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Support Resources to Enhance University Teaching Dr. Ronald Zellner Texas A&M University ~ Major reforms in higher education • General teaching practices • Integration of technologies and telecommunications. •Focus on Distance ~ Three major areas •Instructional materials Design and Development •Instructional activities •Instructional support resources Development and Maintenance ~ Instructional materials production production assistance: •artists, photographers, •research assistants, •web-designers, •programmers ~ Instructional materials production Computers & Software • Word Processor Presentation, etc. • Graphics (video/scanning) • Internet access • Web-editor, Specialty (e.g. Flash) ~ Instructional materials production Training •Software operations •Graphics creation & Design •Graphics integration/utilization •Print operations & file formats •Instructional activities Classroom resources •Projector & Computer •Internet access •Web & network resources •Interactive group technologies ~Institutional responsibilities •Instructional activities Course management resources Internet-based supplements: Syllabus, Grade book, Instructional content, Communications, scheduling, •Instructional activities Background Resources Web-based resources: • Advising, communicating, • help-sessions, tutoring, • announcements, calendars, • homework delivery & feedback •Instructional activities Special Resources Streaming Audio/Video: • Archived (Server-based) • Live Classroom-based • Live Office-based Existing General Resources Local/Distant Instructional support Special concerns • Group systems require - agreement & conformity of software/hardware/staff • Individual initiatives- - Costly, redundant - Innovative - more appropriate to course Instructional support Special concerns • Some courses more suited for certain technologies: - content, activities, longevity. • Ownership of resources produced - Copyright - Where/When used Instructional support Special concerns • Research/Evaluation resources, techniques. • Redevelopment - based on research outcome - based on individual experience • Reuse - continued use of successful Examples of Support Resources Texas A&M Center for Teaching Excellence, Learning Online Team, Cognition & Instructional Technologies Laboratories Vanderbilt Learning Sciences Institute Missouri Center for Technology Innovations in Education Georgia Media Services, Computer Networking and Laboratory Services, Desktop Computer Services, The WebCT Support Team Stanford Web tools, training, and resources MIT Center for Educational Computing Initiatives, Academic Technology The Center for Teaching Excellence (CTE) strengthens the academic experience of our diverse faculty, graduate students, and undergraduate students by providing support for teaching and learning at Teaching Workshops specific teaching topics including the teaching portfolio, using writing assignments as a teaching tool, classroom assessment, and teaching, thinking and problem solving. Teaching Assistant Training and Evaluation Program (TATEP) Approximately 500 teaching assistants each year. The workshop includes general sessions about teaching followed by opportunities for students to receive peer evaluation of their teaching (i.e., microteaching). The program is in its ninth year. Graduate Teaching Academy The GTA provides graduate students an opportunity to develop as teachers while completing their graduate studies. The academy includes a series of seminars led by TAMU master teachers, a mentoring program, and a teaching portfolio development workshop. Teaching Portfolio Project consult individually with faculty members. The teaching portfolio is a complete and multi-dimensional, yet concise, communication of teaching accomplishments at any stage of an academic career; it involves a reflective process that leads to improvement of teaching. Faculty Learning Communities (FLC) University-wide professional development program emphasizing learning and teaching. Creates collaborative learning environments in which faculty first explore and broaden their understanding of learning and then investigate alternative approaches Learning Online Team - TAMU Faculty consultation & hands-on demonstrations Technical assistance Faculty Workshops & Training Topics - WebCT tools, quiz generators, instructional design • ADDIE • Beginning of the Semester Introductions for an Online Course • Checklist for Faculty Course Project • Components of Instructional Design • FAQs about Online Courses • Online Support Services for TAMU Students • Steps to Get Started to Put Your Course Online • Storyboard Example Technology Related References : WebCT • Browser-Related Issues • WebCT • WebCT Basics • Getting Started with WebCT • Communication • Welcome Page/Home Tools Page • Glossary • Syllabus/Calendar • Gradebook/Student • Content Module Management • Assignments/Student • Quizzes / Respondus • End-of-Semester Web page Creation- HTML / Visual editors/ Internet • Steps to Publishing a Web Site on the CIS Web Server at TAMU • Hot Potatoes • HTML Basics • Introduction to Web Browsers • Introduction to WYSIWYG Visual Editors • Microsoft Short-cut Keys • Search Engine Sites • Tricks and Traps: Visual Editors or "mixed bags"? • Using Netscape Composer Media - Concepts & Production Techniques • Camtasia - Screen capture • Sound Files in Web- (graphics & Movies) based • Configuring Your Browser Courses to • Support Services for Support Multimedia Video • Incorporating Video into Production and Web Pages Streaming • Introduction to Web • Technical Reference for Graphics Web Graphics • Selecting a Media Player • What are WebCams? • SnagIt • What is CollaborEdit Preparing for Distance Learning Provides you with the information you need in order to prepare for your course to go on the World Wide Web. Learn what a distance education course looks like, what makes a good distance instructor, the steps to take and the guidelines to follow in distance education. CITL Course Template is a combination of online resources that can be adapted to meet the needs of an instructor and his or her students. Sample Tools: Roster - A list of students enrolled in the course and their personal contact information that the student and instructor may update at any time. Gradebook - A list of grades for each student, accessible only by that student and the instructor. Web Board - A conferencing tool for online chats and discussions, viewing messages and adding a reply. Webliography - Two lists of links that a student compiles throughout the semester 1.Class URLs: the entire class has access to these course related links 2.Personal URLs: personal links not accessible to the rest of the class Vanderbilt- Learning Sciences Institute interdisciplinary scholars capable of addressing basic and applied learning sciences in ways that- • Create new knowledge, • Foster the development of the science of teaching, • Improve pre-K - 16 education, and • Enhance the quality of undergraduate, graduate, and faculty learning. The function is to draw upon, integrate, and Organize and conduct research on how people learn, with a special focus on how learning can be enhanced through new uses of technology and through innovative teaching practices. Three major areas of research: • Learning (fundamental issues of learning and development - learning in the content areas) • Teaching (e.g., innovative teaching practices, innovative models of professional development, understanding people,preparing future teachers for the 21st century) • To conduct research to reform teaching and learning methods through innovative applications of technology. • These technologies are created with the purpose of supporting people's learning through active and enthusiastic engagement Media Services •Media services provide the college with a variety of print and non-print services (photocopying, faxing, A/V equipment checkout, binding, lamination, etc). • provides the COE with video production and editing assistance, and produces Computer Networking and Laboratory Services • supports the college's technology needs through a network systems group, a programming group, and field services technicians. • provides information technology design and implementation to support the administrative, instructional, research, outreach, and special projects. • provides the College's faculty, staff, and students with server-based resources, college-wide Desktop Computer Services • operate a computer help desk and provide personal workstation support for the College. • maintains licenses for frequently used software • provides system set-up, and troubleshoots both hardware and software problems. • consults with faculty, students, and staff The WebCT Support Team • methods to provide just-in-time WebCT training via the Web. • basic step-by-step instructions on how to perform some common tasks within WebCT and tips for using other tools like PowerPoint, as well as a series of Web - based QuickTime and Real Player Web tools, training, and resource Basic and advanced Web classes for faculty, staff, and students. • Resources for Web developers Graphics, tools, scripts, and other resources • Making your Web pages searchable insure your pages are found in Stanford Search. • Web info links Stanford and non-Stanford links to general information about the Web, standards, security, Advice for Faculty & Staff New employee training options To help you learn basic Forsythe mainframe computer skills. Center for Teaching and Learning (CTL) assist instructors with any technology to promote teaching or learning. Academic Technology Laboratory provides faculty with workstations & technical consultation for the planning and construction of computer-based materials for teaching and research. Expert Partner Program organizes and informs local experts so they can help people more effectively. Academic Technology Specialists Program computer consultants are placed directly into certain campus departments, Faculty get on-site training and advice. Academic Technology Lab • Supports faculty use of computer and multimedia systems to improve teaching and learning. • Faculty and their assistants can create instructional materials - interactive presentations, videos and web sites. • Faculty can also receive help integrating technology tools into their courses such as web-based forums, listservs and online learning management systems such as CourseWork. CAES: Technology-Enabled Learning at MIT •The main MIT facility for support of, and research in, technology-facilitated education. •the main source of MIT continuing professional education, often via distance learning. •design and conduct significant experiments in technology-enabled learning, create and distribute MIT educational offerings worldwide, and CAES stays on the leading edge of technology-facilitated education by exploring emerging technologies primarily through - the Center for Educational Computing Initiatives (CECI) - as well as partnerships with Institute colleagues. -Current Projects Technology Enabled Active Learning Bringing History Home Project I-Campus Virtual Screening Room Physics Interactive Video Tutor Jewish Women's Archive Shakespeare Electronic Archive Database Visualization in 3D Masters' Voices™ Operacion Futuro Access to PIVoT CharacterMaker • VideoProductions: resource for videotaping and editing for: Classroom, lab, and studio demonstrations Courses, lectures, and symposia Computer animation, simulation, and digitization Recording of special MIT events • Web Development Educational Media Creation Center (EMCC) - fee-based production and service unit for assistance in designing, creating and supporting web-based educational environments. Helps clients develop and execute educational initiatives such as: - creating maintaining and assessing web-based teaching materials Faculty Support: •Start with tools for everyday productivity. •Convert existing traditional materials. •Transform materials Classic Needs Assessment situation.
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