For Immediate Release
Innovative Instructional Technology Projects Designed by Collaborative Teams of Faculty and Students
Phoenix, AZ - November 15, 1996 - Studio 1151 (NASDAQ:ST51), a new, but highly respected Instructional Multimedia Production Consortium, announced today its first two premiere products, developed under the guidance of an innovative development process. At the League for Innovation 1996 Conference on Information Technology, Vice President of Development Alan Levine <email@example.com> and Executive Project Coordinator Karen McNally <firstname.lastname@example.org> discussed the Studio's radical approach that stressed the up-front design process. Production teams from Scottsdale Community College and South Mountain Community College demonstrated and discussed their respective projects, Negative Reinforcement University and A Web of Labyrinths.
Studio 1151 is a pilot project, devised by the Ocotillo Authoring Group at the Maricopa Community Colleges. For one semester's time, a faculty member and 2-5 students work as a media production team to design, develop, and premiere an instructional technology project. The "team" reports to the "Studio", which is actually the Maricopa Center for Learning and Instruction.
The teams used an on-line Studio Guidebook which contains specific planning documents, forms and support information for their project. Each week, the teams electronically submitted a journal report that has one statement as a press release.
The goal of this project was for students and faculty to engage in a non-traditional environment to produce a viable instructional technology product. Behind all the Studio metaphors are the critical elements of instructional design necessary for effective use of technology.
Bernie Combs, Derek Cline, Ted Jones, David Luce, and Lynda Takeda
Scottsdale Community College
While the initial brainstorming of the Scottsdale team produced many ideas, the group reached consensus that one of the most difficult concepts to teach and to learn in psychology is negative reinforcement. Their proposal was to create an environment where the user can experience negative reinforcement via simulation and video examples.
The Studio 1151 pilot project afforded me an opportunity to work closely with a few "hand picked" students; a joy compared to the large lecture hall format. Since we shared a common goal and were equal partners in the realization of that goal, student motivation and performance were very high. Our particular project began with the identification of several content areas in my Introduction to Psychology class that students found difficult to learn. After selecting one (negative reinforcement), the students generated three effective teaching/learning environments that could be modeled on the computer. Student input on difficult content and ways to teach it was invaluable. The end product is a computer program that teaches negative reinforcement in three ways: simulation, guided examples, and concept formation testing. The program can be used as a stand-alone computer lab exercise or an in-class teaching tool. It also can be a distance learning tool in the sense that students can take the CD home or (in the near future) access the exercise over the Internet.
Just a final note for those interested in this sort of multi-media development. This project and others have taught me the value of the team approach. Teachers cannot be expected to be both content and technical experts. Students, teachers, instructional designers, and technical experts all have contributions to make if the finished product is to be of interest to students, pedagogically sound, and cutting edge.
Liz Warren, Andie Diaz, Melissa Luke, Athena Myring
South Mountain Community College
Three students and Cultural Anthropology instructor Liz Warren decided to develop an interactive and informational web site related to the meaning of Labyrinths. This was in support of a college project to design and create a real garden Labyrinth. The team's design called for 4 main areas of the Web of Labyrinths
The students in my mythology and anthropology classes have been building temporary labyrinths for the last couple of years. Early on we had the idea of building a permanent garden labyrinth on campus. Initially, I saw participating in Studio 1151 as a way of creating multi-media tools and a web presence for use in raising funds to develop the garden. This will be the long term result of participating in the project, but the more short term results, and maybe the more important results, are student based. Participating in the project gave three of my students the opportunity to be exposed to cutting edge computer technology and the professionals who use them. They were very excited to be in the project, to the extent that they worked on into the summer well after the class was over. Working on the project increased their commitment to the class and to the college. They were very pleased to be experts in something as esoteric as labyrinths!
From my personal point of view, the project was a way for me to get a greater exposure to web possibilities. I am excited that the project is ongoing and that my sutdents can continue to develop it in future semesters. I also think that it will be an excellent way for us to let a lot of people know what we are doing with labyrinths at the college and to raise funds for the permanent garden. The college, my students, and I have, and will continue to benefit greatly from this project. It's been an exciting collaboration.
tudio 1151 League of Innovation Press Release 11/14/96
Maricopa Center for Learning and Instruction (MCLI)
Maricopa Community Colleges
URL: http://www.mcli.dist.maricopa.edu/authoring/ studio/league96.html