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Program/Unit Description
Kaua`i Community College (KCC) Instructional Technology (KCCIT) is an non-
budgeted unit of academic support staffed half-time by one person. KCCIT provides
research, recommendations, training and support to faculty and students on hardware and
software deployment, and usage necessary to integrate technology intensive instruction
into courses at KCC, and provide support services and coverage for the Learning Center
(LC). The KCCIT office is located in the LC.

Mission: To enhance the use of educational technology and provide learning
opportunities to acquire the skill sets necessary to effectively use educational technology.

Program/Unit Goals

1. Access – Enhance faculty and student access to educational technology – hardware
   and software.
2. Learning and Teaching – Provide learning opportunities for faculty and student
   acquisition of the technological skill sets needed in higher education and the

These KCCIT goals to provide access to educational technology and providing learning
and teaching opportunities for the acquisition of the technological skill sets are consistent
and support the broader college goals “to provide open access to educational excellence
for a diverse student population”, and “to promote excellence in learning and in teaching
for transfer, career/technical, remedial/developmental education and lifelong learning.”

Program/Unit Objectives
A. To research, recommend, and deploy software to create, distribute, and receive
technology mediated instructional content and make it accessible to faculty.

B. To research, recommend, and deploy hardware to create, distribute, and receive
technology mediated instructional content, and make it accessible to students.

C. To provide consultation to faculty and students in the development and/or use of
instructional technology.

Program Review Criteria Prompt:
1) Describe successes and challenges of enhancing faculty and student access to
educational technology – hardware and software. (1.1.1, 2.5, 2.7, 2.8.1)

                                          Page #1
The challenges for KCCIT were articulated in the January 17, 2003, Accrediting
Commission for Community and Junior Colleges Western Association of Schools and
Colleges (ACCJC-WASCC) visit and progress report which stated,
       “The college has not crafted a clear technology plan which outlines the intent to
       provide services, training or anticipation of future needs.”
Furthermore, the report found,
       “pockets of technology and training efforts which tend towards duplication.”
The report continued,
       “Still missing is a more comprehensive plan and commitment by the college to
       provide a logical framework for technical support and training and anticipates
       future needs in these areas.”
The report concluded KCC lacked,
       “a comprehensive plan and commitment.”
 These unresolved issues cited in the ACCJC-WASCC report is an ongoing inhibition to
instructor participation.
Another challenge to instructor participation is that KCC faculty have full workloads and
are expected to integrate technology into their courses as part of that workload. Lecturers
are expected to do the same. The majority of both are engaged in traditional face-to-face
classroom instruction. Although release time to integrate technology into the curriculum
is available on a limited basis, typical administrative expectations are that faculty will
integrate technology intensive instruction into their courses and acquire the necessary
skill sets to do so as part of their job, or on their own time.

This instructor lack of time and incentive is not just a problem at KCC, but was
recognized as “most relevant” in the March 3, 2003, Draft of University of Hawai'i
Distance and Distributed Action Plan (M3D-UHDDAP) (see Appendix: M3D-
UHDDAP) which recommended we:

      “Resolve issues that create barriers to faculty participation in distance and
      technology-enhanced learning, including intellectual property, workload, financial
      incentives for participation in entrepreneurial programs, and recognition in tenure
      and promotion processes.”
The M3D-UHDDAP also recommended a:

            “Mainstream institutional response to distance learning and ensure that all
            professional development and support for technology-enhanced teaching,
            learning, and student services are integrated to benefit campus-based
            instruction as well as distance learning.”

                                         Page #2
SUMMARY OF MAJOR CHALLENGES: The 1) lack of commitment, 2) the lack of a
clear technology plan, 3) the lack of instructor time, and 4) the lack of incentives for
instructor participation are the four major challenges faced by KCCIT. Many of the
solutions to the above four challenges are largely beyond the immediate control of
KCCIT and are in the process of being addressed at the UH system and KCC campus

On the KCC campus level an Information Technology Task Force (ITTF) was formed
and produced the Information Technology Strategic Plan (ITSP) (see Appendix: ITSP)
which was accepted by th College Council “in concept.” The KCC Instructional
Technologist volunteered to serve on the ITTF, but was not selected and had minimal
input into the ITSP with the exception of the
         “Learning Enhancement Initiative LEI Aloha Technology Intensive Progress
           Report” which was distributed to all members of ITTF and KCC
           administration (see Appendix: LEI Aloha) and
         Comments and analysis of the ITSP, which was distributed to KCC
           Administration (see Appendix: ITSP Comments).

An Information Technology Advisory Committee (ITAC) was formed in October 2004
and charged to “prepare a prioritized implementation plan and schedule covering the
next two years with priorities for succeeding years which [is] realistic and doable.” The
Instructional Technologist volunteered for and was selected to serve on ITAC and is an
active member of that committee which to date has issued two progress reports to the
College Council (see Appendix: ITAC Reports).

Enhancing faculty and student access to educational technology without a plan is
challenging to say the least, but not impossible. Since no KCC technology plan existed,
KCCIT relied upon the Kaua„i Community College Strategic Plan, 2003-2010 (KCCSP)
action item to accomplish the KCC mission.
That action item states,
       “Our mission is accomplished through:
       Creative synergies of curriculum and programs that maximize the use of
       technology for global reach and adaptability to change.” (KCCSP, page 4)

                                         Page #3
 KCCIT used the KCCSP, the ACCJC-WASCC report, the M3D-UHDDAP, and the
University of Hawaii Board of Regents Executive Policy E5.204 for guidance (see
Appendix: E5.204). Also during the past two years the Instructional Technologist was
tasked with implementation of a federally funded grant to integrate technology into the
curriculum called the “LEI Aloha Technology Intensive Initiative” (LEI Aloha TI) . The
LEI Aloha TI mission was to:
        “integrate technology intensive instruction into courses at all University of
        Hawai'i (UH) campuses, in all subject areas”
 Since the Lei Aloha TI initiative mission was congruent with KCCSP, M3D-UHDDAP,
ACCJC-WASCC, and E5.204 it allowed much needed progress to be made. The LEI
Aloha TI initiative allowed 50% of the Instructional Technologist time to be devoted to
instructional technology, and provided funds to purchase the hardware and software for
the production and presentation of technology intensive instruction in the classroom as
well as through distributed learning environments. The Instructional Technologist relied
on the LEI Aloha TI mission statement, University of Hawai`i Executive Policy E5.204,
and M3D-UHDDAP for guidance developed and implemented an action plan to enhance
faculty and student access to educational technology both hardware and software by:
       purchasing hardware (digital projectors, scanners, hard disks, digital video and
        still cameras, microphone headsets, etc.) which augmented existing hardware in
        the Learning Center, Computer Resource Center, and Microfiche Labs and allows
        production and acquisition of multimedia artifacts by faculty and students alike.
        (see Appendix: Hardware)
       All computers in the LC, CRC, writing lab, microfiche lab, and faculty offices (of
        faculty that have requested them) have received supplemental hardware and
        software upgrades to both produce and receive multi-mediated educational
        content. (see Appendix: Hardware, Software, and FOSS)

       Purchasing two 150 gigabyte high speed computer drives allowing Computer
        Services to upgrade the network capabilities to deliver streaming media.
       Deploying hardware, management, and open source software in support of the LC
        (see Appendix: Hardware, Software, and LC)
Program Review Criteria Prompt:

2) Describe successes and challenges provide learning opportunities for faculty and student
acquisition of the technological skill sets needed in higher education and the workforce. (2.1.2,
2.5.3, 2.7.1, 2.7.3, 2.8.1)

The challenges to provide learning opportunities for faculty and students are the same four
challenges cited above. (see page #2)

The Instructional Technologist has adopted a one-on-one, incremental, collaborative, project
based approach which provide immediate solutions to faculty identified needs. A production

                                             Page #4
process and time frame was developed based upon the faculty members current skill sets; the time
needed to acquire new skill sets; and the hardware and the software needed to produce the
technology intensive artifacts to be integrated into instruction.

   During the last 2 years the Instructional Technologist has worked with 46 faculty members on
    projects that are as complex as developing a statewide on-line course in news writing to tasks
    as routine as entering student grades in Banner (see Appendix: Faculty).

   The Instructional Technologist has also developed a variety of computer mediated learning
    resources for students and faculty alike (see Appendix: Tutorials and FOSS), assisted
    students and faculty one on one in the learning center (see Appendix: LC) and computer
    labs, and given faculty requested classroom presentations on software usage.

   IT has researched, deployed, and as needed developed tutorials or identified online resources
    to provide learning opportunities for the acquisition of technological skill sets for faculty and
    students (see Appendix: Tutorials and FOSS)

   IT has provided consultation to faculty and students in the development and/or use of
    instructional technology. (see Appendix: Faculty)

   An assessment and remediation instrument has been developed to assess baseline
    computer competencies. It is awaiting adoption. (see Appendix: FOSS)

   An information technology help desk/center was created and implemented in 2003
    2004. It is located in the LC and has two high end workstations (both Windows and
    MacIntosh platforms) and other equipment available for faculty use and checkout.
    The online Help Desk includes ad hoc peer-to-peer network(s), on demand audio chat
    and remote computer assistance available to faculty and administration. (see
    Appendix: Hardware, Software, Tutorials, and Faculty)

   A system wide “technology Intensive (TI) course designation has been defined,
    articulated and proposed by LEI Aloha and awaits adoption. (see Appendix: LEI

   Researched and deployed remote computing software allowing faculty to access their
    office computers through the intranet. This allows faculty to project computer
    mediated educational content in the classroom as an adjunct to instruction, or
    broadcast this educational content to student computer screens in a computer lab
    environment. The audio of the instructor's lecture and the mediated educational
    content used during the instructor's presentation can be captured as audio visual
    streams for asynchronous delivery on the web. (see Appendix: FOSS and Software)

   Researched and deploying free software, open source software, and commercial
    software which have minimal learning curve requirements.(see Appendix: Software
    and FOSS)

                                               Page #5
   Establishing mentoring, equipment check out, and production process time-line
    schedules which avoids duplication, but makes hardware and software available to
    students and faculty on an as-needed-just-in-time project by project basis.(see
    Appendix: Hardware and Software)

   Researched, deployed, and administered a computer supported collaborative learning
    environment allowing faculty and students to create and access computer mediated
    resources. This web based environment is being used by instructors as an adjunct to
    face to face and distance education courses. (see Appendix: Software and FOSS)

   Researched, complied and produced, and a free and open source software toolkit, and made it
    available to faculty and students. This FOSS Tool Kit CD contains a suite of software
    programs allowing access to and production of multi mediated technology intensive
    assignments. (see Appendix: FOSS)

                                            Page #6
Analysis and Action Plan

    1. Instructional Technology has provided access to technology and learning
       opportunities while anticipating future needs.

    2. Instructional Technology has worked to integrate standardized hardware and
       software campus wide, developed training modules, provided faculty and student
       consultations, and training resources for faculty and students.

    3. Still missing is a “clear technology plan which outlines the intent to provide
       services, training or anticipation of future needs.”

The successes of Instructional Technology can be accelerated by:

    1. Adopting and committing to a clear technology plan.
    2. Funding for the purchase, maintenance, and upgrades of in-place standardized
       presentation technology in all classrooms
    3. Providing release time and other incentives to faculty willing to acquire the skill
       sets necessary to develop the necessary skill sets required technology intensive
    4. Allowing the Instructional Technologist to function as a full time instructional
       technologist to coordinate technology intensive activities.

Action Plan and Time Frame

    1. Work with ITAC to develop a clear technology plan (ongoing)

    2. Keep abreast of mediated educational content production techniques (Sabbatical)

    3. Produce mediated tutorials as identified by the Instructional Technologist, and
       input from ITAC (Sabbatical)

    4. Continue to provide access to technology and learning opportunities to acquire
       technological skill sets needed by faculty and students as time and funding permit.


                                         Page #7

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