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| Vol. 17, No. 20 | Feb. 19, 1998 |
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| Vol. 17, No. 20 | Feb. 19, 1998 |
Computer technology can transform a classroom into a 21st-century learning adventure where students can experience Martin Luther King Jr., the Galapagos Islands, Gone with the Wind, morphing Americans and the microscopic insides of a composite hip pin. They can even create their own video, take an exam, borrow a book or take a course via the Internet. All that's needed is the know how.
Easier said than done according to the findings of the Teaching, Learning and Technology Roundtable (TLTR), a panel formed by Provost Mel Schiavelli a year ago, to study the use of technology to improve teaching and learning at the University. The 25-member panel was based on the American Association for Higher Education TLTR model.
Chaired by John C. Cavanaugh, academic programs and planning, TLTR concentrated on three areas: in-classroom applications, distance education and faculty development. It presented its findings to the provost in September. The summary of the panel's findings can be found on the web at http://www.udel.edu/provost/tltr/execsum.html
"We wanted to provide a document that would facilitate action, that would get everyone working together and give them enough background and current information to start thinking about technology. Our secondary purpose was to inspire technocreativity," Cavanaugh said.
Each task force made numerous recommendations, but according to the summary, one consistent theme emerged: "the lack of...a coherent planning mechanism that integrates teaching, learning and technology."
It can be inhibiting to anyone who is not deeply into computer technology to have an idea, a moment of technocreativity, but have no one place to go to get started. And, getting started can be as simple as understanding how to plug-in your laptop so you can project a computer image on an overhead or as complicated as how to put together a multimedia presentation.
Whether the technology needed is simple or complex, not knowing how to go about it can be time consuming and discouraging, Cavanaugh said.
TLTR's major recommendation is the creation of one-stop technoconsulting centers-one virtual and one person-to-person.
According to Cavanaugh, the virtual consulting center will be a University web site that will ask users a series of questions.
From the answers, it will recommend the departments, hardware and software and advisers needed to accomplish classroom enhancement. It will be like the Student Services Building, one place where faculty can go to develop a technology-enhanced teaching strategy and take it from concept to classroom.
Cavanaugh and Susan Foster, information technologies, are cochairing a committee that will design the virtual and one-on-one centers. "The virtual center will be running in the summer of '98," he said.
TLTR's recommendations are:
To support innovative teaching/ learning models, an equipment grant program should be developed to complement existing instructional grants in the Center for Teaching Effectiveness and laptops for selected classroom use.
Departments should ensure that students in introductory-level courses acquire basic computing skills, and that each department maintain a computing plan to support its curriculum.
Funding should be maintained at current levels for University computing sites, and institute support for mobile computing (docking stations in some computing sites).
Laboratory assistants and TAs need better computing skills training.
Funding for computing sites and staff support should be placed in the Parallel Program under a single authority, and upgrades of facilities, especially at Georgetown.
The Assistive Technology Subcommittee of the Americans with Disabilities Act Office should assess how well the needs of its students are currently being met, and, if necessary, submit appropriate recommendations.
Make laptops available for class use by faculty who demonstrate competence and need, and provide one laptop to each department.
Implement web forms for faculty to request a classroom assignment based on demonstrated technology needs linked to SIS/Plus.
Make course syllabi available for browsing, and assist faculty in creating syllabi on the web.
Continue support for the Teaching, Learning and Technology Summer Institute, and increase number of faculty web workshops.
Implement workshops on collaborative learning and its interface with technology.
Implement more workshops on digital video, and begin a pilot program of MPEG use in classes.
Explore using network computers in classrooms as a cost-saving approach.
Increase support for mobile computing as listed above.
Encourage use of laptops in class for note taking, submitting papers, etc.
Foster the expansion and diversity of the academic community by utilizing distance education technologies to remove the barriers imposed by location, time, culture, language or disability.
Support faculty in their development and delivery of excellence-in-instructional practices in distance teaching.
Support students in accessing distance education courses and in learning within distance education courses, so their educational experience is equally or more rewarding than that of traditional instructional formats.
Provide leadership in distance education through significant contributions to the knowledge base on distance education.
Seamlessly integrate distance education into the teaching, research and service activities of every University unit.
Systematically evaluate and refine distance teaching, distance learning and the distance education system at the University.
Central coordination of teaching, learning and technology resources should be established in the provost's office.
A broad representation of faculty, professional staff and administrators must be involved in establishing strategic plans for teaching, learning and technology. A permanent TLTR should be established.
A coordinated entity which builds on the University's existing resources, and which would lead the University to the next level of technology integration in learning, should be established.
Expand existing grant and fellowship programs for faculty to provide the necessary time and support to develop high-quality instructional materials and strategies.
Central coordination of distance education is essential to address future developments.
An integrated website should be developed linking University policies as well as national information on copyright and intellectual property and freedom issues.
TLTR members include Deborah Allen, biological sciences; Susan Brynteson, UD libraries; Martha Carothers, art; Al Cavalier, educational studies; Biliana Cicin-Sain, marine studies; John Courtright, communication; Richard Fischer, continuing/distance education; Foster; Judith Greene, teaching effectiveness; Marcia Halio, English; Carlos Hervas, student life; Carol Hoffecker, history; Fred Hofstetter, instructional technology; Eric Jacobson, public policy; William Johnson, administrative academic adviser; Jo Kallal, consumer studies; Dene Klinzing, individual and family studies; Christine Kydd, business administration; Madeline Lambrecht, nursing; Larry Peterson, music; Mary Richards, English; William Saylor, agricultural sciences; Clinton White, accounting; and Dick Wilkins, mechanical engineering.
Roundtable members invite the University community to access the full report at the University's website and to share their comments, with Cavanaugh at jcc@udel.edu
The full reports on In-Classroom Applications can be accessed at http://www.edu/provost/tltr/inclass. html; Distance Education at http:// www.edu/provost/tltr/distance.html; Faculty Development at http://www. edu/provost/tltr/facdevel.html; and Library Electronic Resources at http://www.edu/provost/tltr/library. html.
Barbara Garrison
Photo by Jack Buxbaum
