Goal: To employ instructional technology to facilitate and enhance teaching and active learning for instructors and students.
Active learning: “instructional activities involving students in doing things and thinking about what they are doing.” (Charles Bonwell, http://www.ntlf.com/html/lib/bib/91-9dig.htm)
Instructional technologies consist of Blackboard and/or other software currently available at UNCG or easily procurable and employable during this academic year.
- Year: 2003-2004
- Innovation: instructional technology
- Outcomes Required: quantitative + qualitative
- Effort Required: substantive but not daunting
- Compensation: $500. for professional expenses
School of Health and Human Performance
Professional, Clinical, Performing Arts
- Communications Sciences Disorders
- Exercise and Sport Science
- Public Health Education
- Recreation, Parks, and Tourism
- 61 Candidate faculty
- 32 Faculty participating to date
- (20 More faculty have received instructional technology support)
- 98% used Bb 1 or more semesters
- 90-98% posted content, syllabus, posted announcements, assignments
- 44% used discussion (18 faculty; at most there were 20 faculty using discussions at that pt)
- 37% used gradebook
- 32% used quiz/survey
Reported biggest learning challenges for students
- Challenging content
- Grasping concepts
- Critical thinking
- Problem solving
- Not prepared for what is required in the course
- Working in groups
- Time management
Teaching techniques you’d like to explore
- Active Learning: Case based learning/Problem-based learning/Cooperative Learning
- Student writing
- Student research
- Blackboard online small group work/discussions
- Other Blackboard tools / Moving course components online
- Teaching totally online
- 14 Discussions, chat, MOO
- 10 Diverse means of content presentation – narrated PPT, video, etc
- 2 Assessment (one course; one program)
- 2 Blackboard organizations
- 3 other (internship database; online course; automating student technique feedback sheets in DCE)
Class ProfileClass Size - range: 4-150 students; average: 28.5 students
Graduate/Undergraduate Classes - even split; 4 classes had both.
- Faculty who completed projects last semester are using technology this semester.
- Many more faculty members are aware of the instructional technology options.
- 10 proposals this semester are direct result of exposure to a peer faculty project.
- 6 faculty members have future plans based on what they’ve seen.
- 25% increase in use of discussions
- 16-17% increase in use of multimedia for content presentation.
Student Surveys, Faculty Reflections on Outcomes Document
- Faculty member felt more satisfied with the teaching experience.
- Students felt learning opportunities were more convenient.
- Students felt they learned more – particularly from their peers.
- Faculty felt students exhibited deeper learning.
What Makes a Difference?
- Enthusiastic, hard-working faculty
- Pent up need - ideas were often already there
- Open to instructional technology innovation
- Strong support from the dean
- $$ compensation
- High quality campus support from Blackboard administrator and colleagues
- Focus on pedagogically driven solutions
- Realistic amount of effort required for faculty
- Cracker barrel event (with food!) each semester for faculty
Instructional Technology Support
- Full time support in the building
- Just-in-time response to faculty requests
- Support in classroom for implementation of projects
- Judicious use of broadcast email updates on the program and participants
- Encourage pedagogical research and publication.
- Two instructors have IRB approval and are researching their innovations.
- Support from the Interdisciplinary Center for E-Learning.
- New associate dean – expect goal-setting discussions.
- In the meantime, concentrating on dissemination – expect to do much more video and looking into Quandary (action maze creation software) to create tutorials, self-practice, cases.