Notes for Session A
Strategies for TLT Support of Faculty and Peer-to-Peer Transfer of Technology
Wednesday, May 23, 2001
Breakout Session A
Copyright use and ownership policy of the University of North Carolina-Adopted by the Board of Governors 11/10/2000
What is them?
Who are they?
Who are you?
Support titles- you do not know what we do.
Confusion on where to go and what people need to know
Reactive/just in time to provide services
Staff does not know how to get the right answers
Customer service and support for all
Student/faculty/staff--different objectives- tech tools are the end use tools properly, faculty less hassle use less easy-student how will it work wanting more knowledge
What is the common factor between the three, faculty, staff and student?
Where are we together?
Let them know we are at the same level and let them know we are to be glue together
Do workshops work?
Offer alternative-workshops, websites, hands on works shops-short, focused and direct
Theoretical/philosophical one (which does not attract enough people
Difference between the ITC doing things for the faculty, vs teaching to do things
How do you deal with faculty who are scared, under stress, inexperienced, told to use technology
Faculty barriers, motivations
Run seminars to help learn technology
What makes it work is the horizontal comparisons understanding that working together works
How do pedagogy and technology get together in the support?
Evaluate course systems to what will work for your group
Distance Education(requires everything digital) vs. digitally enhanced traditional instruction
Should a faculty member have to take an online course before teaching one? Can use(UNC-C)short on line course as a initial part of training faculty. May produce a short: which will interact and do some monitoring and mutual support.
Library may develop a better communication with faculty, make appointments to show using of technology in using library, training support, data bases, public relationships and what the library can do for you. Informing the faculty of what can be offered to them.
Need of administrative support in offering courses, scheduling according to faculty needs
“Lessons in a bottle” easy information on using areas of technology, support lessons
Faculty incentive: carrot vs. stick- but campus priorities may divert effort to other areas
NCCCS Virtual Learning Community-Faculty to provide incentives “support team” on line courses. Done by presidents, lead to a great increase in course development. Courses belong to the system not the individual, this is according to the NCCCS IP Policy.
UNC system wide IP policy-also needs specific implementation at each campus-more provision for faculty ownership
Incentives, stipends-with part or all contingent on online and hands on courses-sometimes the stipend is used to get campus ownership, hardware(laptops),for faculty who get” invested” in getting training and using the technology
ASU provides a series of 8 workshops for faculty-culminating in a meeting with the faculty showing off what they have accomplished including pedagogy. Works start off with pedagogy and including technology, with 3 being WebCT use emphasizing good pedagogical practices
Break: Brainstorming-Issues to list and describe- discussion
Tomorrow- Best practices to help on these issues
Generate ideas from all campuses
Faculty do not realize that they have a need for improved skills in technology, find ways to encourage the need for them to improve their skills
Issues and concerns:
Incentives-hardware, financial, cooperation between ITC and faculty, continual support, different types of support (just in time(answers right away, immediate needs), help desk, more time reacting to a faculty member, JIT support,
Effective types of support- “house calls” cost to campus, is there administrative support for financing
Effective media support
Should there be central support for new services( comparable to old centralized slide processing) scanning
More support, replacing equipment, upgrading equipment,(renewing every 4 years, assessments of productivity), hardware and software
Faculty- roles and rewards- Promotions and Tenure- may not be looked on positively by the senior faculty who vote on P & T
Workload- hard to for faculty to foresee how much work a task will involve
Who is responsibility is pedagogy? Need both ITC and faculty to be thinking!
Student demand- for web enhancement, want speed, convenience and NOW, pizzazz
“ Any information on the web which doesn’t help me is worthless”
Who to call to get help- better PR- big problem! Will a call be answered by a “live” person, who is sympathetic, and who can connect to a person who knows the answer.
Should student be allowed to participate in the program?
Teaching assistance- train to be consultants
Different modes of delivery- on line, computer based tutorial, one on one, project oriented, Application oriented training vs. project oriented
Legal issues- see UNC IP Policy-ADA issues
Handheld-designing pages so they can be used on a PDA
Should campus specify what computers/software to be used by everyone?