The TLT Group Teaching, Learning, and Technology

Low Threshold Applications (LTAs):
Variety, Requirements, Impact – the Role of Personal Characteristics

See Table Below!

Steven W. Gilbert

Many factors determine whether or not a particular combination of technology application and teaching/learning activity is a “Low Threshold Application” (LTA) for certain people at a specific institution. Some of these factors are characteristics of the institutional infrastructure – especially the technology already in place and the professional staff available to help those who use it for teaching and learning. However, equally important are characteristics of the people involved, both the students and the faculty (and, perhaps, the academic support professionals). For related definitions and other introductory information about LTAs, see: http://www.tltgroup.org/LTAs/Overview.htm#LTAIntro.

The chart below is an attempt to show how different personal characteristics are requirements for different LTAs. AS YOU READ THIS INTRODUCTION AND EXPLORE THIS CHART, PLEASE CONSIDER WHAT OTHER CHARACTERISTICS OF THE PEOPLE INVOLVED ARE LIKELY TO BE SIGNIFICANT IN DETERMINING THE EFFECTIVENESS OF LTAS.

ROWS

Row 1. TECHNOLOGY, PEDAGOGY, & PURPOSE: Brief descriptions of the technology application, teaching/learning activity or pedagogy involved, educational purpose, and explanatory materials.

Row 2. REQUIREMENTS – PERSONAL & INFRASTRUCTURAL: Brief descriptions of faculty members’ motivation, attitudes towards new technologies and new pedagogies – and time available for new efforts; accessibility of related technologies and necessary technical infrastructure; experience of faculty and students with relevant technology applications.

Row 3. FLEXIBILITY, BREADTH, & IMPACT: Brief descriptions of the flexibility and potential breadth of use of the “LTA,” the extent to which it can be modified and adapted for different courses or academic departments, the characteristics of courses or classes into which this LTA would fit better – or worse.

COLUMNS

Leftmost Columns. Items described at the top of the 1st columns are not LTAs for most faculty members at most institutions, but under some circumstances those technology applications can be part of the foundation on which LTAs can be built.

Other Columns: The LTAs described at the top of the columns further right are progressively less flexible. They require and permit less adaptation by the users; therefore they can be used in fewer courses or classes. But, where they can be used at all, these LTAs require much less time and effort for faculty members to learn and use them.

LTAs

Technology, Pedagogy, & Purpose What technology, pedagogy, and educational purposes are involved? What kinds of documentation, or other introductory and explanatory materials and resources are available?	HTML Programming Documentation & online help for learning to program in general.	Blackboard or WebCT [Web-Based Course Management Systems] Presentation, online help, & written materials explaining how to use most features.	Collaborative Learning Using Email Presentation, online help, & written materials explaining how to use Email to encourage & support collaboration among learners; Emphasis on pedagogical options.	Intro to PowerPoint Presentation, online help, & written materials explaining how to use PowerPoint. No effort to influence HOW faculty use PowerPoint	PowerPoint “Branching” Presentation, online help, & written materials explaining how AND WHY to develop non-linear presentations (show different slides depending on response of students during presentation)	One Slide Set – Intro Course Specifically designed PowerPoint slides for one topic in one common introductory course. Guidelines for effective use in a traditional classroom.	One Slide Set – Advanced Course Specifically designed PowerPoint slides for one topic in one specialized advanced course. Guidelines for effective use in a traditional classroom.
Requirements: Personal & Infrastructural Characteristics of faculty members and students for whom this application/activity is likely to be “Low Threshold. Infrastructural pre-requisites.	Faculty Tech Pioneers 1. Relish technical challenges; have time & motivation to develop online materials to enhance own courses. 2. Excellent access to and much successful experience with computers and the Internet 3. Students have good access to computers & the Web	Faculty Tech/Pedagogy Pioneers 1. Interested in pedagogical & tech change; have time & motivation to develop online materials to enhance own courses. 2. Have good access and some successful experience using computers and the Internet. 3. Students have good access to the Web.	Faculty Pedagogy Pioneers 1. Interested in pedagogical change; have time & motivation to explore, adapt, adopt technological/pedagogical changes. 2. Familiar with & have easy access to Email 3. Students have good access to Email. .	Mainstream Faculty (Not too overloaded) 1. Interested in taking a small step with technology, a small step with pedagogy; have time & inclination to develop own slideshows. 2 Have easy access to projector, computer in classroom; have some experience using Microsoft Windows Office Tools.	Mainstream Faculty (Not too overloaded) 1. Receptive to small changes in technology, pedagogy; not too overloaded: have just enough motivation & can squeeze a little time to develop own slideshows. 2. Have easy access to projector, computer in classroom; have a little experience using PowerPoint.	Mainstream Faculty (Overloaded) 1. Guardedly receptive to small changes in technology, pedagogy; very concerned about committing additional time; need materials to be almost “plug & play.” 2. Have easy access to projector, computer in classroom; have a little experience using PowerPoint.	Mainstream Faculty (Overloaded) 1. Guardedly receptive to small changes in technology, pedagogy; very concerned about committing additional time; need materials to be almost “plug & play” 2. Have easy access to projector, computer in classroom; have a little experience using PowerPoint.
Flexibility, Breadth, & Impact How flexible is this “LTA” -- How easily can it be adapted to different kinds of content, courses? What is the likely breadth of use and impact? Are some academic departments likely to find this “LTA” more useful than others?	Almost All Courses [Very Few Courses] Can build almost anything for almost any course at any institution.. BUT FEW FACULTY HAVE NECESSARY TIME, INTEREST, TECH. ABILITY OR SUPPORT – SO REALLY APPLIES TO VERY FEW COURSES	Most Courses, Most Institutions [Few Courses] Can enhance almost any course at any institution that has Blackboard or WebCT well-supported; LIMITED BY FACULTY TIME, INTEREST, SEMI-TECH. ABILITY – SO MANY FEATURES USED IN VERY FEW COURSES	Most Courses, Most Institutions Where faculty member & students are willing to adjust the way they communicate & work with each other.	Most Courses, Most Institutions Where presentations may be enhanced by showing slides.	Many Courses, Many Institutions Where student responses during presentations is encouraged.	One Big Course, Many Institutions	One Small Course, Few Institutions