for advice/support rather than relying upon us).
One-on-One ITMS TrainingOne-on-One ITMS Training
Student Technology Advisors and Resource Services STARS students
Reverse-mentoring program.
Began in 1998 with a formal path of study (to earn their office computer).
Since 2000, it is less formal, allowing participants to create their own path/pace.
Most faculty meet for a semester on a weekly basis. Second level help for specialized training and hand holding.
One-on-One ITMS TrainingOne-on-One ITMS Training
Other Sources of Individualized Training
Even with TLT assistance, many faculty need to meet with a member from our department:
IRC Manager.Instructional Designer.Video Services.
We also offer an online course for eLearning faculty titled “eLearning: an Overview”.
““eLearning: an Overview”eLearning: an Overview”
Offered at the start of each month:
A 21 day course taught entirely online.
To provide instructors with an introduction to eLearning.
Gives instructors the opportunity to experience online learning from a student’s perspective.
The content is totally about teaching online.– Two instructors, who had taught online for more than
three semesters, found the experience of being a student to be the most valuable aspect of the course.
Objective 2: Equipping FacultyObjective 2: Equipping Faculty..
“Empowering instructors with the hardware/software tools required to create these materials.”
Every full-time faculty member receives a computer with a software package appropriate to their discipline:
MS Office, Visio, Project, Matlab, MathType, Visual Studio.net, AutoCAD, Pro Engineer.
Laptops are available to many faculty as appropriate.
Objective 2: Equipping FacultyObjective 2: Equipping Faculty..
As faculty skills improved their needs for and expectations of specialized software and hardware increased.
Three day Institutes give us the opportunity to provide faculty with these needs:
Ensures that they have the skills required to properly utilize the equipment.
Empowers them to work on materials from their home/office.
Improves the quality of the products they produce.
Ensures they also attend pedagogical sessions.
3 Day Faculty Institutes3 Day Faculty Institutes
Started in 2001 during winter break.
Open to 25 faculty.
1-3 hour sessions (many hands on).
Some workshop sessions were:
•Assessment•Copyright/Plagiarism•Flash•WebCT•PowerPoint•PhotoShop Elements•Burning Course CDs
•Camtasia•Web design•RealPresenter•Adobe Acrobat•Learning styles•Dreamweaver•Visio
Encouraging AttendanceEncouraging Attendance
Received funding from the New Jersey Information-Technology Opportunities for Workforce, Education, and Research (NJ I-TOWER) grant funded by the NJ Commission on Higher Education.
Available 2000-2003, these funds are earmarked to support faculty development and transfer courses online.
Allows us to provide:• Food, books, and handouts.
• Licensed copies of software or hardware.
• Incentive prizes (scanners, printers, digital cameras).
ResultsResults
These not only served as a great motivator, but further empowered instructors who would not have had the tools to produce online materials.
Ensured significant data. Participants received one raffle ticket (eligible for prizes) for each session they reviewed.
Increase in the number of courses that had electronic components. Includes web pages, PowerPoint with audio narration, PDF documents, WebCT & WebBoard discussion boards and Flash animations.
ResultsResults
Some department chairs began encouraging attendance.
Faculty institutes developed into a regularly scheduled events (January, May and August).
After four institutes, we had a core group of 133 instructors, many of whom wanted to further develop their skills.
An “Advanced Faculty Institute” was offered January 2002 to “graduates” of our prior institutes.
Objective 3: Objective 3: Utilize these materials in the Utilize these materials in the ClassroomClassroom
Initially, ITMS only signed out computer projection equipment, rather than delivering it.
This was because of:
Limited inventory.
Security Concerns.
Equipment was very costly.
Certain equipment required user orientation.
Impractical to install as permanent devices.
Sign Out Equipment-Some HistorySign Out Equipment-Some History
In the early 1990’s, one of the post popular pieces of equipment was a B/W LCD panel to project computer displays.
These had limited resolution and required a high intensity overhead projector
Sign Out Equipment-Some HistorySign Out Equipment-Some History
In the mid 90’s these units were upgraded to color VGA.
In order to utilize this equipment instructors needed their own laptops, or to physically bring in their desktop computers.
Objective 3: Outfitting ClassroomsObjective 3: Outfitting Classrooms
In the mid 90’s more instructors were ready to utilize digital materials in the classroom.
These needs vary (PowerPoint, CD-ROM, Web Access, Specialized Software, etc). Overhead Projectors alone were no longer adequate.
In 1996, two 70 seat lecture halls were equipped with CRT projectors and sound systems for computer and video display.
Initially. each room was assigned a cart with one 486 PC which would be delivered upon request.
In 1997, a network port was added to each room allowing instructors to access NJIT network services.
The Evolution of Smart CartsThe Evolution of Smart Carts
Due to budget constraints, it is not possible to equip every classroom or instructor with a computer and LCD projector.
In response we implemented mobile solutions called “Smart Carts” to address these needs. (1998)
Smart CartsSmart Carts
In 1998 10 Smart Carts were built to increase the number of classrooms that instructors could use their materials in.
Each cart contained a computer with Internet access, VCR, LCD projector (XGA), ZIP drive and monitor.
Smart CartsSmart Carts
These were important to instructors who did not have access to notebook PCs, and would otherwise be unable to display their materials in the classroom.
Initially these carts resided in one building and were available for delivery.
Basic software package included Windows 98, MS Office Pro, Netscape, and department specific software (C++, StataQuest, MS Project).
ExpansionExpansion
As the demand for this equipment grew, we began servicing additional buildings.
Several factors affected the choice of additional building locations:
Classroom size.Storage space availability.Proximity to existing service locations.
As users became more sophisticated, it became apparent that users needed greater flexibility than the carts alone offered.
Sign Out EquipmentSign Out Equipment
In the late 90s, ITMS began offering many of the individual components that were found of the carts for sign-out.
These included notebook PCs, LCD projectors, Zip Drives, etc, allowing faculty to use the technology anywhere including extension sites.
Equipping ClassroomsEquipping Classrooms
In 2000, we began installing LCD projectors and sound systems in the larger classrooms where resources were most often requested.
This was a beneficial because it:
Saved time.
Ensured equipment was properly mounted in a convenient location.
Provided increased accessibility to equipment.
The Registrar then scheduled courses with media intensive needs in these classrooms.
Additional ImprovementsAdditional Improvements
Remote controls.
Additional ImprovementsAdditional Improvements
Smart Classroom PC Image.
Computing Services creates a unique image each semester.
Enhanced PC lab software set.
Current OS-Windows 2000 SP3.
Relaxing user constraints:
All users are power users.• Enables instructors to install software.• Allows users to customize screen size.• Some applications require DOS prompt
to operate (Java).
Requires additional preventative maintenance, but reduces classroom disruptions.
Additional ImprovementsAdditional Improvements
Purchase of more durable cases.
Additional ImprovementsAdditional Improvements
What we have learnedWhat we have learned
Success requires cooperation:
Provost.
Deans and Department Chairs.
Computing Services Division.
Administrative Staff.
Physical Plant.
What we have learnedWhat we have learned
Funding is required from a multitude of sources.
Centralized purchasing and management allows greater access to equipment from all of the University.
Flexibility is essential.
In certain cases progress is best made slowly over time.
What we have learnedWhat we have learned
In 1990, the most requested piece of equipment was…
And in 2002, the most requested piece of equipment was..
* Even if they really wanted an LCD Projector.
Empowering Faculty to Enhance Empowering Faculty to Enhance Classroom InstructionClassroom Instruction
Bill Reynolds, Bill Reynolds, Director of Instructional Technology & Media Director of Instructional Technology & Media ServicesServices
Joe Bonchi, Joe Bonchi, Assistant Director of Instructional Support Assistant Director of Instructional Support
ServicesServices Blake Haggerty, Blake Haggerty, Instructional Designer Instructional Designer
http://media.njit.edu/
Copyright Joe Bonchi, Blake Haggerty and Bill Reynolds 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
