Goal Six - Teaching and
Learning
Marshall University course offerings will incorporate and exploit the learning advantages of video and multimedia presentation tools.
GOAL 6: Marshall University course offerings will incorporate and exploit the learning advantages of video and multimedia presentation tools.
Supporting Objectives
1. Course-related digitized video material will be identified, or developed, and installed on streaming video servers for use on the Marshall University intranet or Internet, to allow for student viewing of missed lectures, anytime review of difficult to comprehend topics, showing of video-based classrooms examples, and display of examples that would be otherwise too expensive to replicate in the classroom.
2. Necessary training and information related to video usage availability will be provided to the faculty of the University. Instructional Technology support will be provided to faculty who will be incorporating video or multimedia presentation material within their courses to ensure that the technology is used in a way to exploit multiple learning styles.
3. Course-related multimedia-based learning modules will be identified, or developed, and installed on storage devices, such as CD-ROMs or network servers, to allow for electronic access and classroom display across the disciplines.
4. Media and presentation development software tools will be identified, and faculty will be provided the necessary instructional technology training or staff support to use the tools to develop instructional applications.
5. Encourage the use of Computer Mediated Communications (CMC) methodologies to enhance classroom communications outside the physical classroom within an environment such as WebCT.
Goal 6: Teaching and Learning
|
Objective |
Course-related
digitized video material will be identified, or developed, and installed on
streaming video servers for use on the Marshall University intranet or
Internet, to allow for student viewing of missed lectures, anytime review of
difficult to comprehend topics, showing of video-based classrooms examples,
and display of examples that would be otherwise too expensive to replicate in
the classroom. |
||||||
|
Current Capabilities |
1 - Not at All |
2 - Slight |
X 3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
X 5 - Very High |
||
|
Plan to reconcile the
difference between current and desired capabilities |
-
Obtain video footage of experiments -
Digitizing of current video-taped footage -
Begin videotaping classroom lectures so that important pieces of
lectures can be digitized and stored on mass storage devices |
||||||
|
Measurable/observable initial,
intermediate, and long terms student outcomes |
-
Demand on the use of such systems -
Assessment results obtained from surveys using the Flashlight Tool
for Assessment |
||||||
|
Necessary skills and
knowledge |
-
Knowledge of digital video production necessary for creators of
content -
Knowledge of learning styles and how video can be used to influence
learning is necessary for instructors wishing to use video content |
||||||
|
Processes that need to be
in place |
-
Training on the use of the digital video equipment (cameras, converters,
linkages from server) -
Training on learning styles and the effectiveness of video |
||||||
|
Professional development
plans |
-
Continued training seminars for faculty and IT staff |
||||||
|
Hardware Requirements |
In place |
||||||
|
Software Requirements |
Maintenance on the software that is in place |
||||||
|
Evaluation Measures |
Use of Flashlight tool for assessment with
students regarding how the use of video technology influenced their retention
and understanding of the specified outcomes by the instructor |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
2001-2002 |
||||
|
Objective |
Necessary training and
information related to video usage availability will be provided to the
faculty of the University.
Instructional Technology support will be provided to faculty who will
be incorporating video or multimedia presentation material within their
courses to ensure that the technology is used in a way to exploit multiple
learning styles. |
||||||
|
Current Capabilities |
1 - Not at All |
X 2 - Slight |
3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
X 5 - Very High |
||
|
Plan to reconcile the difference between current and desired
capabilities |
-
Additional training programs for faculty on the use of video
technologies within specific disciplines will need to be implemented -
Training of Instructional Technology Support staff in the pedagogical
issues of using video within classroom material, as well as training on how
to use the technologies |
||||||
|
Measurable/observable initial, intermediate, and long terms student
outcomes |
-
Effect of video usage within classes on knowledge retention of
students -
The amount of use of video technologies -
Training surveys to see if the training provided is adequate and
helpful |
||||||
|
Necessary skills and knowledge |
-
Instructional Technologists - Knowledge of streaming video standards
and digital video conversion and editing practices -
Faculty - Knowledge of learning styles of students pertaining to the
use of video-based material |
||||||
|
Processes that need to be in place |
- Support models for
faculty who wish to use video technology, including the training of how and
when to use the technology within the classroom or Internet-based course |
||||||
|
Professional development plans |
-
Semesterly training sessions for faculty and IT support staff -
Encouragement of the use of the Faculty Development Suite in the
Drinko Library for video content creation |
||||||
|
Hardware Requirements |
- Additional video capture
units within the colleges (cameras, streaming video capture cards) will need
to be purchased |
||||||
|
Software Requirements |
- Video editing software
programs will need to be purchased |
||||||
|
Evaluation Measures |
Use of Flashlight tool for
assessment regarding how the use of video technology influenced the
instructor’s decision to use the technology |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
2001-2002 |
||||
|
Objective |
Course-related multimedia-based learning modules will be identified,
or developed, and installed on storage devices, such as CD-ROMs or network
servers, to allow for electronic access and classroom display across the
disciplines. |
||||||
|
Current Capabilities |
1 - Not at All |
2 - Slight |
X 3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
X 5 – Very High |
||
|
Plan to reconcile the difference between current and desired
capabilities |
-
Training of IT staff in the identification of needed modules, the
procurement or the development of such models, and the usage of these modules -
Put in place a plan where all campus-based instructional technology
personnel report through one central department so that these modules can be
coordinated and developed across the disciplines, as well as have this group
use each other’s expertise to develop sound instructional modules |
||||||
|
Measurable/observable initial, intermediate, and long terms student
outcomes |
-
Demand of faculty for the use of such modules -
Analysis of learning retention from the results of student surveys
based on questions from the Flashlight Assessment questionnaires |
||||||
|
Necessary skills and knowledge |
-
Instructional Technologists - Knowledge of multimedia development
software -
Instructional Technologists and faculty - Knowledge of pedagogical
issues and standards relating to multimedia-based courseware modules |
||||||
|
Processes that need to be in place |
-
Plan for central coordination of Instructional Technology personnel -
Annual reviews of multimedia-based module needs of every college |
||||||
|
Professional development plans |
-
Professional training on multimedia development and pedagogical
issues for IT support specialists -
Semesterly training sessions for faculty on how to use the multimedia
modules -
Encouragement of the use of the Faculty Development Suite in the
Drinko Library for multimedia content creation |
||||||
|
Hardware Requirements |
- In place |
||||||
|
Software Requirements |
Currently in place, but as
new versions are released, current MU applications will need to be updated |
||||||
|
Evaluation Measures |
-
Use of Flashlight tool for assessment regarding how the use of the
multimedia-based modules influenced the instructor’s decision to use the
technology -
Use of Flashlight tool for assessment with students regarding how the
use of multimedia-based modules influenced their retention and understanding
of the specified outcomes by the instructor |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
2001-2002 |
||||
|
Objective |
Media and presentation development software tools will be identified,
and faculty will be provided the necessary instructional technology training
or staff support to use the tools to develop instructional applications. |
||||||
|
Current Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
X 4 - Fairly High |
5 – Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
X 5 – Very High |
||
|
Plan to reconcile the difference between current and desired
capabilities |
-
Additional training programs for faculty on the use of media and
presentation software tool within specific disciplines -
Training of Instructional Technology Support staff in the pedagogical
issues of using multimedia tools within classroom material, how to support
faculty who wish to use the tools, as well as training on how to use the
technologies |
||||||
|
Measurable/observable initial, intermediate, and long terms student
outcomes |
- Student retention of
material through the use of multimedia and presentation modules |
||||||
|
Necessary skills and knowledge |
-
Instructional Technologists - Knowledge of media and presentation
tools developmental software -
Instructional Technologists and faculty - Knowledge of pedagogical
issues and standards relating to the use of media and presentation tools |
||||||
|
Processes that need to be in place |
Support models for faculty
who wish to use media and presentation tools technology, including the
training of how and when to use the technology within the classroom or
Internet-based course |
||||||
|
Professional development plans |
-
Semesterly training sessions for faculty and IT support staff -
Encouragement of the use of the Faculty Development Suite in the
Drinko Library for video content creation |
||||||
|
Hardware Requirements |
In place |
||||||
|
Software Requirements |
Currently in place, but as
new versions are released, current MU applications will need to be updated |
||||||
|
Evaluation Measures |
Use of Flashlight tool for
assessment regarding how the use of media and presentation technology tools
influenced the instructor’s decision to use the technology |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
2001-2002 |
||||
|
Objective |
Encourage the use of Computer Mediated Communications (CMC)
methodologies to enhance classroom communications outside the physical
classroom within an environment such as WebCT. |
||||||
|
Current Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
X 4 - Fairly High |
5 – Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
X 5 – Very High |
||
|
Plan to reconcile the difference between current and desired
capabilities |
-
Training of faculty on the uses and benefits of teaching and learning
practices using Computer Mediated Communication techniques |
||||||
|
Measurable/observable initial, intermediate, and long terms student
outcomes |
- Student responses to the
use of Computer Mediated Communications methodologies within courses |
||||||
|
Necessary skills and knowledge |
- Knowledge of how to use
the World Wide Web and E-mail applications |
||||||
|
Processes that need to be in place |
- Training curriculum for
faculty and instructional technology support on the use of CMC methodologies |
||||||
|
Professional development plans |
|
||||||
|
Hardware Requirements |
- In place |
||||||
|
Software Requirements |
- In place |
||||||
|
Evaluation Measures |
Use of Flashlight tool for
assessment with students regarding how the use of CMC influenced their
retention and understanding of the specified outcomes by the instructor |
||||||
|
Timeline |
X 1999-2000 |
2000-2001 |
2001-2002 |
||||
|
Objective |
Video and data projection
systems will be located in
selected classrooms and networked to electronic teaching podiums. |
||||||
|
Current Capabilities |
1 - Not at All |
X 2 - Slight |
3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
X 4 - Fairly High |
5 - Very High |
||
|
Plan to reconcile the
difference between current and desired capabilities |
Identify and convert
existing classrooms. Install projection systems as part of
Instructor-centered and Student-centered multimedia classroom projects. |
||||||
|
Measurable/observable
initial, intermediate, and long terms student outcomes |
Short: Increased student
and instructor satisfaction with the learning environment. Intermediate:
Increased instructor use of technology/multimedia in the classroom and higher
quality learning experience for students of different learning styles. |
||||||
|
Necessary skills and
knowledge |
Product market knowledge |
||||||
|
Processes that need to be
in place |
Maintenance support.
Security. |
||||||
|
Professional development
plans |
Faculty training on
techniques and technology |
||||||
|
Hardware Requirements |
1000 lumens + high
resolution digital projectors with multiple input types, ceiling mountable |
||||||
|
Software Requirements |
None |
||||||
|
Evaluation Measures |
Students use Flashlight
tool to assess how the use of the technology in the classroom affected their
retention and understanding of the course objectives specified by the
instructor. |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
X 2001-2002 |
||||
|
Objective |
Instructor-centered classrooms will be designed with electronic podiums that allow instructor control and projection of both digital and analog instructional media. |
||||||
|
Current Capabilities |
1 - Not at All |
X 2 - Slight |
3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
2 - Slight |
3 - Somewhat |
X 4 - Fairly High |
5 - Very High |
||
|
Plan to reconcile the
difference between current and desired capabilities |
Identify and convert
existing classrooms to instructor-centered multimedia-capable classrooms.
Create a generic design for the rooms with specifications that can be adapted
to the particulars of each selected room. |
||||||
|
Measurable/observable
initial, intermediate, and long terms student outcomes |
Short: Increased student
satisfaction with the learning experience. Intermediate: Increased
use of multimedia material by instructors. Increased student satisfaction
with the learning experience. |
||||||
|
Necessary skills and
knowledge |
Design skills for learning
space. Knowledge of technologies. |
||||||
|
Processes that need to be
in place |
Maintenance. Security |
||||||
|
Professional development
plans |
Instructor training in
techniques and technologies. |
||||||
|
Hardware Requirements |
PC, Document Camera, VCR,
switching hardware/controller, network infrastructure, power infrastructure. |
||||||
|
Software Requirements |
OS license. |
||||||
|
Evaluation Measures |
Students use Flashlight
tool to assess how the use of the
technology in the classroom affected their retention and understanding of the
course objectives specified by the instructor. |
||||||
|
Timeline |
X 1999-2000 |
X 2000-2001 |
2001-2002 |
||||
|
Objective |
Student-centered classrooms will be designed with a class LAN that allows instructor control of student workstations and projection of any work in the class onto the screen. |
||||||
|
Current Capabilities |
X 1 - Not at All |
2 - Slight |
3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Desired Capabilities |
1 - Not at All |
X 2 - Slight |
3 - Somewhat |
4 - Fairly High |
5 - Very High |
||
|
Plan to reconcile the
difference between current and desired capabilities |
Identify programs that can
utilize the facility, identify and convert existing classrooms. Create model
classroom that can be adapted to the particulars of each selected room. |
||||||
|
Measurable/observable
initial, intermediate, and long terms student outcomes |
Intermediate: Increased
level of mastery of concepts and skills taught in program. |
||||||
|
Necessary skills and
knowledge |
Classroom design skills. |
||||||
|
Processes that need to be
in place |
Maintenance. Security |
||||||
|
Professional development
plans |
Instructor training in
technology and techniques. |
||||||
|
Hardware Requirements |
Server, Workstations, LAN
and infrastructure, Projector, VCR, Document Camera, Instructor Console and
Podium. |
||||||
|
Software Requirements |
Control software for
projector output, OS licenses. |
||||||
|
Evaluation Measures |
Students use Flashlight
tool to assess how the use of the technology in the classroom affected their
retention and understanding of the course objectives specified by the
instructor. |
||||||
|
Timeline |
1999-2000 |
X 2000-2001 |
X 2001-2002 |
||||
Overall Strategic Timeline
1999-2000
|
Objectives |
Sept-Oct |
Nov-Dec |
Jan-Feb |
Mar-Apr |
May-Jun |
Jul-Aug |
|
Digitized
video material |
X
|
X
|
X
|
X
|
X
|
X
|
|
Video-usage
related training |
|
X
|
|
|
X
|
X
|
|
Multimedia-based
learning modules |
X
|
X
|
X
|
X
|
X
|
X
|
|
Media
and presentation tool training |
X
|
X
|
|
|
X
|
X
|
|
Cmc
training |
X
|
X
|
|
|
X
|
X
|
|
Video and data projection systems will be located in
selected classrooms and networked to electronic teaching podiums. |
|
|
X
(plan) |
X
(plan) |
X
(implement) |
X
(implement) |
|
Instructor-centered classrooms will be designed with electronic podiums that allow instructor control and
projection of both digital and analog instructional media. |
|
|
X
(plan) |
X
(plan) |
X
(implement) |
X
(implement) |
|
|
|
|
|
|
|
|
2000-2001
|
Objectives |
Sept-Oct |
Nov-Dec |
Jan-Feb |
Mar-Apr |
May-Jun |
Jul-Aug |
|
Digitized
video material |
X
|
X
|
X
|
X
|
X
|
|
|
Video-usage
related training |
|
|
|
|
X
|
|
|
Multimedia-based
learning modules |
X
|
X
|
X
|
X
|
X
|
|
|
Media
and presentation tool training |
|
|
|
|
X
|
|
|
Cmc
training |
|
|
|
|
X
|
|
|
Video and data projection systems will be located in selected classrooms and
networked to electronic teaching podiums. |
|
|
|
|
X
(implement) |
X
(implement) |
|
Instructor-centered classrooms will be designed with electronic podiums that allow instructor control and
projection of both digital and analog instructional media. |
|
|
|
|
X
(implement) |
X
(implement) |
|
Student-centered classrooms will be designed with a class LAN that allows
instructor control of student workstations and projection of any work in the
class onto the screen. |
X
(plan) |
X
(plan) |
X
(plan) |
X
(plan) |
X
(implement) |
X
(implement) |
2001-2002
|
Objectives |
Sept-Oct |
Nov-Dec |
Jan-Feb |
Mar-Apr |
May-Jun |
Jul-Aug |
|
Digitized
video material |
|
|
|
|
|
|
|
Video-usage
related training |
|
|
|
|
|
|
|
Multimedia-based
learning modules |
|
|
|
|
|
|
|
Media
and presentation tool training |
|
|
|
|
|
|
|
Cmc
training |
|
|
|
|
|
|
|
Video and data projection systems will be located in selected classrooms and
networked to electronic teaching podiums. |
|
|
|
|
X
(implement) |
X
(implement) |
|
Instructor-centered classrooms will be designed with electronic podiums that allow instructor control and
projection of both digital and analog instructional media. |
|
|
|
|
X
(implement) |
X
(implement) |
|
Student-centered classrooms will be designed with a class LAN that allows
instructor control of student workstations and projection of any work in the
class onto the screen. |
|
|
X
(plan) |
X
(plan) |
X
(implement) |
X
(implement) |
|
Item Description |
Factor |
Amt. |
Item Cost |
Subtotal |
|
|
Unit
or hour etc. |
# |
dollars |
subtotals |
|
Digitized
video material |
Units |
50 |
$100/ea. |
$5000.00 |
|
Video-usage
related training |
Hours |
40/sem |
$50.00 |
$2000.00/sem |
|
Multimedia-based
learning modules |
Units |
50 |
$200/ea |
$10,000.00 |
|
Media
and presentation tool training |
Hours |
40/sem |
$50.00 |
$2000.00/sem |
|
Cmc
training |
Hours |
40/sem |
$50.00 |
$2000.00/sem |
|
Training
of IT staff |
Hours |
200 |
$100.00 |
$20,000.00 |
|
Professional
development for faculty |
Hours |
50/sem |
$100.00 |
$5,000.00/sem |
|
Video and
Multimedia Display Projectors |
|
|
|
|
|
1100 lumens
projectors- ceiling mounted |
Unit |
16 |
5300 |
84800 |
|
Instructor
Centered Multimedia Classroom (Phase 1 – 12 Classrooms) |
|
|
|
|
|
OS License |
Unit |
12 |
150 |
1800 |
|
Projection
screen and support system - Instructor Centered |
Unit |
12 |
1000 |
12000 |
|
Instructor
Podium – Instructor Centered |
Unit |
12 |
5000 |
60000 |
|
SVHS VCR –
Instructor Centered |
Unit |
12 |
500 |
6000 |
|
Room conversion
– Instructor Centered |
Unit |
12 |
3000 |
36000 |
|
PC - Instructor
Centered |
Unit |
12 |
3000 |
36000 |
|
Document Camera
- Instructor Centered |
Unit |
12 |
3000 |
36000 |
|
Network
Connection and cat5+ cabling -
Instructor Centered |
Unit |
12 |
500 |
6000 |
|
Seat -
Instructor Centered |
Unit |
12 |
350 |
4200 |
|
Equipment Rack
- Instructor Centered |
Unit |
12 |
900 |
10800 |
|
Feedback
Monitor - Instructor Centered |
Unit |
12 |
400 |
4800 |
|
Control, Switching and Codec Equipment -
Instructor Centered |
Unit |
12 |
25000 |
300000 |
|
Student
Centered Teaching Laboratory (Phase 1 – 4 classrooms) |
|
|
|
|
|
Student
Workstation Furniture – Student Centered |
Unit |
128 |
1050 |
134400 |
|
Student
Workstations - Student Centered |
Unit |
128 |
2500 |
320000 |
|
LAN Cabling,
Hub - Student Centered |
Port |
132 |
225 |
29700 |
|
Equipment Rack
- Student Centered |
Unit |
4 |
900 |
3800 |
|
Document Camera
- Student Centered |
Unit |
4 |
3000 |
12000 |
|
Feedback
monitor - Student Centered |
Unit |
4 |
400 |
1600 |
|
SVHS VCR -
Student Centered |
Unit |
4 |
500 |
2000 |
|
Instructor
Podium and Seating - Student Centered |
Unit |
4 |
5500 |
22000 |
|
Room Conversion
- Student Centered |
Unit |
4 |
6000 |
24000 |
|
Server -
Student Centered |
Unit |
4 |
3500 |
14000 |
|
Projection
Screen with Support System - Student Centered |
Unit |
4 |
1200 |
4800 |
|
Control,
Switching and Codec Equipment - Student Centered |
Unit |
4 |
35000 |
140000 |
|
OS License |
Unit |
132 |
150 |
19800 |