Post on 31-Dec-2015
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CHARLES ALSTON, LAURA BROUGHTON, JOSE LAI, STEPHEN
POWERS, & ALBERT ROBINSON
BRONX COMMUNITY COLLEGE
NERCOMP MARCH 13 , 2012
BUILDING TEACHING WITH TECHNOLOGY: STRUCTURE &
INFRASTRUCTURE
Bronx Community College
Approximately 11,000 students Predominantly low-income and minority Most require remedial coursework in math, reading,
and writingAging campus
Limited accessibility Insufficient electrical capacity Insufficient networking capabilities
In 2005: In 2011:
Few courses offered online
Few courses made available in Bb LMS
No technologically-equipped classrooms
Minimal faculty development for online teaching
No online student support services
44 courses offered online
½ courses made available in Bb LMS
35 (+8) technologically-equipped classrooms
Faculty development through OIT
Ongoing collaborative effort among scheduling, registrar, IT, bursar’s
How the Campus Has Changed
PARTICIPATING IN THE FACULTY DEVELOPMENT PROGRAM IS REQUIRED FOR ANY INSTRUCTOR INTENDING TO
TEACH A DISTANCE-LEARNING COURSE
The Faculty Development Program
Same Model
2010 -2011
2008Same Model
2006
2005• A New
Model
2007Change Model
2009Third Model
Level 1 training for new usersLevel 2 training for returning
usersWeb 2.0 applications and
podcasting /video castingFaculty Outcomes
Used same model Faculty Showcase
Used same model Trained Student Tutors (ITT’s)
Intensive week-long sessionFollow-up semester with four
meetings Peer
Mentoring
Two day intensive trainingFollow-up semester with
four meetings Peer Mentoring
Level 1 training for new usersLevel 2 training for returning
usersWeb 2.0 applications and
podcasting /video casting
Office of Instructional Technology TIMELINE
Faculty Development
Summer Workshops, first week of June Two/Three day Bb intensive taught by experienced Bb
instructors who are the semester mentors Two day Web 2.0 tools workshop taught by Bb Admins
and faculty practitioners Ongoing mentoring throughout the summer
Previous Model - Fall development, Spring “Live”
New Model - Fall semester Hybrid (25% - 75% online) with mentoring Blended (50/50) with mentoring Course materials must be completed by July 31st
Since 2006: Fall 2010:
92 faculty have been trained in online course development 2011 – 4 + 16 2010 – 11+12 2009 – 11 2008 – 14 2007 – 12 2006 – 12
36 faculty teaching distance-learning courses
48 distance-learning courses scheduled
About 1/3 of Bb courses at BCC taught as web-enhanced
The Numbers . . .
MENTORING PLAYS A CENTRAL ROLE IN FACULTY DEVELOPMENT AND ONLINE
COURSE DELIVERY
Peer Mentoring Is Essential to Faculty Development at
BCC
The BCC Mentors…
Laura Broughton – completed two summer workshops and was invited to join OIT Mentoring Program
Giulia Guarnieri – completed one summer workshop and was invited to join OIT mentoring program, lead developer of the podcasting program
Moronke Oshin-Martin – completed one summer workshop and was invited to join OIT mentoring program and podcasting program
What do Mentors do?
Mentors teacho Summer workshops and one-on-one meetings
Mentors modelo Summer workshops & Fall meetings
Mentors support faculty and students Help with student orientation in first classes of the
semester Online delivery
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.Mentors connect with OIT and IT
Mentoring as a Catalyst for Innovation
Common challenges for faculty development: Recruiting new faculty to use instructional technology Joining together “islands of innovation” so that
technology use is pervasive rather than isolated Maintenance of instructional technology
BCC’s focus on intensive mentoring has led to a supportive 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
FACULTY INTEREST IN RE -TRAINING AND EXPANDED TRAINING, WHERE FACULTY
RETURN TO EXPLORE “NEXT-GENERATION” TECHNOLOGIES LIKE WEB 2 .0 AND
PODCASTING
Faculty Interest in Expanded Training
Increases user creativity and community while concurrently empowering user ownership of content
User-generated content leading to "collective intelligence" that benefits many
Collaborative in nature and features user-generated content What is Web 2.0
Expanded Training - Web 2.0 in Education
Expanded Training - Faculty Learning Outcomes
Faculty can introduce more information outside the classroom
Faculty are able to engage hard to reach students
Faculty store more course information and resources for student review
27 faculty have participated in level 2 training in the last 3
years
Expanded Faculty Training – Web 2.0/Open Source
Recommended Web 2.0 toolsVoiceThread: http://voicethread.com
VoiceThread is a new way to talk about and share your images, documents, and videos.
Scribblar: http://www.scribblar.com/ Simple, effective online collaboration multi-user whiteboard, live audio, image collaboration, text-chat and more.
Pbworks: http://pbworks.com/content/edu+overview PBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers.
Expanded Faculty Training – Open Source
Recommended Open Source tools Cam Studio: http://camstudio.org/
CamStudio is able to record all screen and audio activity on your computer and create industry-standard AVI video files. Using its built-in SWF Producer can turn those AVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs) .
Windows Producer: http://www.microsoft.com/downloads/details.aspx?FamilyId=1B3C76D5-FC75-4F99-94BC-784919468E73&displaylang=en
Use Microsoft Producer for Microsoft Office PowerPoint to capture and synchronize audio, video, slides, and images, then preview and publish a rich media presentation virtually anywhere for viewing in a Web browser.
Expanded Training – Podcasting Technology
Audacity: http://audacity.sourceforge.net/
Free, Bb-compatible, easy-to-use, downloadable program that makes great quality wav & mp3 audio files
Windows movie maker Free, Bb-compatible video-
editing & creating program that allows you to add a commentary tracks to powerpoint presentations, photos, and videos
I Tunes U Integrated with Bb
GREATER FACULTY WILLINGNESS TO INCORPORATE NEW TECHNOLOGIES INTO
THEIR TEACHING, OFTEN WITHOUT FORMAL TRAINING
Faculty Trying New Technologies on Their Own
Prof. Carlos Liachovitzky: Anatomy & Physiology
Participated in the summer 2008 faculty development program and 2010 hybrid initiative
Developed a hybrid BIO 23 (Anatomy & Physiology I)
Subsequently, incorporated new technologies in Bb hybrid & 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
C. Liachovitzky – Google Site
http://sites.google.com/site/bio2324atbcc/
C. Liachovitzky – Online Study Guide
http://sites.google.com/site/bio2324atbcc/Home/bio23-course-guide-and-lab-manual/
C. Liachovitzky – YouTube Channel
http://www.youtube.com/user/aandpatbcc
C. Liachovitzky – Crosswords
http://anatomyphysiologybcc.pbworks.com/f/Chapter1+interactive+with+JavaScript.html
Other Faculty Expanding the Use of Technology on Campus
Jordi Getman-Eraso E-portfolio (Digication)
Giulia Guarnieri Podcasting
Kenya Harris VoiceThread
Moronke Oshin-Martin VoiceThread
EXPANDED APPLICATION OF TECHNOLOGIES INTO CLASSES WITH
MULTIPLE SECTIONS OR MULTI-CLASS SEQUENCES AND BROADER
PARTICIPATION AMONG NEW FACULTY
FUNDED BY THE TITLE V “LEARNING BY DESIGN” GRANT
Adoption of Technologies by Classes with Multiple
Sections
Biology & Medical Laboratory Technology
Goal: Improved student learning outcomes for critical thinking and the scientific method
Method: Incorporate more inquiry-based and active learning activities in Anatomy & Physiology and Introductory General Biology labs
Technology: PowerLab hardware with LabTutor and LabAuthor software from AD Instruments
Implementation in Biology
Intro General Biology 1 lab (photosynthesis) 10 to 12 sections,
~300 studentsAnatomy &
Physiology I 2 labs (pulse, bp, ECG,
muscles) 22 sections, ~528
studentsAnatomy &
Physiology II 1 lab (spirometry) 12 sections, ~288
students
By Fall 2012, fully implemented in
Anatomy & Physiology I, partially
implemented in General Biology and
A&P II.
Nursing & Allied Health
Goal: Improved therapeutic communication skills and improved clinical skills
Method: Incorporate simulations into the curriculum and provide opportunities for students to view & critique their communication and clinical skills
Technology: VoiceThread, Simulation Laboratory (webcams, microphones, computers)
the whisper booth in the Sim Lab
Implementation in Nursing & Allied Health
Participating Courses RAD 16 NUR 41-42 PNR 12
Activities Self-reflection
(VoiceThread) Participation in &
critique of clinical simulations
120 students participate each semester
THE INTEGRATION OF INSTRUCTIONAL TECHNOLOGY TUTORS (STUDENTS
TRAINED IN TECHNOLOGY, TUTORING, AND COURSE CONTENT) INTO FACULTY
TRAINING FROM THE BEGINNING
Joint Training between Faculty & ITTs
Instructional Technology Tutors
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 technologyApproximately 35 students and former
students have worked as ITTs since 2004 The ITT program grew out of an extensive history of
tutors at BCC, supported by the Perkins tutoring program and spearheaded by the Education & Reading Department
Instructional Technology Tutors
ITTs Support Students Technology (Bb, e-portfolio, CUNY Portal) Course Content
ITTs Support Faculty Technology (Bb, Podcasts, Digital Story-telling, e-
portfolios) Instructional Design
ITTs Support Instructional Technology COWs, SMART board, projectors, cameras, etc.
ITTs Evolved into Mentors (FYS and SAP) See the Presentation at 2:00, later today, Room 551 Crystal Lopez and Jeffrey Cruz
ITTs – Then & Now
ITT Started Assignment
Muidah Chipman Fall 2003 Perkins Tutor, EDU 40 “virtual 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
Hybrid tutor; Summer 2006 began mentoring faculty in the use of PPtITT Deployment 2010-2011
EDU/RDL (Perkins)
Kayla, Jonathan, Seray
SOCIOLOGY/PSYCHOLOGY Musa
EDU/RDL (ITT) Ryan, Crystal, Shannon
COMMUNICATION/PARALEGAL
Tia
BIOLOGY Andres FRENCH/PHILOSOPHY Jeffrey
MUSIC/ART Suhay, Tzuriel ENGLISH/HPEW Molaven
ITTs Now
ITT Deployment 2011-2012
EDU/RDL (Perkins)
Delvin, Oswald, Seray SOCIOLOGY/PSYCHOLOGY
Musa
EDU/RDL (ITT) Ryan, Shannon, Jose, Tia
COMMUNICATION
Fernando, PedroArlene, Darlene
BIOLOGY Andres FRENCH Amadou
MUSIC/ART Tzuriel, Carlos, Franklin
ENGLISH/HPEW Sung Ryen
ITT/Mentor Deployment Sage Hall 2011-12
First Year Seminar Yvonne, Ina, Francisco
E-Portfolio Richard, Crystal R.
Satisfactory Academic Progress
Crystal L., Jeffrey, Jeremy
General Maoly, Molaven,
Instructional Technology Tutors
Incorporating ITTs into faculty training earlier has been beneficial ITTs matched to faculty based on content/subject area Additional aid for faculty when developing courses
ITTs have evolved from Student Support to Faculty Support
From Tutoring to Technology Support From Virtual or Face-2-Face to Hybrid
Establishment of working relationship prior to semester start
Earlier tutoring and technology troubleshooting available to students in distance learning courses
IN SPITE OF AGING INFRASTRUCTURE, BRONX COMMUNITY COLLEGE HAS
SUCCESSFULLY IMPLEMENTED A STRONG FACULTY DEVELOPMENT PROGRAM AND
IMPROVED THE AVAILABILITY OF TECHNOLOGY ON CAMPUS
Conclusions
Faculty who are mentored …
Return for expanded trainingTry new technologies on their ownConvince their colleagues to try new
technologiesPush for the adoption of technologies at the
program and department levelWork well with instructional technology
tutorsKnow they can ask faculty mentors for
advice, even years later
The Future
Merging the Office of Instructional Technology with the Center for Teaching Excellence
Development of an online degree programIncrease breadth and scope of ITTsA concerted joint effort to improve online
student services (ODAC)
CHARLES ALSTON CHARLES.ALSTON@B CC.CUNY.EDU
LAURA BROUGHTONLAURA.BROUGHTON@B CC.CUNY.EDU
JOSE LAI JOSE .LAI@B CC.CUNY.EDU
STEPHEN POWERS STEPHEN.POWERS@B CC.CUNY.EDU
ALBERT ROBINSON ALBERT.ROBINSON@B CC.CUNY.EDU
The Presenters
Acknowledgments
Dr. Howard Wach, founding Director of the Office of Instructional Technology and current interim Vice-President of Academic Affairs @ BCC
The Hybrid Initiative from the CUNY Office of Academic Affairs
Title V “Learning by Design” GrantCarlos Liachovitzky, Alex Wolf, Rebeca Araya, Biology &
Medical Laboratory Technology Department, BCCEllen R. Hoist (MS, RN), Alnisa Shabazz (MS, RN),
Regina Panettiere (MPA, RT(R)(CT)), Kenya Harris (MA, RN), Paula Green (MA, RN), Nursing & Allied Health Department, BCC
Kate Culkin, Laurel Cummings, Jordi Getman-ErasoThe ITTs – past & present José Lai, Academic Technology Liaison, BCC