Patricia Harris Chair Debbie Krumtinger Group Support Holly Antosz, PC Florence Landon, MCC Al Battle, PC Cynthia Leshin, DIST Jerry Baxter, PVCC Paul Maxson, GCC David Bonnici, MCC Irwin Noyes, SCC Cindy Cloud, PC Catherine Osborne, DIST Frances Colley, DIST Donna Ransom, SMCC Joyce Elsner, GCC Charles Sessions, SCC Marian Gibney, PC Cynthia Viera, PC Chrystle Hall, DIST Emma Walters, SCC Susan High, GCC Chuck West, GCC Alan Jacobs, SCC Roger Yohe, EMCCC Edward Kelty, RSCC Paula Yslas, DIST
This year's report will mention some of the college technology innovators, leaders and support centers. The report focuses on showcasing their innovation, implementation, delivery method, and "tools" for instruction. This report is not inclusive of all of the pioneers in our District who initially brought the tools of technology into the classroom. However, it does portray the vision, leadership, and support of a few who started this process.
The final meeting for the Support for Technologies committee this year was held over the Video Conference Network. The discussion was open to all members of the college community to discuss:
From those attending, the committee heard concerns regarding: technical assistance and support, resource allocation, curriculum design and delivery, student advising, and support issues regarding implementation of technology for students.
Although this year's report did not deal with these issues, the committee felt that these were valid concerns which should be examined by future Support for Technologies committees. In fact, due to the significance of the issues discussed, they may warrant inclusion in the charge for the next Support for Technologies committee.
What follows is a portrait of visionaries expressing an alternate form of delivery for their discipline. Their stories include what technology they had to learn themselves in order to advance their dreams, what college/district resources were employed, and what instructional implications for learning their creativity has brought to education. We thank them for sharing their creativity with us.
Students will also be required to hypothesize about the results of their manipulations prior to "conducting" each study. Students will formulate general conclusions about the distribution of brain functions based on their observations in these experiments. Psychology 101 students will "conduct" these experiments in the SCC open computer lab.
HyperCard was the program chosen for several reasons. Other faculty on the SCC college (Don Snow, Mike Morgan, Alan Jacobs) have used it to develop highly successful programs. HyperCard is highly interactive and visual, easy to use, and is very effective. HyperCard has been called a "Software Erector Set:" all basic components are in HyperCard; just build the product. HyperCard was also the most logical choice because of its availability and its ability to run on the computers available in the open computer lab.
This project is one of a series of nine or ten exercises in a computer-based psychology lab to be implemented in the Fall of 1993. Two of the exercises are Bernie's HyperCard programs, PREPNR and this project, Split-brain Studies. Seven exercises are from a commercial program which has been evaluated by twenty volunteer students this year. The feedback has been very positive. During the 1993 summer, Bernie will be writing a manual which will integrate the psychology lab into the Psychology 101 curriculum.
The students' responses were very positive and the lab will become a required part of the course in the fall of '93. The students liked the program and wished there was more of it. They liked the opportunity to work in a medium that offers practical experience rather than lecture. There is not enough time in class to perform experiments. Computers give students the opportunity to experience a scientific approach to the discipline.
Bernie would like to continue to develop software if resources are available and is willing to mentor colleagues who wish to develop other HyperCard programs.
Faculty interested in incorporating technology into classroom instruction are encouraged to meet with Sharon to discuss their plan. Currently, there is no funding available to hire technical assistance or to purchase additional equipment.
The MariMUSE system is a virtual reality text-based system that allows users to create environments (using text only) that can be shared with other users. One result of MariMUSE exploration has led to the development of a virtual college that allows users to learn from remote locations throughout the United States.
Multimedia instructional formats are used for anthropology courses such as Human Origins and Development of Culture, Buried Cities and Lost Tribes, and Principles of Archaeology.
The MCC anthropology course development project primarily encompasses a series of hypermedia instructional modules. These computer instructional programs have been developed by anthropology faculty in conjunction with Ken Costello, Chas Moore, and others from the MCC Center for Teaching and Learning (CTL) and as a result of sharing of resources developed by Brian Fagan and George Michaels at University of California, Santa Barbara (UCSB).
A series of partnerships were established for the creation of multimedia materials used for MCC anthropology instruction. By merging the strengths of faculty and the technical skills of the CTL's staff, we were able to develop innovative multimedia materials reflective of today's technology.
Significant changes in the teacher-student relationship have occurred as a result of this project. Classes that once were standard "lecture-text-test" formats were transformed into critical thinking and skill development learning experiences. The instructor and student formed a partnership in this new format. The instructor was the guide or "intellectual body-guard" responsible for leading students to a variety of information. Students were given the responsibility to learn from these sources. Much of this learning takes place outside the classroom in the MCC Library Information Commons, where students can access computers, videotapes, and other library resources.
The classroom becomes the arena for critical thinking. Class discussions and small group collaborative working sessions are used as platforms for critical thinking. Class time is devoted to stimulating ideas and synthesizing information through active participation.
Additional skills that are developed include: communication skills, writing skills, and general research or thinking skills. Journal writing and project reports are used as the primary ways to evaluate student learning during a semester. Problem solving using HyperCard assignments are critical to the course. These assignments present ways in which students can prepare technical reports.
In a multimedia-based course like the one described here, the student is the primary focal point. The student has the opportunity and responsibility to explore the information both within and outside of the classroom from a variety of sources - computers, videos, readings of several kinds, and from real life experiences.
While the key to using computer technology and multimedia for instruction may rest in taking a broad perspective on making learning more effective, the key to transferring this approach to others is cooperation. Development is a complex and time-consuming process. Collaborative efforts will continue to be important. This spirit of cooperation stands out as the clearest example of how technology will spread.
Our newest rising star in technology is in the West Valley - Estrella Mountain Community College Center (EMCCC). The following is a list of technology tools as well as a narrative of how teaching with technology is being pioneered at EMCCC.
Faculty at Estrella Mountain Community College Center support the use of information technologies in the teaching and learning process. Early in the planning stages for this new college, infrastructure issues (physical and human) were addressed to support technology.
Each employee listed above belongs to a team dedicated to supporting faculty and students with the use of the resources in Estrella Hall. The Estrella Hall support team meets on a weekly basis to address operational issues.
Responsibility for training rests with each employee of EMCCC. A collaborative environment exists which promotes interaction among faculty across disciplines to enhance the use of existing technology. Resources from the District Support Services Center, such as Training Services and Instructional Computing Grants, are used to advance the use of technology among faculty.
Research Component for two sections (approx. 70 students)
I was inspired to integrate computer communication and HyperCard programs - both those in place and those I developed and assisted in developing - through need and opportunity, capitalizing on the cooperative atmosphere here at EMCCC. This atmosphere suggested an extension of research paradigms encouraged through the success stories of other faculty members at Estrella, Maricopa Community College District, and national colleagues. I selected computer-enhanced instruction for several reasons: the resources available to students (electronic archives), the availability of electronic communication accounts to all of my students, and the importance students place on computer literacy.
The focus of the major portion of research in my English 102 class deals with international issues and multicultural issues. This focus necessitates student access to national and international resources - resources available in a timely fashion only through electronic communication. The components of this project depend upon my students having open access to electronic resources in addition to traditional materials:
The process which underlies this project began with my affiliation with MCCCD and with Estrella. It is through dialogue luncheons, across-the-curriculum meetings, interdepartmental cooperation, and opportunities for in- service training that the components became apparent. I developed a flow chart of ideal resources for the learner/researcher in ENG 102 to access as an initial step. I began to implement the electronic aspect of search/retrieval in 1988 using a dedicated IBM writing center (the machines were not networked and did not have hard drives).
I continued design of the "Research Mentor" in the Summer of 1992 with funding from the District's MCLI. Working in a think-tank atmosphere with Dr. Cynthia Leshin and Alan Levine both with the MCLI, this package was developed - scrutinized from an instructional design, programming and content point of view. The product is now being developed and implemented in the course of my on-going classes.
I conduct my class orientations on Macintosh fundamentals, MS Word, Electronic Forum, and Internet resources. Through EF and student collaboration, students work together to learn and implement the programs/resources available. I was able to utilize our Information Commons -- using at most 16 computers with students in teams, on five class meetings during the semester (7 hours of class time). All other electronic activity in ENG 102 is on an outside-of-class basis. Alternatives to the original concept of the project occur daily as the resources change. The design is intentionally one of adaptation and open-ended structure for a technological environment - one which will change direction, structure and content by definition. What has contributed to the success of the project is the building in of student success, by starting out with an adaptive plan. If the systems are down and the resources unavailable, the learner and instructor must be adaptive and take another path. New ideas, teamwork, utilization of feedback, and the ability to say "well, that didn't work. Let's tryÉ" is essential to success of this project.
Regarding specific background and training, I have learned how to use these resources and materials largely on my own time. I have added to my knowledge of these resources in the course of attending dialogue days, development of my current instructional delivery assignments, and listening to other instructor's stories of successes and challenges. The obstacles I have encountered are dealt with through placing phone calls or sending electronic messages to the Estrella team, colleagues throughout the district, or contacts developed throughout the world (via conference or Internet).
Through our committee's work this year, we have found the following: All people seem to want to know about using technology in the classroom. The committee hopes that this report will draw attention to this request, and possibly help the uninformed see how technology could apply to their teaching disciplines.
The Technology database on the MCLI Server helps to create linkages between people. This database was the outcome of last year's committee efforts. Though the database is in no way complete with all that is taking place in bringing technology into the hands of our students, it will give more information on who is using technology in the classroom.
Getting from here to the future may require this kind of grass-roots movement. In a sense, we now have an obligation to help others not only become technologically literate, but proficient.