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8/8/2019 CUNY IT Presentation DEC 2010 Final
http://slidepdf.com/reader/full/cuny-it-presentation-dec-2010-final 1/37
CHARLES ALSTON, LAURA BROUGHTON, GIULIA GUARNIERI,
M O RO N K E O S HI N - MA R TI N , S T E P HE NPOWERS, & ALBERT ROBINSON
B R O N X C O M M U N I T Y C O L L E G E
PEER MENTORING: A CATALYSTFOR FACULTY INNOVATION
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M E N T O R I N G P L A Y S A C E N T R A L R O L E I N
F A C U L T Y D E V E L O P M E N T A N D O N L I N EC O U R S E D E L I V E R Y
Peer Mentoring Is Essential toFaculty Development at BCC
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Faculty Development
y Summer Workshops, first week of June
Two/Three day Bb intensive taught by experienced Bbinstructors who are the semester mentors
Two day Web 2.0 tools workshop taught by Bb Admins andfaculty practitioners
Ongoing mentoring throughout the summer
y Fall semester
Web-enhanced with mentoring
Course materials must be completed by July 31st
y Spring Semester
H ybrid/Blended with mentoring
Course materials need to be completed by December
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What do Mentors do?
y Mentors teacho Summer workshops and one-on-one meetings
y Mentors modelo Summer workshops & Fall meetings
y Mentors support faculty and students Help with student orientation in first classes of the semester
Online delivery
y Mentors troubleshoot Faculty and ITTs feel free to contact mentors (e-mail, phone,
face-to-face) in order to ask questions or learn new functions.
Usually, mentors can solve or expedite a solution.
y Mentors connect with OIT and IT
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The BCC Administrators«
y Charles Alston ± completed Sloan CUNY online training, started with Teaching withTechnology (TWT summer faculty
development program), developed mentoringrole, has developed Web 2.0 training
y Albert Robinson ± Instructional Technology Coordinator
y Howard Wach ± Director of the Office of Instructional Technology
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The BCC Mentors«
y Stephen Powers ± completed Sloan CUNY Online training, started with TWT, developedmentoring role, has developed ITT program
y Laura Broughton ± completed two summer workshops and was invited to join OITMentoring Program
y Giulia Guarnieri ± completed one summer workshop and was invited to join OIT
mentoring program, podcasting programy Moronke Oshin-Martin ± completed one
summer workshop and was invited to joinOIT mentoring program
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Since 2006:Since 2006: Fall 2010:Fall 2010:
y 72 faculty have been
trained in onlinecourse development
2010 ± 11+12
2009 ± 11
2008 ± 14 2007 ± 12
2006 ± 12
y 38 faculty teaching
distance-learningcourses
y 52 distance-learningcourses scheduled
y About 1/3 of Bbcourses at BCC taughtas web-enhanced
The Numbers . . .
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Mentoring as a Catalyst for Innovation
y Common challenges for faculty development:
Recruiting new faculty to use instructional technology
Joining together ³islands of innovation´ so that technology use
is pervasive rather than isolated Maintenance of instructional technology
y BCC¶s focus on intensive mentoring has led to asupportive environment that fosters:
Faculty Interest in Retraining & Expanded Training Faculty Trying New Technologies on Their Own
Adoption of Technologies by Classes with Multiple Sections
Joint Training between Faculty and ITTs
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F A C U L T Y I N T E R E S T I N R E - T R A I N I N G A N D
E X P A N D E D T R A I N I N G , W H E R E F A C U L T Y R E T U R N T O E X P L O R E ³ N E X T - G E N E R A T I O N ´
T E C H N O L O G I E S L I K E W E B 2 . 0 A N DP O D C A S T I N G
Faculty Interest in ExpandedTraining
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Expanded Training - Web 2.0 in Education
y Increases user creativity and community whileconcurrently empowering user
ownership of contenty User-generated content
leading to "collectiveintelligence" that
benefits many y Collaborative in nature
and features user-generated content
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Expanded Training - Faculty Learning Outcomes
y Faculty can introducemore informationoutside the classroom
y
Faculty are able toengage hard to reachstudents
y Faculty store more
course information andresources for studentreview
11 faculty haveparticipated in level 2training in the last 2
years
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Expanded Faculty Training ± Web 2.0/Open Source
Recommended Web 2.0 toolsy VoiceThread: http://voicethread.com
VoiceThread is a new way to talk about andshare your images, documents, and videos.
y Scribblar: http://www.scribblar.com/Simple, effective online collaboration multi-user whiteboard, live audio, imagecollaboration, text-chat and more.
y Pbworks:http://pbworks.com/content/edu+overview PBworks hosts over 300,000 educational workspaces, and has helped transformteaching and learning for millions of students, parents and teachers.
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Expanded Faculty Training ± Open Source
Recommended Open Source toolsy Cam Studio: http://camstudio.org/
CamStudio is able to record all screen andaudio activity on your computer and createindustry-standard AVI video files. Using its
built-in SWF Producer can turn those AVIsinto lean, mean, bandwidth-friendly Streaming Flash videos (SWFs) .
y Windows Producer:http://www.microsoft.com/downloads/details.aspx?FamilyId=1B3C76D5-FC75-4F99-94BC-784919468E73&displaylang=enUse Microsoft Producer for Microsoft OfficePowerPoint to capture and synchronize audio, video, slides, and images, then preview andpublish a rich media presentation virtually anywhere for viewing in a Web browser.
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Educational use of audio/video filesEducational use of audio/video files
y Tutor a student
y Summarize a lesson
y Insert content
y Evaluate music/art
y Exam practicey Create ³additional
listening´
y Make oral bullet
pointsy Offer support for
disabled students
y
Set up RSS Feedy Practice
pronunciation &diction
Expanded Faculty Training ± Podcasting
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Expanded Training ± Podcasting Technology
y Audacity: http://audacity.sourceforge.net/
Free, Bb-compatible, easy-to-use,downloadable program that makesgreat quality wav & mp3 audio files
y Windows movie maker
Free, Bb-compatible video-editing &creating program that allows you toadd a commentary tracks to
powerpoint presentations, photos,and videos
y I Tunes U
Integrated with Bb
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Examples of Podcasting: video and audio
y Giulia Guarnieri
Italian
y K ate Culkin
History
y Laurel Cummins
French ± Adjectives of Nationality
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G R E A T E R F A C U L T Y W I L L I N G N E S S T O
I N C O R P O R A T E N E W T E C H N O L O G I E S I N T OT H E I R T E A C H I N G , O F T E N W I T H O U T F O R M A L
T R A I N I N G
Faculty Trying New Technologies on Their Own
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Prof. Carlos Liachovitzky: Anatomy & Physiology
y Participated in the summer 2008 faculty development program and 2010 hybrid initiative
y Developed a hybrid BIO 23 (Anatomy & Physiology I)
y Subsequently, incorporated new technologies in Bbhybrid & web-enhanced courses:
External website: http://sites.google.com/
Online course materials & study guide: http://issuu.com/
Videos: http://www.youtube.com/ Crosswords: http://www.eclipsecrossword.com/
Course materials outside Bb: http://pbworks.com/
Online office hours: http://www.scribblar.com
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C. Liachovitzky ± Google Site
http://sites.google.com/site/bio2324atbcc/
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C. Liachovitzky ± Online Study Guide
http://sites.google.com/site/bio2324atbcc/Home/bio23-course-guide-and-lab-manual/
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C. Liachovitzky ± YouTube Channel
http://www.youtube.com/user/aandpatbcc
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C. Liachovitzky ± Crosswords
http://anatomyphysiologybcc.pbworks.com/f/Chapter1+interactive+with+JavaScript.html
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Other Faculty Expanding the Use of Technology onCampus
y Jordi Getman-Eraso
E-portfolio (Digication)
y Giulia Guarnieri
Podcasting
y K enya Harris
VoiceThread
y Moronke Oshin-Martin
VoiceThread
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E X P A N D E D A P P L I C A T I O N O F T E C H N O L O G I E S
I N T O C L A S S E S W I T H M U L T I P L E S E C T I O N S O R M U L T I - C L A S S S E Q U E N C E S A N D B R O A D E R
P A R T I C I P A T I O N A M O N G N E W F A C U L T Y
F U N D E D B Y T H E T I T L E V ³ L E A R N I N G B Y D E S I G N ´ G R A N T
Adoption of Technologies by Classes with Multiple Sections
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Biology & Medical Laboratory Technology
y Goal: Improved student learning outcomes for criticalthinking and the scientific method
y Method: Incorporate more inquiry-based and activelearning activities in Anatomy & Physiology andIntroductory General Biology labs
y Technology : PowerLab hardware with LabTutor andLabAuthor software from AD Instruments
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Students Doing thePhotosynthesis LabStudents Doing thePhotosynthesis Lab
y Fall 2010
Develop & pilot new labactivities
y Spring 2011 Faculty training
Expanded implementationy Fall 2011
Full implementation
Implementation in Biology
TimelineTimeline
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Implementation in Biology
y Intro General Biology
1 lab (photosynthesis)
10 to 12 sections, ~300students
y Anatomy & Physiology I 2 labs (pulse, bp, ECG,
muscles)
22 sections, ~528 students
y Anatomy & Physiology II 1 lab (spirometry)
12 sections, ~288 students
By Fall 2011,approximately 44 class
sections with 11oo students will be using this
technology each semester
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Nursing & Allied Health
y Goal: Improved therapeuticcommunication skills andimproved clinical skills
y Method: Incorporatesimulations into the curriculumand provide opportunities forstudents to view & critique theircommunication and clinical skills
y Technology : VoiceThread,Simulation Laboratory (webcams, microphones,computers)
the whisper booth in theSim Lab
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Implementation in Nursing & Allied Health
y Participating Courses
RAD 16
NUR 41-42
PNR 12
y Activities
Self-reflection(VoiceThread)
Participation in & critique
of clinical simulationsy 120 students participate
each semester
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T H E I N T E G R A T I O N O F I N S T R U C T I O N A L
T E C H N O L O G Y T U T O R S ( S T U D E N T S T R A I N E DI N T E C H N O L O G Y , T U T O R I N G , A N D C O U R S EC O N T E N T ) I N T O F A C U L T Y T R A I N I N G F R O M
T H E B E G I N N I N G
Joint Training between Faculty & ITTs
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Instructional Technology Tutors
y The Instructional Technology Tutor (ITT) Program
Administered through OIT; coordinated by Stephen Powers
Identifies excellent students in specific content areas
Trains those students in tutoring techniques and the use of technology
y Approximately 30 students and former studentshave worked as ITTs since 2004 The ITT program grew out of an extensive history of tutors at
BCC, supported by the Perkins tutoring program andspearheaded by the Education & Reading Department
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Instructional Technology Tutors
y ITTs Support Students
Technology (Bb, e-portfolio, CUNY Portal)
Course Content
y ITTs Support Faculty Technology (Bb, Podcasts, Digital Story-telling, e-portfolios)
Instructional Design
y ITTs Support Instructional Technology
COWs, SMART board, projectors, cameras, etc.
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ITTs ± Then & Now
ITT Started Assignment
Muidah Chipman Fall 2003 Perkins Tutor, EDU 40 ³virtual tutor´ - 8 hours online
Winslow Jones Spring 2004 Perkins Tutor, EDU 12 face-to-face only
Seray Tunis-Almamy Spring 2004 Perkins Tutor, EDU 40 hybrid virtual tutor (8/4)
Suheil Fontanez Spring 2006 Department IT TA; EDU 10/12 tutor
Silvestre Sosa Spring 2006 H ybrid tutor; Summer 2006 began mentoring faculty in the use of PPt
ITT Deployment 2010-2011
EDU/RDL (Perkins) K ayla, Jonathan, Seray SOCIOLOGY/PSYCHOLOGY Musa
EDU/RDL (ITT) Ryan, Crystal, Shannon COMMUNICATION/PARALEGAL Tia
BIOLOGY Andres FRENCH/PHILOSOPH Y Jeffrey
MUSIC/ART Suhay, Tzuriel ENGLISH/HPEW Molaven
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Instructional Technology Tutors
y Incorporating ITTs into faculty training earlier has been beneficial
ITTs matched to faculty based on content/subject area
Additional aid for faculty when developing coursesÙ ITTs have evolved from Student Support to Faculty Support
Ù From Tutoring to Technology Support
Ù From Virtual or Face-2-Face to H ybrid
Establishment of working relationship prior to semester start
Earlier tutoring and technology troubleshooting available tostudents in distance learning courses
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I N T E N S I V E P E E R M E N T O R I N G H A S L E D T O A
S U P P O R T I V E E N V I R O N M E N T T H A T F O S T E R ST H E S P R E A D O F I N S T R U C T I O N A L
T E C H N O L O G Y O N C A M P U S
Conclusions
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Faculty who are mentored «
y Return for expanded training
y Try new technologies on their own
y Convince their colleagues to try new technologies
y Push for the adoption of technologies at the programand department level
y Work well with instructional technology tutors
y
K now they can ask faculty mentors for advice, even years later
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Acknowledgments
y The H ybrid Initiative from the CUNY Office of Academic Affairs
y Title V ³Learning by Design´ Grant
y Carlos Liachovitzky, Alex Wolf, Rebeca Araya, Biology & MedicalLaboratory Technology Department, BCC
y Ellen R. Hoist (MS, RN), Alnisa Shabazz (MS, RN), ReginaPanettiere (MPA, RT(R)(CT)), K enya Harris (MA, RN), PaulaGreen (MA, RN), Nursing & Allied Health Department, BCC
y K ate Culkin, Laurel Cummings, Jordi Getman-Eraso
y
The ITTs ± past & presenty Dr. Howard Wach, Director, Office of Instructional Technology,
BCC
y José Lai, Academic Technology Liaison, BCC