The CTL provides faculty with the means to innovatively and collaboratively advance the process of education.
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Fall 2003 and Spring 2004
ENG111 (Technical Writing) and ENG102 (First Year Composition)
Composition has become a standard tool for academic and professional writing. Both ENG111, as a technical writing class, and ENG102, an academic research class, greatly benefit from working with the students on the tools, computers, which they would actually be using to compile and compose their projects for the two classes. By actually working with students while they research and write their papers, I am better able to help facilitate their learning.
Realistically, a traditional classroom, without computers, does not allows for students to do much actual research and writing. Both of these activities take place on computers. By having students in a computer classroom, I am actually able to work with them during the compilation and composition process.
Facilitate student adoption of compilation and composition technologies to support student writing.
Most of the activities that I developed for use in AS192 either introduced various activities done on the computers--allowing students to start working with the tool and then complete more work outside of the class period--or, the activities would act as a follow-up assignment. In the follow-up assignments, students could revise the work they completed outside of the class under the guidance and supervision of the instructor and their fellow classmates.
By actually working with students in a more realistic technologically enhanced environment (most of our students do not research or write with just pen and paper), I was able to participate in their actual researching, thinking, and writing processes. By commenting on their processes, instead of just commenting on the final written product, I was better able to facilitate learning and good writing.
I was very happy with my experiences in AS192. We occasionally had some hardware difficulties while the CTL was switching some of them [the computers] over to a wireless network; however, those kinks eventually worked themselves out.
The English department has now constructed its own laptop classroom that I have transferred both of these courses to. I have continued to adapt my teaching strategies and activities to continue supporting student learning in a technologically enhanced environment.
Fall 2004 and Spring 2005
PSY 230 and PSY 231 (Statistics)
I have been looking for an opportunity to create greater congruence between my statistics lectures (PSY 230) and my statistics labs (PSY 231), which center largely on training students in the use of pertinent computer applications. In the past, I have approached my lectures and laboratories as though they were separate constructions. To some degree, this approach was necessitated by the classroom designations for these courses; PSY 230 is typically housed in a lecture-type classroom, and PSY 231 is house in a computer lab that is available for instruction only during the time designated for such.
As I have considered these issues and the possibilities afforded via the CTL classrooms, I have developed activities that allow me to use the lecture (AS196) and computer facilities (AS192) interchangeably, thereby providing students with seamless transitions between their manual and computer analyses.
Reinforce student understanding of statistics concepts by more deliberately connecting manual calculation processes with comparable processes that can be performed within statistical software applications.
Toward the end of this [Fall 2004] semester, I have been able to move closer (achievement is too strong a categorization) to accomplishing these goals. As I have considered the possibilities associated with moving students seamlessly between the CTL's lecture and computer classrooms, I have been able to develop activities that provide the right type of instruction at the right time. For example, at the end of each chapter, I like to throw a fairly complex statistical problem at my students. I prefer to do this in class because it allows me to provide immediate feedback (as compared with feedback that I give on homework papers). The problem is that it is very difficult for me to go around and check everyone's work during the 75-minute lecture period, let alone a 50-minute lab period. By moving this activity into a computer lab, students are able to check their manual calculations with the correct answers provided by the computer. By checking their own work immediately and correcting their own mistakes immediately, all students are afforded a more responsive learning environment because they can move at their own pace, and I can take on more of a consulting role--providing timely feedback and help to those who need it most.
I've been very pleased with my experience in the rooms. We've had very few computer problems and the CTL support staff have been immediately responsive to small technical concerns. I feel that this semester, my statistics classes have changed in a very meaningful way. It's a direction in which I want to continue.
Fall 2004 and Spring 2005
PSY 290 (Research Methods) and PSY230 (Statistics)
This year in my research methods course (PSY290), I wanted to increase my understanding of how students thing about the research process. After reading an article by Russell (1997) I began to question how writing in research methods could be used as a tool to further mediate writing in psychology, particularly transitioning into future studies in psychology, such as upper division work and graduate training. Although many students have taken many English courses, oftentimes what is lacking is learning to become "specialized" writers in the academic discipline of psychology. It became apparent that research methods students would benefit by an immersion into academic discourse. I wanted to investigate the use of various methods to aid in the development of psychological academic discourse in an introductory course in research methods.
These goals are being worked on continually. Based on pre- and post-tests, preliminary results allow me to conclude that after leaving the course students:
It is interesting to note that critiquing peer work does not improve, but rather the perception decreases (Xpre=1.733 and Xpost = 1.600). Through the use of the computer classroom, students were able to apply the knowledge directly. Students have given classroom evaluations and have commented on how helpful the classroom was to their learning. It allowed them to formulate more questions which helped them grasp the materials more deeply. Students enjoyed working with other students and having the accessibility to the statistical software and databases.
I wish all the classrooms were like this! It truly fosters dynamic learning experiences. I was able to use the technology available to aid in my instruction. The assistance from the CTL was amazing. I have gathered more questions to further investigate and improve my teaching through this experience.
Fall 2003 and Spring 2004
SLG 101, SLG 102
Until now, our American Sign Language curriculum did not make use of technology. For as long as American Sign Language (ASL) has been offered, we have spent countless dollars making overhead transparencies of the line drawings provided by the publisher of our curriculum. This is unfortunate considering that ASL is a visual language and would lend itself particularly well to a multimedia platform. I have spent this year converting our current ASL 101 and 102 curriculums into a multimedia format. Additionally, I shared my curriculum development and shared the use of the classroom with one of our ASL adjunct faculty. Sharing the materials is the first step toward increasing the use of technology in the ASL classroom, and promoting a standard for instruction and consistency here at MCC. Moreover, providing technology mediated instruction saved valuable instruction time and copying funds for our department.
When I experimented with mediated instruction in the past, students have consistently reported that they prefer the use of mediated presentations over transparency presentations. Students noted that the improved visuals used in mediated presentations were easier to understand and remember. Additionally, students noted considerable time was saved during my power point presentations because I was not putting overheads away between instruction. This created a more seamless transition for them.
Introduce the principles, methods, and techniques for communicating with Deaf people who sign. Students will develop expressive and receptive sign skills with the focus on communicative competence, manual alphabet, numbers, and sign vocabulary. Students will gain an understanding of syntax, grammar, and culture related to American Sign Language.
The teaching and learning goals of my classes did not change based on this project; I just wanted to arrive at those goals more effectively and efficiently. Using the CTL classroom has provide me with the necessary physical set up to conduct my classes including proper lighting (students need to be able to see me when I’m teaching),Einstein tables, technology (LCD projector and computer) and most important; technical support.
My experiences using the CTL classroom thus far have been excellent. I have learned so much about effective PowerPoint development and presentation. Based on my evaluations, students feel the visual support provided by this method of instruction is invaluable to their leaning. One of my biggest concerns for the future of my materials is the ability to use them in my department’s classrooms. Not to mention what that would be like for me to revert back to the conventional and archaic overhead projector. In order to continue my development and growth technologically, I need to have a classroom that is appropriate for ASL instruction AND has the necessary equipment. It would also be increasingly helpful to have the equipment necessary to “capture” the language I teach available to me in my own office (camcorder/editing software etc).
Additionally, while several other adjunct instructors have expressed an interest in using my materials, learning to use this technology increases the burden of my department to create appropriate teaching environments to support such growth and development.
Another thing I learned during this experience was that developing two levels of multimedia curriculum is an enormous task. In doing it again, I would probably teach only one level, develop it fully, and then move on to the next.
This experience has inspired me to consider many more possible applications of technology in and out of the ASL classroom. I plan on continuing my journey instructionally in order to better support student learning in a technologically enhanced environment.