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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A1: Student Technology Assistant Programs
Date: Thu, 31 Jan 2002 12:40:53 -0800
MIME-Version: 1.0
(1/31/02 TLT-SWG#A1:Approx 1 pg. from me
Next Week's (Tuesday 2/5/02 2pm EST) TLT Group Webcast is
about Student Technology Assistant (STA+) Programs. These
programs are among the few approaches to supporting the
improvement of teaching and learning with information
technology that are both cost-effective and educationally
sound.
A few colleges and universities have begun using their own
students - one of their most valuable unique assets - to
provide more varied and complex technology-related support
services for faculty and other students. In the most
successful programs, students learn how to be effective
consultants, master many technology skills, and have
opportunities to train and supervise other students.
STA+ Programs can enable you to use one of your
institution's most valuable and often-overlooked unique
resources - your students-to deal with the support service
crisis. Explore 3 STA+ Programs, and learn some principles
and tools for implementing an STA+ Program at your
institution. The participants in this event include Lisa
Star, South Dakota State University; Robert Harris, William
Patterson University; and Paul Fisher, Seton Hall
University.
Learn more about this event below or by visiting
<http://www.tltgroup.org/calendar/interviews2002.htm>)
Steve Gilbert =============================================
== Thanks to all of you who participated in yesterday's ===
== Webcast Interview with Mary Reichel of ACRL. About 200=
== people logged on for this interactive Webcast about the=
== changing library, our biggest Webcast yet! ============
===========================================================
"Student Technology Assistant (STA+) Programs: Addressing
the Support Service Crisis"
with
Paul Fisher, Associate Director, Teaching, Learning, and
Technology Center, Seton Hall University;
Robert Harris, Assistant Director of Instructional
Technology , William Paterson University; and
Lisa Star, Director of Instructional Technologies, South
Dakota State University.
February 5, 2002
2:00pm EST. For more info, see:
http://www.tltgroup.org/calendar/interviews2002.htm
There are many reasons for using information technology to
improve teaching and learning (see "Why Bother?" at:
http://www.tltgroup.org/gilbert/WhyBotherLIST.htm However,
most of these efforts INCREASE overall costs and INCREASE
the demand for support services (tech support, library,
professional development, first-year student orientation,
...). One of the few approaches that is both cost-effective
and educationally sound is the use of students as
technology assistants or consultants.
Explore 3 successful Student Technology Assistant (STA+)
Programs, and learn some principles and tools for
implementing an STA+ Program at your institution. As
expectations for improving teaching and learning with
technology continue to accelerate, you can use one of your
institution's most valuable and often-overlooked unique
resources - your students-to deal with the two-headed
support service crisis. The demand for services is
outrunning budgets and a shortage of qualified staff makes
it difficult to fill existing support positions. Part of
your solution can be a large-scale program for training and
using students to provide technology support for faculty,
students and staff.
Hundreds of colleges and universities are already using
students to "supervise" computer labs (make sure no one
steals the computers while they do their own homework and
occasionally answer questions). But a few institutions
have begun using their own students - one of their most
valuable unique assets - to provide more varied and complex
technology-related support services for faculty and other
students. In the most successful programs, students learn
how to be effective consultants, master many technology
skills, and have opportunities to train and supervise other
students. Some help introduce instructional applications
of technology to interested faculty members.
In some programs, the structure enables a few professional
staff members to supervise hundreds of student assistants -
because some of the students can provide much of the
necessary leadership themselves. HOWEVER, I HAVE NEVER
HEARD OF A STAFF POSITION BEING REPLACED BY THE USE OF
STUDENT CONSULTANTS; instead, student helpers reduce the
magnitude of the local version of the "SUPPORT SERVICE
CRISIS."
These programs "exploit" students in the most positive sense. Many
participating
students report that these "jobs" provide an excellent learning
experience, good preparation for careers as well as more
advanced academic work, and good opportunities to get to
know faculty members more personally. The institutions
gain good quality technical support at a cost lower than
any other option. Students can provide excellent technical
assistance, and, with appropriate professional supervision,
they can train and manage other students as well.
Sign up for this event at:
http://www.tltgroup.org/calendar/interviews2002.htm
Find out more about the STA+ Workbook at:
http://www.tltgroup.org/resources/products.html
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Mon Feb 4 16:21:49 2002
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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A2: STA+ Webcast
Date: Mon, 4 Feb 2002 13:25:43 -0800
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(2/4/02 TLT-SWG#A2:Approx 1 pg. from me
Reminder:
Tomorrow's (Tuesday, 2pm EST) TLT Group Webcast is about
Student Technology Assistant (STA+) Programs. STA+
Programs can enable you to use one of your institution's
most valuable and often-overlooked unique resources - your
students-to deal with the support service crisis. Explore
3 STA+ Programs, and learn some principles and tools for
implementing an STA+ Program at your institution. The
leaders for this event include Lisa Star, South Dakota
State University; Robert Harris, William Patterson
University; and Paul Fisher, Seton Hall University.
To learn more about this free event and to register, visit
<http://www.tltgroup.org/calendar/interviews2002.htm>)
Steve Gilbert =============================================
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG (formerly AAHESGIT)
Listserver. Anyone can subscribe to it for free by sending
the EMail message (with subject line left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG, see the
Listserv/AAHESGIT section of WWW.TLTGROUP.ORG .
For access to AAHESGIT and TLT-SWG Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/.
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful. - Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Wed Feb 6 14:10:47 2002
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From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG-1: Foundation for Incremental Revolution - LTAs, etc. (
formerly AAHESGIT Listserv)
Date: Wed, 6 Feb 2002 11:14:49 -0800
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(2/6/02 TLT-SWG #1. Approx. 3 pages from me.
[See below for repeat info about change of name from
"AAHESGIT" to "TLT-SWG".]
We're exploring the growing role of "Low Threshold
Applications" (LTAs) in campus efforts to engage/serve [almost]
all the faculty in improving teaching and learning with
information technology. For more on this approach and the
"Portfolio of Strategies for Change" model that encompasses
it AND RELATED LINKS, see:
http://www.tltgroup.org/gilbert/strategiesbase.htm
LTA Workshop April 10-11, 2002, Jacksonville, FLA
[http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm]
And Chuck Ansorge's LTA Website:
http://tc.unl.edu/cansorge/lowthreshold/
LTAs and this Portfolio model are growing in importance as
more colleges and universities recognize their need to
- take advantage of the new kind of "foundation" they have
already achieved;
- find relatively cost-effective ways to maintain and
extend that foundation.
This "foundation" is a combination of technology
infrastructure + physical plant + "bibliographic
instruction" or "information literacy"; plus...?? For most
colleges and universities, this "foundation" changed very
slowly until the mid 1990s. Now it is changing much faster!
Here are some questions that may lead us to understand the
educational and financial implications of this change - and
to see why LTAs and other "low threshold" approaches are so
important:
1. Has the student/"staff" ratio over recent years or
decades DECREASED significantly - contributing to rising
costs ("staff" defined as full-time-equivalent for all non-
faculty employees)?
2. With some of the recent advances in "automating"
administrative systems, can that student/staff ratio rise,
thus lowering costs?
3. Has the student/faculty ratio been changing much at
all, even for most online or distance education courses?
Can it? Really?
4. What technology infrastructure is part of the emerging
foundation at most colleges and universities? How much
variation is there from one campus to another? Or one part
of campus to another?
[5. Ultimately, how will we decide which kinds of
teaching/learning require which combinations of face-to-
face, telecommunications, and asynchronous interaction?
How will we improve each?]
See below for a few more comments, guesses, and related URLS.)
Steve Gilbert =============================================
===PS: Take a look at ====================================
===http://www.tltgroup.org/calendar/interviews2002.htm ====
===for info about our 2002 series of free Tuesday, 2pm EST=
===Webcasts (co-sponsored by HorizonLive) =================
===Next one: "Low Threshold Applications..." with Charles =
===Ansorge, University of Nebraska-Lincoln and Nancy =====
===Bowers, Portland State University ON FEBRUARY 12,2002.==
===========================================================
I was just looking at one of Casey Green's slides from
just a year or two ago about "What's Wired?" and seeing
how even then much of most campuses was already
"connected" to the Internet. [See: http://www.campuscomputing.net/]
Those numbers have almost certainly gone up even more
(though now it's probably a mix of wired and wireless
connectivity).
Will more recent data show what technology infrastructure
and applications are now part of the "foundation" --
available to at least 75% of population -- within most
colleges and universities? I'm guessing that foundation
would include direct access to:
PC
Internet connection
email
word-processing
spreadsheet
presentation software
Web browser
[Web-based classroom mgmt package?]
REMINDER ABOUT CHANGE FROM "AAHESGIT" TO "TLT-SWG":
The TLT Group will be launching several related new
activities early in 2002. To help you manage the related
email we're planning to send, we will add another listserv.
We will simplify the names of the resulting two listservs
(replacing the single "AAHESGIT" listserv) as follows:
"TLT-SWG" will be the new Listserv which I will continue to
moderate, edit, and for which I will write an introduction
of every posting.
"TLTG" will be the Listserv which the TLT Group will use
for announcements - selected and edited by myself and other
TLT Group staff.
We hope this arrangement will better enable you to control
and filter the "email overload" that many of you
experience. You will be able to submit postings to each of
these lists.
For a few weeks we'll run AAHESGIT and the new Listservs in
parallel to make sure you have time to adjust your email
settings and get accustomed to the new labels. I hope the
few duplicate messages you receive will not be too
irritating.
I look forward to your comments.
Thanks for your continuing interest.
===========================================================
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the
Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful. - Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Thu Feb 7 10:05:47 2002
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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A3: TLT Collaborative Change Workshop
Date: Thu, 7 Feb 2002 07:09:38 -0800
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(2/7/02 TLT-SWG#A3
The TLT Group is pleased to announce an upcoming
Collaborative Change Workshop in association with the
International Conference on College Teaching and Learning.
Members of the TLT Collaborative Change and Flashlight
Network Programs are eligible for discounts of up to
50%.
Incremental Revolution: Engaging Faculty in Teaching and
Learning with Technology using Low Threshold Applications
(LTAs)
April 10-11, 2002
Jacksonville, Florida
http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm
Pre-workshop free Webcast next Tuesday, 2/12/02:
http://www.tltgroup.org/calendar/interviews2002.htm)
Steve Gilbert =============================================
Overview:
This workshop will enable Faculty Leaders and Academic
Support Professionals to be better able to introduce
faculty colleagues to easy-to-use instructional
applications of information technologies. Participants will
gain access to Low Threshold Applications (LTAs) and other
professional development resources to use and adapt locally
into their institution's professional development services.
They will also learn techniques for collaborating more
effectively for these purposes with other academic support
professionals, faculty leaders, and academic administrators
within their own institutions and at others. For more
information and to register, visit
http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG (formerly AAHESGIT)
Listserver. Anyone can subscribe to it for free by sending
the EMail message (with subject line left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
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For access to AAHESGIT and TLT-SWG Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/.
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful. - Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Tue Feb 12 10:54:32 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-2: LTAs (Low Threshold Activities, Applications, etc.)
(Formerly AAHESGIT Listserv)
Date: Tue, 12 Feb 2002 07:58:28 -0800
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X-Listprocessor-Version: 8.2.09/990901/11:28 -- ListProc(tm) by CREN
(2/12/02 TLT-SWG #2. Approx. 3 pages from me.
[See below for repeat info about change of name from
"AAHESGIT" to "TLT-SWG".]
We're exploring the growing role of "Low Threshold
Applications" and "Low Threshold Activities" (and other
LTAs) in campus efforts to engage/serve [almost] all the
faculty in improving teaching and learning with information
technology. For more on this approach
INCLUDING MOST OF THE SLIDES WE'LL BE USING TODAY IN THE
LTA WEBCAST AT 2PM EST 2/12/02, see:
http://www.tltgroup.org/LTAs/Overview.htm
For more on our first related LTA Workshop April 10-11,
2002, Jacksonville, FLA, see:
http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm
Latest stage in evolving definition of "LTAs":
Low Threshold Activity =
L-T Application (of Technology) +
L-T Approach (to teaching, learning) +
L-T Achievement (outcome) +
L-T Assessment
Definition
An LTA has these characteristics (slightly expanded below):
NOT intimidating, low entry cost, easy to learn, reliable,
observable benefits, enables long-term changes.
NOTE Many of these characteristics are highly dependent on
local resources, circumstances and conditions; including
the capabilities, interests, and motivation of the people
involved. An LTA for one institution may not be an LTA for
another.)
Steve Gilbert =============================================
An LTA has these characteristics:
1. Perceived by potential users as NOT intimidating,
challenging, or requiring a lot of additional work or
new thinking.
2. Low entry cost (low INCREMENTAL costs for purchase,
training, and maintenance).
3. Easy to learn (with no more than 30 minutes of
introduction, and with reference to notes that fit
within one 4X6 card, someone can BEGIN using the LTA).
4. Reliable (almost always works as expected).
5. Observable (not necessarily measurable) positive
consequences.
6. Precipitates, facilitates important, desirable long
term changes.
NOTE:
- A single Low Threshold Application could be the
basis for many Low Threshold Activities.
- A single Low Threshold Approach to
teaching/learning could be used with many different
Low Threshold Applications.
- A Low Threshold Achievement (outcome) depends on
-- and should be consistent with -- both the
associated Application and Approach.
- It is unlikely that an effective Assessment could
be developed for a Low Threshold APPLICATION alone;
but it is both likely and desirable to develop Low
Threshold Assessments for most Low Threshold
ACTIVITIES.
REMINDER ABOUT CHANGE FROM "AAHESGIT" TO "TLT-SWG":
The TLT Group will be launching several related new
activities early in 2002. To help you manage the related
email we're planning to send, we will add another listserv.
We will simplify the names of the resulting two listservs
(replacing the single "AAHESGIT" listserv) as follows:
"TLT-SWG" will be the new Listserv which I will continue to
moderate, edit, and for which I will write an introduction
of every posting.
"TLTG" will be the Listserv which the TLT Group will use
for announcements - selected and edited by myself and other
TLT Group staff.
We hope this arrangement will better enable you to control
and filter the "email overload" that many of you
experience. You will be able to submit postings to each of
these lists.
For a few weeks we'll run AAHESGIT and the new Listservs in
parallel to make sure you have time to adjust your email
settings and get accustomed to the new labels. I hope the
few duplicate messages you receive will not be too
irritating.
I look forward to your comments.
Thanks for your continuing interest.
===========================================================
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Thu Feb 14 11:03:22 2002
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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A4: Info. Literacy and Collaborative Change - Webcast
Date: Thu, 14 Feb 2002 08:07:20 -0800
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(2-14-01 TLT-SWG#A4 Approx. 20 lines from me
We hope that you will be able to join us for next week's TLT Group
Webcast brought to you free of charge with the help of Horizon
Live's interactive Webcast software. For more information on the
series and to register for the below event, visit
http://www.tltgroup.org/calendar/interviews2002.htm
INFORMATION LITERACY AND COLLABORATIVE CHANGE
February 19, 2002, 2:00pm EST
with Craig Gibson, Associate University Librarian, George Mason
University and Steve Gilbert, President, TLT Group
Webcast Description:
Gibson will address some of the crucial issues relating to
creating a culture of learning in higher education, especially
focusing on information literacy as an intellectual toolkit for
transforming educational practices. Questions to be discussed
include: how can faculty, librarians, educational technologists,
and others collaborate to create a culture of learning, with
information literacy as the linchpin? How can information literacy
programs be designed to fit well with larger institutional goals?
What are some of the best practices associated with information
literacy programs? What specific projects and initiatives, focused
on problem-based learning, critical thinking, undergraduate
research, and service learning, are most promising "matches" for
information literacy goals?
http://www.tltgroup.org/calendar/interviews2002.htm )
Steve Gilbert =============================================
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Thu Feb 14 16:19:16 2002
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From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A4 Happy Valentine's Day (Formerly AAHESGIT)
Date: Thu, 14 Feb 2002 13:23:20 -0800
MIME-Version: 1.0
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X-Listprocessor-Version: 8.2.09/990901/11:28 -- ListProc(tm) by CREN
(2/14/02 TLT-SWG #A4. Approx. 10 lines from me.
Here's a link to a close-up of one of the Valentine
pancakes I made early this morning:
http://www.tltgroup.org/gilbert/valentine2002.htm
Hope you're having a great Valentines Day!)
Steve Gilbert =============================================
=== I'm learning how to use our new digital camera to get==
=== photos on my computer, then to use software to modify==
=== the photos, and then to get the resulting images on ===
=== the Web without too much time, expense, or effort. ===
=== This seems like a Low Threshold Application (LTA) that=
=== could be the technology foundation for many useful LT=
=== instructional Activities. Examples? =================
===========================================================
From gilbert@tltgroup.org Thu Feb 14 18:05:00 2002
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From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-3: LTA Challenges - Timesavers, Connectors, Personalizer
s (formerly AAHESGIT)
Date: Thu, 14 Feb 2002 15:09:04 -0800
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(2-14-02 TLT-SWG #3 Approx. 3 pages from me and Charles
Ansorge of U. Nebraska-Lincoln <cansorge@unl.edu>
Challenge emerging from LTA Webcast this week:
Can you help us find Low Threshold Applications and
Activities (LTAs) that actually fit one or more of these
categories?
A. Timesavers
Save a faculty member time; e.g., "Gradekeeper" or similar
utilities that help faculty with course management; and/or
B. Connectors
Increase "connectedness" among faculty and students; e.g.,
email communication outside of class time to supplement
class meetings; and/or
C. Personalizers
Support "personalization" of teaching and learning; e.g.,
faculty member schedules specific times to be available for
"instant messaging" with students in a course (faculty
member models and encourages more informal, personal style
of interaction in these sessions).
LTAs can be useful in many ways in addition to these 3 (for
many others, see: "Why Bother?" at:
http://www.tltgroup.org/gilbert/WhyBotherLIST.htm)
See below for more explanation of these categories and
descriptions of related examples suggested by Ansorge.
In general, an LTA is: NOT intimidating, has low entry
cost, is easy to learn, is reliable, has observable
benefits, and enables desirable long-term changes.
Please help us by submitting your own examples of LTAs at:
<http://ctlsilhouette.wsu.edu/CTLSilhouette/mode/respondent/takesurvey.asp?s
=ZS5970> [This should be used as a single
URL even if it appears on 2 lines in this email message.]
Or send descriptions of your LTAs to:
TLT-SWG@LIST.CREN.NET)
Steve Gilbert =============================================
=== First major LTA workshop 4/10/02 at ICCTL in J'ville, =
=== Fla. See: ===========================================
=== http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm ======
===========================================================
This week's Webcast about Low Threshold Applications (LTAs)
was outstanding - full of useful information and new ideas.
For definition and intro to LTA, go to:
http://www.tltgroup.org/LTAs/Overview.htm
Or, see the digital "archive" of the 2/12/02 Webcast with
Ansorge, Nancy Bowers of Portland State U., and Patricia
Harris of Oakland CC/SCT. For the set of all recent
TLT/HorizonLive Webcasts, see:
http://www.tltgroup.org/calendar/interviewarchives2001.htm
For a direct link to the LTA Webcast archive of 2/12/02:
<http://208.185.32.221/launcher.cgi?channel=tltansorge_2002_0212_1402_16>
This should be used as a single URL even if
it appears on 2 lines in this email message
Explanation of 3 categories:
A. Timesavers
LTAs that save faculty members some time (perhaps after an
initial learning period during which the faculty member is
spending extra time).
B. Connectors
LTAs that increase "connectedness" between faculty and
students or among faculty or among students. See work of
Edward Hallowell about "connectedness"
<http://www.tltgroup.org/share/%HallowellConnectedness+SWGIntro95.htm>
This should be used as a single URL even if
it appears on 2 lines in this email message
C. Personalizers
LTAs that support "personalization" of teaching and
learning; something beyond "individualization". If
individualization is the possibility of modifying the
materials or activities to fit the needs and capabilities
of the individual learner (and/or individual teachers),
then "personalization" adds something more.
"Personalization" adds the possibility of individual
teachers and individual learners revealing or communicating
something about themselves as individual human beings.
Ansorge's Examples:
A. Timesavers
1. I teach statistics and regularly convert raw scores to
standard scores and assign different weights to class
components. If I were do to all of this work by hand with
a calculator it would require hours of my time at the end
of a course. I've created an Excel spreadsheet that does
this all for me almost instantly. Yes, it took some time
to create the spreadsheet, but I use it each time I teach
the classes. I helped a faculty member who teaches
multiple sections of 200 students with a similar kind of
spreadsheet. He said it saved him DAYS in the grading
process.
2. My graduate students send documents to me in an
electronic form and I use editing features in Word to make
my comments and return them in the same electronic form to
students. Lots and lots of time is saved by doing this.
3. We have invested in a very easy to use PolyCom system
that allows us to connect point-to-point using the Internet
for videoconferences. It's great. It's easy to use and
saves time and money. Last week a doctoral student from
northern Minnesota presented her doctoral proposal to her
supervisory committee [in Lincoln, Neb.]. It saved her
driving 1000 miles and there was no [additional] cost for
the videoconference. The cost for the PolyCom system is
not excessive. It's around $5,000 for a monitor, video
camera, and microphone.
B. Connectors
1. I send "weekly updates" to students enrolled in the
distance classes I teach where I add audio to PowerPoint
slides and then make this available to my students each
Monday morning during the course. They hear my voice.
They tell me it helps them feel more a part of the class.
By the tone of my voice I can ease their anxieties and can
communicate more effectively than just with text what my
thoughts and wishes may be. These narrated slides are easy
to do and do not require excessive bandwidth. Students are
required to have at least a 56KB connection.
2. Sending Group e-mail messages saves time and allows me
to connect to my class. We use Blackboard on our campus
and I am able to create separate areas for virtual study
groups that permit these students to feel connected to each
other even though they may be scattered around the globe.
3. I schedule chats with my students using this Blackboard
feature and this permits students to have a conversation
that does not require a long distance telephone charge.
The chats can be archived and reviewed by others in the
class.
C. Personalizers
1. My colleagues shudder when I tell them that there are
times when I am available to students using Instant
Messenger (IM). Yes, there are applications for this very
easy to use software. Students are able to ask me
questions and be confident that I'll provide them with a
quick response. This would not be recommended to a faculty
member who teaches large classes but it would work if the
faculty member was dealing with smaller classes.
2. I am working on personalizing the testing for my
students and am investigating software that will permit me
to do this. The software would make it possible for the
questions to be at a level of understanding where there
would be some success before moving on to the next level in
the learning process.
Charles Ansorge, University of Nebraska-Lincoln
cansorge@unl.edu
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document, see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "'Tlt-Swg (E-mail)'" <tlt-swg@list.cren.net>
Subject: TLT-SWG-3: LTA Challenges - Timesavers, Connectors, Personalizer
s (formerly AAHESGIT)
Date: Fri, 15 Feb 2002 07:00:11 -0800
(2-15-02 TLT-SWG #3 Approx. 3 pages from me and Charles
Ansorge of U. Nebraska-Lincoln <cansorge@unl.edu>
Challenge emerging from LTA Webcast this week:
Can you help us find Low Threshold Applications and
Activities (LTAs) that actually fit one or more of these
categories?
A. Timesavers
Save a faculty member time; e.g., "Gradekeeper" or similar
utilities that help faculty with course management; and/or
B. Connectors
Increase "connectedness" among faculty and students; e.g.,
email communication outside of class time to supplement
class meetings; and/or
C. Personalizers
Support "personalization" of teaching and learning; e.g.,
faculty member schedules specific times to be available for
"instant messaging" with students in a course (faculty
member models and encourages more informal, personal style
of interaction in these sessions).
LTAs can be useful in many ways in addition to these 3 (for
many others, see: "Why Bother?" at:
http://www.tltgroup.org/gilbert/WhyBotherLIST.htm)
See below for more explanation of these categories and
descriptions of related examples suggested by Ansorge.
In general, an LTA is: NOT intimidating, has low entry
cost, is easy to learn, is reliable, has observable
benefits, and enables desirable long-term changes.
Please help us by submitting your own examples of LTAs at:
<http://ctlsilhouette.wsu.edu/CTLSilhouette/mode/respondent/takesurvey.asp?s
=ZS5970> [This should be used as a single
URL even if it appears on 2 lines in this email message.]
Or send descriptions of your LTAs to:
TLT-SWG@LIST.CREN.NET)
Steve Gilbert =============================================
=== First major LTA workshop 4/10/02 at ICCTL in J'ville, =
=== Fla. See: ===========================================
=== http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm ======
===========================================================
This week's Webcast about Low Threshold Applications (LTAs)
was outstanding - full of useful information and new ideas.
For definition and intro to LTA, go to:
http://www.tltgroup.org/LTAs/Overview.htm
Or, see the digital "archive" of the 2/12/02 Webcast with
Ansorge, Nancy Bowers of Portland State U., and Patricia
Harris of Oakland CC/SCT. For the set of all recent
TLT/HorizonLive Webcasts, see:
http://www.tltgroup.org/calendar/interviewarchives2001.htm
For a direct link to the LTA Webcast archive of 2/12/02:
<http://208.185.32.221/launcher.cgi?channel=tltansorge_2002_0212_1402_16>
This should be used as a single URL even if
it appears on 2 lines in this email message
Explanation of 3 categories:
A. Timesavers
LTAs that save faculty members some time (perhaps after an
initial learning period during which the faculty member is
spending extra time).
B. Connectors
LTAs that increase "connectedness" between faculty and
students or among faculty or among students. See work of
Edward Hallowell about "connectedness"
<http://www.tltgroup.org/share/%HallowellConnectedness+SWGIntro95.htm>
This should be used as a single URL even if
it appears on 2 lines in this email message
C. Personalizers
LTAs that support "personalization" of teaching and
learning; something beyond "individualization". If
individualization is the possibility of modifying the
materials or activities to fit the needs and capabilities
of the individual learner (and/or individual teachers),
then "personalization" adds something more.
"Personalization" adds the possibility of individual
teachers and individual learners revealing or communicating
something about themselves as individual human beings.
Ansorge's Examples:
A. Timesavers
1. I teach statistics and regularly convert raw scores to
standard scores and assign different weights to class
components. If I were do to all of this work by hand with
a calculator it would require hours of my time at the end
of a course. I've created an Excel spreadsheet that does
this all for me almost instantly. Yes, it took some time
to create the spreadsheet, but I use it each time I teach
the classes. I helped a faculty member who teaches
multiple sections of 200 students with a similar kind of
spreadsheet. He said it saved him DAYS in the grading
process.
2. My graduate students send documents to me in an
electronic form and I use editing features in Word to make
my comments and return them in the same electronic form to
students. Lots and lots of time is saved by doing this.
3. We have invested in a very easy to use PolyCom system
that allows us to connect point-to-point using the Internet
for videoconferences. It's great. It's easy to use and
saves time and money. Last week a doctoral student from
northern Minnesota presented her doctoral proposal to her
supervisory committee [in Lincoln, Neb.]. It saved her
driving 1000 miles and there was no [additional] cost for
the videoconference. The cost for the PolyCom system is
not excessive. It's around $5,000 for a monitor, video
camera, and microphone.
B. Connectors
1. I send "weekly updates" to students enrolled in the
distance classes I teach where I add audio to PowerPoint
slides and then make this available to my students each
Monday morning during the course. They hear my voice.
They tell me it helps them feel more a part of the class.
By the tone of my voice I can ease their anxieties and can
communicate more effectively than just with text what my
thoughts and wishes may be. These narrated slides are easy
to do and do not require excessive bandwidth. Students are
required to have at least a 56KB connection.
2. Sending Group e-mail messages saves time and allows me
to connect to my class. We use Blackboard on our campus
and I am able to create separate areas for virtual study
groups that permit these students to feel connected to each
other even though they may be scattered around the globe.
3. I schedule chats with my students using this Blackboard
feature and this permits students to have a conversation
that does not require a long distance telephone charge.
The chats can be archived and reviewed by others in the
class.
C. Personalizers
1. My colleagues shudder when I tell them that there are
times when I am available to students using Instant
Messenger (IM). Yes, there are applications for this very
easy to use software. Students are able to ask me
questions and be confident that I'll provide them with a
quick response. This would not be recommended to a faculty
member who teaches large classes but it would work if the
faculty member was dealing with smaller classes.
2. I am working on personalizing the testing for my
students and am investigating software that will permit me
to do this. The software would make it possible for the
questions to be at a level of understanding where there
would be some success before moving on to the next level in
the learning process.
Charles Ansorge, University of Nebraska-Lincoln
cansorge@unl.edu
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document, see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Mon Feb 18 15:46:55 2002
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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A5: Web Annotation Guidelines
Date: Mon, 18 Feb 2002 12:50:53 -0800
MIME-Version: 1.0
X-Mailer: Internet Mail Service (5.5.2653.19)
Content-Type: text/plain
Reply-To: TLT-SWG@cren.net
Sender: owner-TLT-SWG@cren.net
X-Listprocessor-Version: 8.2.09/990901/11:28 -- ListProc(tm) by CREN
(2/18/02 TLT-SWG#A5 Approx. 8 lines from me
In conjunction with tomorrow's "Information Literacy and
Collaborative Change" Webcast, we would like to provide you
with some related resources. These materials, developed by
Craig Gibson of George Mason University (tomorrow's Webcast
presenter), provide guidelines for writing effective
annotations for Web-based resources.
http://www.tltgroup.org/resources/gibson.html
"Information Literacy and Collaborative Change" Webcast
Tuesday, February 19, 2002, 2pm EST
http://www.tltgroup.org/calendar/interviews2002.htm
[Note: We apologize to those of you who received multiple
copies of last week's list messages. CREN, the
organization that hosts this list, was experiencing some
technical difficulties. These difficulties have now been
resolved. We apologize for any inconvenience].)
Steve Gilbert =============================================
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG (formerly
AAHESGIT)
Listserver. Anyone can subscribe to it for free by sending
the EMail message (with subject line left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG, see the
Listserv/AAHESGIT section of WWW.TLTGROUP.ORG .
For access to AAHESGIT and TLT-SWG Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/.
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful. - Copyright 2002, The TLT
From gilbert@tltgroup.org Fri Feb 22 16:09:21 2002
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From: gilbert <gilbert@tltgroup.org>
To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A6: Integrating Fac Devel, Library, and Tech Svcs.
Date: Fri, 22 Feb 2002 13:13:18 -0800
MIME-Version: 1.0
X-Mailer: Internet Mail Service (5.5.2653.19)
Content-Type: text/plain
Reply-To: TLT-SWG@cren.net
Sender: owner-TLT-SWG@cren.net
X-Listprocessor-Version: 8.2.09/990901/11:28 -- ListProc(tm) by CREN
(2/22/02 TLT-SWG#A6:Approx 10 lines from me
Next Week's (Tuesday, 2/26/02, 2pm EST) TLT Group Webcast
is about "Integrating Faculty Development, Library, and
Technology Services".
Four presenters from Lehigh University will discuss the
successes and pitfalls of Lehigh's approach for providing
technology training, instructional design, production
support, library support, and faculty development.
Learn more about this free event by visiting
<http://www.tltgroup.org/calendar/interviews2002.htm>)
Steve Gilbert =============================================
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG (formerly
AAHESGIT)
Listserver. Anyone can subscribe to it for free by sending
the EMail message (with subject line left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG, see the
Listserv/AAHESGIT section of WWW.TLTGROUP.ORG .
For access to AAHESGIT and TLT-SWG Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/.
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful. - Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Mon Mar 4 09:04:47 2002
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Subject: TLT-SWG#A7: Weekly Webcast - Building Accessible Websites
Date: Mon, 4 Mar 2002 06:08:52 -0800
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(3/4/02 TLT-SWG #A7. Approx. 40 lines from me.
Tomorrow's Webcast (2pm EST, 3-5-02) is about developing Web pages
that can be used fully and effectively by those with disabilities.
You will learn about cost-effective techniques that are likely to
improve the value of Websites for almost all learners.
For more info, or to register, see below and:
http://www.tltgroup.org/calendar/interviews2002.htm
http://www.tltgroup.org/calendar/interviews2002.htm#Registration
For more info about two important, related programs, see:
http://www.tltgroup.org/programs/easi.html
For archives of previous TLT/HL Webcasts, see:
http://www.tltgroup.org/calendar/interviewarchives2001.htm)
Steve Gilbert =============================================
=== Audiences for these Webcasts are growing, so it's more=
=== important to pre-register and to log in early - before=
=== 2pm. We're also interested in your ideas on topics ===
=== and speakers for future Webcasts. Send them to =======
=== GILBERT@TLTGROUP.ORG =================================
===========================================================
"Keeping Accessibility in Mind - Developing Web Pages and
Supporting Instruction that Serves Those with Disabilities"
Cyndi Rowland, WebAIM (Web Accessibility In Mind) Project
Director, Utah State University
Norm Coombs, EASI (Equal Access to Software and Information)
March 5, 2002
2:00pm EST
New tools and design principles can enable people with major
disabilities to use the Web and other instructional applications
of technology. EASI and Web AIM are projects that provide
resources, guidelines, and services to help you meet the needs of
students and faculty who have disabilities - and in doing so,
provide better educational options for everyone. Learn in this
session about the legal, economic, and ethical reasons for making
your teaching and learning accessible to everyone. Both free and
commercial options will be examined (many well-known software
programs and Web development tools offer options for increasing
accessibility).
The message above came from the highly moderated TLT-SWG
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From gilbert@tltgroup.org Tue Mar 5 10:30:06 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A8: Preview of Info for Today's Webcast (Web, Instructio
n, Disabilities)
Date: Tue, 5 Mar 2002 07:34:12 -0800
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(3/5/02 TLT-SWG #A8. Approx. 40 lines from me.
For a preview of info related to today's Webcast (2pm EST, 3-5-02)
about "Web Pages and Instruction that Serves Those with Disabilities,"
see:
WebAIM at:
http://www.webaim.org
EASI at:
http://www.rit.edu/~easi
Federal Regulations Section 508 standards at:
http://www.access-board.gov
Web Accessibility Initiative at:
http://www.w3.org/wai
DUE TO INCREASES IN REGISTRATION FOR THESE EVENTS, WE'LL BEGIN
INFORMALLY "CHATTING" (TEXT ONLY) AT 1:45PM EST SO THAT YOU CAN LOG IN
EARLY AND SAY HELLO TO COLLEAGUES. THE WEBCAST Will BEGIN AT 2:00.
For more info, or to register, see below and:
http://www.tltgroup.org/calendar/interviews2002.htm
http://www.tltgroup.org/calendar/interviews2002.htm#Registration
For archives of previous TLT/HL Webcasts, see:
http://www.tltgroup.org/calendar/interviewarchives2001.htm)
Steve Gilbert =============================================
=== Send us your ideas on topics and speakers for future ==
=== Webcasts to GILBERT@TLTGROUP.ORG. ====================
=== MEMBERS OF TLT COLLABORATIVE CHANGE NETWORK ARE =======
=== ENCOURAGED TO SUBMIT QUESTIONS IN ADVANCE FOR THESE ===
=== WEBCASTS===============================================
===========================================================
"Keeping Accessibility in Mind - Developing Web Pages and
Supporting Instruction that Serves Those with Disabilities"
Cyndi Rowland, WebAIM (Web Accessibility In Mind) Project
Director, Utah State University
Norm Coombs, EASI (Equal Access to Software and Information)
March 5, 2002
2:00pm EST
New tools and design principles can enable people with major
disabilities to use the Web and other instructional applications
of technology. EASI and Web AIM are projects that provide
resources, guidelines, and services to help you meet the needs of
students and faculty who have disabilities - and in doing so,
provide better educational options for everyone. Learn in this
session about the legal, economic, and ethical reasons for making
your teaching and learning accessible to everyone. Both free and
commercial options will be examined (many well-known software
programs and Web development tools offer options for increasing
accessibility).
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
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Please duplicate and/or forward the message AND "signature"
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From gilbert@tltgroup.org Fri Mar 15 10:50:08 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-4: Top 10(?) IT Challenges for CAOs (Help!)
Date: Fri, 15 Mar 2002 07:54:10 -0800
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(3/15/02 TLT-SWG #4. Approx. 3 pages from me.
"Top Ten Information Technology Challenges for CAOs" is the
session I'll be offering next Tuesday 3/19/02 1:30-2:30 PM
at the League for Innovation Conference in Boston (Boston
Marriott Copley Place) in the Suffolk room. I HOPE TO SEE
SOME OF YOU THERE!
I'm going to offer several "straw man" top ten lists on
Tuesday (Misleading Myths, Recommendations, Decisions,
Predictions, ...) to encourage participants to help me
identify the most challenging technology-related decisions
facing Chief Academic Officers. Here BELOW is one I've
just been working on.
I NEED YOUR HELP. Please suggest how to make this list
reflect your own priorities and perceptions more
effectively. AND I NEED TO REDUCE THIS VERSION FROM ALMOST
25 TO 10!
I'll also provide a brief intro for CAOs to our "Portfolio
of Strategies for Collaborative Change" see:
<http://www.tltgroup.org/gilbert/strategiesbase.htm> I've
tried to use our "Portfolio" approach to organize this
list. We're also considering doing a Webcast the following
week on this topic.)
Steve Gilbert =============================================
= Please join us for the FIRST LTA Workshop April 10. ====
= See: <http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm> =
= <http://www.tltgroup.org/LTAs/Overview.htm> =============
===========================================================
(Try to reduce to ten!)
TEN TROUBLING QUESTIONS FOR CHIEF ACADEMIC OFFICERS
(AND OTHERS)
INSTITUTIONAL EDUCATIONAL MISSION
* FUNDAMENTAL QUESTIONS: What do we most want to gain?
What do we cherish and want most not to lose?
* SHAPING THE VISION: What is our institutional vision
for improving teaching and learning with technology?
Who knows it? What is the process for revising,
affirming, and disseminating it?
* NEW PARADIGMS: Should we be urging or requiring
faculty to embrace a new paradigm? What is it and why
do its advocates think that it is new, different, and
worthwhile? Are some of our faculty members already
using a new paradigm for teaching and learning?
[Note: How many of our faculty members are
communicating with students in their courses via
email? To what extent is this communication involving
students who faculty previously would not have
expected to communicate as actively with them? To
what extent are students using email to communicate
about course-related topics with faculty members AFTER
a course has ended? Even when the classroom
interaction appears no different from what it was for
many decades, email communication may have already
fundamentally altered what is happening in a course.]
FOUNDATION
* EVERYONE NEEDS: What is almost everyone already
using, doing? What has "spread like wildfire" without
much conscious effort? How do we decide what "almost
everyone" really needs? How do we plan and budget to
meet those needs? How do we revise our understanding
of what everyone needs?
* COMPASSIONATE PIONEERS: Who among our faculty and
staff often explore new options AND HELP THEIR
COLLEAGUES do so as well? How can we support these
individuals? Avoid burning them out? Encourage
everyone to engage in acts of "Compassionate
Pioneering" at least occasionally?
* COMPUTERS FOR EVERYONE? How, why, and to what extent
should we require every student to have a computer
and/or Internet access? What characteristics and
capabilities should that computer have? To what
extent are we obligated to PROVIDE those computers?
What about the same questions for the faculty? Staff?
WHAT WILL WE NEED TO DO TO THE CURRICULUM IF ALL
STUDENTS HAVE COMPUTERS WITH THE SAME CONFIGURATION OF
RESOURCES?
* INFORMATION LITERACY: What do we mean by
"information literacy" [or a preferred alternative
label] and what are we obligated to do to help
everyone(?) achieve it?
* FACULTY REWARDS: What should I do about our faculty
promotion and reward structure with respect to
instructional uses of technology? Can I avoid doing
anything at all? What about the adjuncts or
"contract" faculty?
WIDE/SHALLOW PROJECTS, PROGRAMS
* PROFESSIONAL DEVELOPMENT: How much money should we
allocate for professional development in teaching,
learning, and technology? [To what extent can we
support "lifelong learning" for our faculty and staff
vis a vis the ever-changing opportunities for
educational uses of information technology?]
* ENGAGE "ALL" FACULTY: How can we engage and support
all the faculty in improving teaching and learning
with technology? What do we really mean by "all"?
"engage"?
* ADJUNCTS AND "CONTRACT" FACULTY: What are we doing to
encourage, train, and support adjunct faculty members
to improve teaching and learning with technology IN
WAYS CONSISTENT WITH OUR INSTITUTIONAL VISION AND
CONSISTENT WITH THE EFFORTS OF THE FULL-TIME FACULTY?
* SEAMLESS INTEGRATION: How much can we commit to
achieving a "seamless integration" of all information
systems in this institution? Can ANYONE provide
realistic goals, cost estimates, and schedules?
* SUPPORT SERVICE CRISIS AND STUDENT TECHNOLOGY
ASSISTANTS: What is this "Support Service Crisis" and
why won't it go away? Can we develop a "Student
Technology Assistant" (STA) program that will help us
meet our academic technology support needs while
providing the participating students with valuable
learning opportunities and resume'-enhancers? Can an
extensive STA program take on much of the burden for
achieving (perhaps, even help defining) "information
literacy"?
* WEB PORTAL: To what extent does our institution need
a customizable "portal" on the Web? What kind of
initial outlay, budget, and staff increase will be
necessary and worthwhile? Who needs to be involved in
making decisions about this?
* WEB-BASED COURSE MANAGEMENT SYSTEM: How can we decide
whether or not to "standardize" on one Web-based
Course Management System? How can we decide which one
(or two or three)? How can we know when we need to
change systems?
NARROW/DEEP PROJECTS, PROGRAMS
* PROGRAM/PROJECT REVIEW AND SUPPORT: How do we
encourage and support innovative educational uses of
information technology? How do we publicize this
process so that most will understand and recognize its
fairness?
* DISTANCE EDUCATION: WHAT SHOULD WE DO ABOUT DISTANCE
EDUCATION? For whom? Why? Which models (purely
online? Hybrids?) It seems to be costing more, when
I thought it was going to be our way out of the
financial quicksand of technology investment.
CULTURE OF COLLABORATION AND LEARNING
* BUILD COMMUNITY: Can we use new technology
applications and resources to further our efforts to
build community? To keep our alumni actively engaged?
* COLLABORATION AND LEARNING: Can we use new technology
applications to support collaboration? Collaboration
in planning and decision-making? Collaboration in
learning? Collaboration in selecting teaching and
learning options?
IMPLEMENTATION, ASSESSMENT, REVISION
* PLAN & BUDGET: How can we plan and budget for
educational uses of information technology?
* DECISIONS & ADVICE: Who needs to be involved in the
deliberations that shape my decisions in this area?
How can I keep them actively engaged? If I recognize
their contributions to successful decisions, will they
also share the responsibility for the failures?
* CIO ROLE: What is the best role for our top-ranking
person with major responsibility for information
technology resources (i.e., the "Chief Information
Officer")?
* STUDENT/FACULTY RATIO: How can I increase the
student/faculty ratio? Dare I admit that we need to
do so? Do we really? Would we brag about it if we
could?
* TRUSTWORTHY ADVICE: Whom can I really trust for sound
advice about these technology-related decisions - when
I cannot get conclusive data, the hype keeps flowing,
and many of our governing board members and alumni
believe we must move ahead with technology to keep
from falling behind in competition for...?
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
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From gilbert@tltgroup.org Fri Mar 15 15:45:34 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-5: Portfolio of Strategies for Collab. Change & LTAs
Date: Fri, 15 Mar 2002 12:49:27 -0800
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(3/15/02 TLT-SWG #5. Approx. 3 pages from me.
I hope you find this "Portfolio of Strategies for
Collaborative Change" useful for understanding what is
happening around us now and for shaping what may happen
next with information technology in education.
This conceptual framework - introduced below - brings
together ideas we've been developing and testing in the
past few years, and links TLT Roundtables, Low Threshold
Applications (LTAs), Flashlight, etc. Some may prefer to
begin with this Portfolio as a context for understanding
and using more concrete elements like LTAs. Others may
prefer to begin with specific LTAs and build up to a more
abstract Portfolio of Strategies.
For more about LTAs, and our 1st related workshop, April 10
in Jacksonville, Florida, see:
<http://www.tltgroup.org/LTAs/Overview.htm> and
<http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm>
<https://secure1.fccj.org/TLConf/tltreg.html>.
For much more on the Portfolio of Strategies for
Collaborative Change, see:
<http://www.tltgroup.org/gilbert/strategiesbase.htm>)
Steve Gilbert =============================================
Portfolio of Strategies for Collaborative Change
- for Planning and Implementation
TLTRs, LTAs, (V)TLTCs, STAs, and FLASHLIGHT
The TLT Group -- March 15, 2002
Choosing only one strategy for improving teaching and
learning with technology doesn't work - never has and never
will. Nor does it make sense to pursue too many goals and
spread your institutional or individual effort too thinly -
even in the present environment of rapidly increasing
opportunities, challenges, and complexity. Each college or
university needs a process for carefully selecting,
implementing, and modifying its own set of strategies.
On every campus, expectations continue to grow faster than
available resources. The "Support Service Crisis" gets
worse as both institutions and individuals face too many
attractive alternatives. No one, alone, has enough time
and expertise to make the most of these choices. New
applications of technology are making new forms of
collaboration both essential and possible. It is time for
"Collaborative Change."
Our approach offers a way of describing your current
situation, analyzing your options, and developing a
selective "portfolio" of strategies appropriate for your
institution, division, or department. We recommend a
balanced mixture of visionary thinking, realistic analysis,
flexible planning, and pragmatic implementation - a
Portfolio of Strategies for Collaborative Change which
includes these six elements (each of which can be supported
by a growing set of resources from The TLT Group):
1. Institutional Educational Mission
(and Vision for improving teaching and learning with
technology)
2. Foundation
(Minimum requirements for technology, support
service infrastructure, and information literacy)
3. Wide/Shallow Projects, Programs
(Plan for annual initiatives or improvements, each
of which benefits many faculty members and students
- well-beyond a single course or department)
4. Narrow/Deep Projects, Programs
(Set of more focused, extensive, expensive, risky
programs, each of which provides dramatic benefits
but often for a relatively smaller fraction of the
total institution)
5. Culture of Collaboration and Learning
(Developing a "Nurturing Community" in which
colleagues help each other)
6. Thoughtful Assessment
(Tools and approaches that generate information to
guide successful implementation, program revision,
and realistic budgeting)
A coherent, well-publicized set of strategies can help
transform skepticism, fear, wastefully confused decisions,
and reluctance about change into confidence and focused
energy. A Portfolio of Strategies for Collaborative Change
can help you preserve what you cherish most about your
institution while achieving new goals for educational
quality and accessibility.
On many campuses there is a new dedication to engaging and
serving almost all the faculty in using information
technology to improve teaching and learning. Within this
context, The TLT Group offers strategies, services, and
resources through these programs:
* TLTR
A diverse, institution-wide advisory group like a
local TLTR (Teaching, Learning, and Technology
Roundtable) can be especially valuable in developing
and guiding the implementation of a Portfolio of
Strategies. TLTRs are most effective when
"sponsored" by the Chief Academic Officer or other
top academic administrators - to whom the Roundtable
can offer perspective, advice and recommendations
about the most challenging educational technology-
related policies and decisions.
* LTAs & (V)TLTCs
An LTA is a Low Threshold Application or Activity -
beginning with a teaching/learning application of
information technology that the potential user
(teacher or learner) perceives as not intimidating,
not requiring much additional work or new thinking,
and having low incremental costs for purchase,
training, and maintenance. A well-selected
collection of LTAs can be especially cost-effective
when used in Teaching, Learning, and Technology
Centers or within other "Wide/Shallow" professional
development programs that encourage and support
collegial coaching or mentoring.
* STA
STA (Student Technology Assistant) or similarly
structured programs can grow well beyond the common
pattern of a handful of students who casually
supervise public computing labs. Training and
supervising students who can help support academic
uses of technology efforts while extending their own
learning becomes ever more cost-effective --
especially when an institution is committed to
integrating information technology more widely and
deeply.
* FLASHLIGHT
The Flashlight program provides an approach and
tools well-suited to designing studies and
collecting the kind of information that can guide
both major strategic plans and the implementation of
specific educational uses of technology. Flashlight
services and resources are being used at levels
ranging from collecting student feedback within
individual courses to inter-institutional
collaborations for setting programmatic benchmarks
and sharing data.
To make the best use of most of these resources, colleges
and universities can participate in the TLT Group's
Collaborative Change Network or Flashlight Network. See:
http://www.tltgroup.org/programs/rpackages.html; and
http://www.tltgroup.org/programs/fsubscription.html
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document, see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Thu Mar 28 10:35:22 2002
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Subject: TLT-SWG-6: TLT Issues, Questions for CAOs
Date: Thu, 28 Mar 2002 07:39:28 -0800
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(3/28/02 TLT-SWG #6. Approx. 1 page from me.
Help us continue to develop a set of useful issues,
questions, myths, and recommendations about teaching,
learning, and technology for Chief Academic Officers.
Register for a Webcast, complete a brief survey, see
the latest version of the list!
Issues for Chief Academic Officers (CAOs):
>From Hair-Pulling to Reflection?
FREE WEBCAST TUESDAY 2:00PM EST APRIL 2, 2002.
[First in the new free Tuesday afternoon series co-
sponsored by the TLT Group and HorizonLive.]
Steven W. Gilbert and Stephen C. Ehrmann of the TLT Group
Free, but registration in advance is required at:
http://www.quickslides.com/quickreg/sq.cfm?ObjectID=364
Help us by completing a VERY brief online survey about
issues of importance for your CAO at:
http://CTLSilhouette.wsu.edu/surveys/ZS6550
Earlier version of the list of issues/questions about
teaching, learning, and technology was in TLT-SWG Posting
#4, and some of your responses have already helped shape
changes. See new version at:
http://www.tltgroup.org/programs/CAO-ISSUES3-28.htm
See below for more info about this Webcast and list of
issues.)
Steve Gilbert =============================================
= Please join us for the FIRST LTA Workshop April 10. ====
= See: <http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm> =
= <http://www.tltgroup.org/LTAs/Overview.htm> =============
===========================================================
Issues for Chief Academic Officers (CAOs):
>From Hair-Pulling to Reflection?
FREE WEBCAST TUESDAY 2:00PM EST APRIL 2, 2002.
[First in the new free Tuesday afternoon series co-
sponsored by the TLT Group and HorizonLive.]
Steven W. Gilbert and Stephen C. Ehrmann of the TLT
Group
FOR CAOs AND THOSE WHO SUPPORT (AND INFLUENCE) THEM.
1. Hair-Pulling: What are the most pressing issues
for CAOs with respect to teaching, learning, and
technology?
2. Reflection: What are the less urgent issues that
CAOs should make sure are on the front burner?
We'll summarize important issues and explore how some
CAOs deal effectively with them. Within the
framework of our Portfolio of Strategies for
Collaborative Change
<http://www.tltgroup.org/gilbert/strategiesbase.htm>,
we will provide sample questions, myths and
misimpressions (and a few recommendations). You can
see our current draft at
<http://www.tltgroup.org/programs/CAO-ISSUES3-28.htm>.
But we would like your help in shaping
these lists and guiding our plans for next Tuesday's
(and future) Webcasts.
Please take a moment, go to
<http://CTLSilhouette.wsu.edu/surveys/ZS6550>
and respond today to our VERY brief online survey
on issues facing CAOs.
Thanks!
Your responses to our survey and webcast can help:
1. CAOs analyze, plan, and set the agenda for
improving teaching and learning with technology at
your institution
2. Shape the agenda of future TLT Group webcasts
You must register in advance at
<http://www.quickslides.com/quickreg/sq.cfm?ObjectID=364>;
if you cannot join us live, watch
<http://www.tltgroup.org/calendar/interviewarchives2001.htm>
for information about access to the digital
archive later. If you are with us online next
Tuesday, you'll be able to use the "chat room" to add
your own additional questions, comments, suggestions,
etc.
PS: For more information about Low Threshold
Applications and our first related workshop, see:
<http://www.tltgroup.org/LTAs/Overview.htm> and
<http://www.tltgroup.org/ICCTL/TLTCCNWorkshop.htm>
From gilbert@tltgroup.org Thu Apr 4 09:15:34 2002
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From: gilbert <gilbert@tltgroup.org>
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Subject: TLT-SWG-A9 : Student Tech. Assts. Programs -- NEW FREE Webcast
Date: Thu, 4 Apr 2002 06:19:39 -0800
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(4/4/02 TLT-SWG #A9. Approx. 1 page from me.
Student Technology Assistant Programs
Tuesday, 2:00PM EST, April 9, FREE Webcast:
(co-sponsored by the TLT Group and HorizonLive)
Register in advance at:
http://www.quickslides.com/quickreg/sq.cfm?ObjectID=376
TOPIC SO IMPORTANT THAT WE'RE OFFERING A 2ND (DIFFERENT)
WEBCAST FEATURING 3 MORE PROGRAMS: (Buena Vista U.,
Johnson C. Smith U., & U. of Wisconsin-Milwaukee)
Using unique resources - the students - as technology
assistants can benefit participating students as well as
the institution. This can be one of the very few truly
cost-effective and educationally valuable approaches to
improving teaching and learning with technology and
coping with the "Support Service Crisis."
More info about Student Technology Assistant Programs and
related resources:
http://www.tltgroup.org/programs/sta.html
Archive of previous Webcast about outstanding STA programs
at So. Dakota State U. & Wm. Paterson U.:
http://208.185.32.221/launcher.cgi?channel=tltharris_2002_0205_1402_14
More below.)
Steve Gilbert =============================================
As expectations for improving teaching and learning with
technology continue to accelerate, you can use one of your
institution's most valuable and often-overlooked unique
resources - your students-to deal with the two-headed
support service crisis. The demand for services is
outrunning budgets and a shortage of qualified staff makes
it difficult to fill existing support positions. One
solution is large-scale programs for training and using
students to provide technology support for faculty,
students and staff.
Explore 3 successful Student Technology Assistant (STA+)
Programs (Buena Vista U., Johnson C. Smith U., & U. of
Wisconsin-Milwaukee), and learn some principles and tools
for implementing an STA+ Program at your institution. In
these programs, many of the participating students report
that these "jobs" provide an excellent learning experience,
good preparation for careers as well as more advanced
academic work, and good opportunities to get to know
faculty members more personally. The institutions gain
good quality technical support at a cost lower than any
other option. Students can provide technical assistance,
and, with appropriate professional supervision, they can
train and manage other students as well.
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From gilbert@tltgroup.org Fri Apr 5 09:07:05 2002
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From: gilbert <gilbert@tltgroup.org>
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Subject: TLT-SWG-7: Info. Lit. vs. Info. Fluency, etc.
Date: Fri, 5 Apr 2002 06:11:05 -0800
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(4/5/02 TLT-SWG #7. Approx. lines from Tom Kirk of Earlham
College <kirkto@earlham.edu> and Carol Wilson of W. Kentucky U.
<carol.wilson@wku.edu>
Information Literacy vs. Information Fluency
vs. Computer Literacy vs. Computer Fluency vs. ....
At many colleges and universities, it is now widely
accepted that there are some basic skills, knowledge, and
comfort levels that EVERYONE needs with respect to
computers and information resources. Reaching widespread
agreement on related goals and how to achieve them in this
rapidly changing sector can be quite difficult - and the
results require frequent revision.
Kirk explains some of the history of and differences among
"information literacy" and related terms. I've been
impressed with the energy and effort of many librarians who
try to work collaboratively with faculty and other
professionals to build and sustain local "information
literacy" programs. However, I hear that the term
"information literacy" is avoided at some institutions,
even when the underlying needs are acknowledged and similar
programs are being developed.
IS THE TERM "INFORMATION LITERACY" IRRITATING TO SOME?
WHY? IF SO, HAVE YOU FOUND ALTERNATIVES THAT ARE MORE
COMFORTABLE/ACCEPTABLE?
For more about Info. Lit. from the work of the Assoc. of
College & Research Libs (ACRL) see:
http://www.ala.org/acrl/ilcomstan.html
http://www.ala.org/acrl/infolit.html
Also see archives of TLT Group Webcasts on related topics (esp. Feb. 19,
2002) at:
http://www.tltgroup.org/calendar/interviewarchives2001.htm
For more on "Information Literacy" as part of every
institution's "Foundation" within a "Portfolio of
Strategies for Collaborative Change" see:
http://www.tltgroup.org/gilbert/strategiesbase.htm
Wilson explains that "Computer Fluency" includes
intellectual capabilities, concepts, and skills -- as
developed by the National Academies of Science and
Engineering and used in Computer Science departments. She
provides URLs - see below -- for full text of the related
report. The recommendations include the capability " to
cope with unexpected consequences, as when a computer
system does not work as intended; and to detect and
correct faults, as when a computer shuts down
unexpectedly...." [If we can learn how to do something
beyond tearing our hair and cursing, I'm ready to sign up
now!] And goes on to suggest that "...An individual fluent
in information technology will always be acquiring new
skills and adapting to a changing environment.")
Steve Gilbert =============================================
FROM TOM KIRK OF EARLHAM COLLEGE:
Initially when the term "information literacy" was coined
in the 70s it was largely focused on what we now call
computer literacy. However librarians, particularly at the
elementary and secondary school level, saw the concept of
computer literacy as too narrow. It focused on use of the
computer and especially information manipulation programs
such as word processing, database management (and its
special case spread sheets). Librarians incorporated some
aspects of computer literacy into a broader concept of
information literacy. However the confusion between the
two concepts persists.
This new report from NSF furthers that confusion because it
expands the definition of computer literacy. (I think the
change from literacy to fluency is an interesting but less
important sidelight.) The difference between computer and
information literacy (or fluency; some have argued for the
term "information fluency" on the same ground as those who
argue for "computer fluency") is the focus of the skills
being learned.
Computer literacy as currently practiced focuses on the use
of the computer for information manipulation. This is
extremely broad and can include such routine matters as how
the computer operates, use of Web and E-mail, as well as
more sophisticated information manipulation software that I
mentioned above. It might also include creation of Web
pages and other electronic information display techniques.
And it could include programming; at least the concept and
a basic understanding of the concept of code as a set of
directions.
Information literacy is a broad concept that includes all
aspects of information seeking, retrieval, use and
presentation. Simple differences from computer literacy
include the focus on _both_ print and electronic
information resources. But the difference is more
substantial in that information literacy looks at all
aspects of the use of information resources and the
behavioral and attitudinal aspects of identifying
information need, formulating search strategy, retrieving
information, and reading, analyzing and internalizing
information. It incorporates the use of information to
answer a question or solve a problem. Finally it
encompasses the legal and social aspects of information.
The best definition of information literacy currently in
practice is the ACRL definition embodied in the standards.
See:
http://www.ala.org/acrl/ilcomstan.html
As you can see the new NSF definition of computer fluency
converges on the information literacy definition however it
assumes the computer is the central tool rather than
incorporating print and electronic resources. I would say
that the two now overlap considerably. This is probably not
important except to be clear when talking about individual
activities to distinguish how they are envisioned as parts
of a larger intellectual framework. There is probably a
good deal to learn from one another.
Tom Kirk
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--==--=-=-=-=-=
FROM CAROL WILSON OF W. KENTUCKY U.:
You were searching for an alternative term for "information
literacy".
In Computer Science departments, the computer "literacy"
service course is really a computer "fluency" course. Its
goal is to prepare FIT (Fluent in Information Technology)
students. "Literacy" connotes a minimum acceptable skill
level. "Fluency" connotes comfort and understanding.
The National Academies of Science and Engineering have
released a report that encourages academicians to augment
computer literacy curriculum by including more than just
skills. A copy of the fluency report is on the Web in
several locations:
http://books.nap.edu/books/030906399X/html/R13.html#pagetop
http://pew.cse.buffalo.edu/docs/citpaperfol/citpaper_html.htm
http://academic.mckenna.edu//jlucke/CAC/minutes/Fluency.htm
http://rosetta.atla-certr.org/CERTR/Offline/off66.html
The three essential and interrelated components that lead
the student to fluency in information technology are
summarized in the following report announcement:
"Intellectual capabilities
the application and interpretation of computer concepts and
skills used in problem solving. Examples include the
ability to define and clarify a problem and know when it is
solved; to understand the advantages and disadvantages of
apparent solutions to problems; to cope with unexpected
consequences, as when a computer system does not work as
intended; and to detect and correct faults, as when a
computer shuts down unexpectedly.
"Concepts
the fundamental ideas and processes that support
information technology, such as an algorithm; how
information is represented digitally; and the limitations
of information technology. Understanding basic concepts is
important, the report says, because technology changes
rapidly and can render skills obsolete. A basic
understanding also helps in quickly upgrading skills and
exploiting new opportunities offered by technology.
"Skills
abilities that are associated with particular hardware and
software systems. Skills requirements will change as
technology advances, but currently they include using word
processors, e-mail, the Internet, and other appropriate
information technology tools effectively. An individual
fluent in information technology will always be acquiring
new skills and adapting to a changing environment."
Carol Wilson
Dr. Carol W. Wilson
Computer Science Dept.
Western Kentucky Univ.
Bowling Green, KY 42101
270-745-6225
carol.wilson@wku.edu
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Fri Apr 5 09:11:04 2002
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Subject: TLT-SWG-8: CAOs and Teaching, Learning, & Technology
Date: Fri, 5 Apr 2002 06:15:03 -0800
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(4/5/02 TLT-SWG #8. Approx. 1 page from Steve Ehrmann of the
TLT Group <ehrmann@tltgroup.org>
In preparing for a Webcast about Chief Academic Officers
and their priorities with respect to the integration of
teaching, learning, and technology, we asked you to help by
responding to a survey. Ehrmann reports the initial
results suggest "...as computers and the Web become more
pervasive and fundamental to the educational process, as
they are more seen as means to an end rather than an end in
themselves, the leadership role falls more to the CAO
rather than (only) to the Chief Information Officer... many
CAO's are taking a real leadership role in this arena, not
just waiting for the next crisis."
What about your institution? Is your CAO leading the
efforts to use technology to improve its the academic
program? What are the priorities? Respond to this
BRIEF survey:
http://CTLSilhouette.wsu.edu/surveys/ZS6550
We'll periodically update the results and post them here:
http://www.tltgroup.org/resources/Webcast_Surveys/CAO.htm
For an "archive" of our Webcast on this topic:
http://www.lecture.horizonlive.com/launcher.cgi?channel=tltsteves_2002_0402_
1400_27
For more info about free TLT Group/HorizonLive Webcasts:
http://www.tltgroup.org/calendar/interviews2002.htm
NEXT WEBCAST 4/9/02 2:00PM EST ABOUT STUDENT TECHNOLOGY
ASSISTANT PROGRAMS!)
Steve Gilbert =============================================
When Steve Gilbert and I did a webcast on Tuesday, April 2,
we prepared by doing a little informal survey of potential
participants. We asked what their institutions' Chief
Academic Officers were working on in the general area of
teaching, learning, and technology. If you'd like to see
(and respond) to the survey, it's at
http://CTLSilhouette.wsu.edu/surveys/ZS6550
A summary of the results as of the end of the day on April
1 can be found in a slideshow at
http://www.tltgroup.org/media/CAO-survey_files/frame.htm
If you take the survey, you'll see that the first question
deals with issues that can create crises: issues that may
force themselves onto the provost's agenda.
The second question, in contrast, asks about issues that,
we assumed, would be raised only if the CAO were proactive
- striving to move the institution forward.
The biggest surprise in these data (26 responses when I did
the slides; more now) was that the issues in the latter
group seemed to be as high in priority on the agenda for
CAOs as the former group, at least as our respondents saw
it. What do you think?
The second insight came after a bit more thinking. As
computers and the Web become more pervasive and fundamental
to the educational process, as they are more seen as means
to an end rather than an end in themselves, the leadership
role falls more to the CAO rather than (only) to the Chief
Information Officer. To put it another way, if you're
hiring a CAO, shouldn't that person be as expert and
thoughtful about using computers to support better teaching
and learning as he or she would be about using classrooms
with blackboards? If the initial results of this survey
are to be believed, many CAO's are taking a real leadership
role in this arena, not just waiting for the next crisis.
What about your institution? Is your CAO helping the
institution use technology to improve its academic program?
Respond to the survey. We'll periodically update the
results and post them here:
http://www.tltgroup.org/resources/Webcast_Surveys/CAO.htm
Also, if your institution has advertised for a CAO recently
and the job description highlights the need for leadership
in this area, send it to TLT-SWG and Steve Gilbert will try
to post it.
Steve Ehrmann
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Tue Apr 9 09:28:30 2002
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Subject: TLT-SWG-9: LTAs and Related Websites
Date: Tue, 9 Apr 2002 06:32:29 -0700
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(4/9/02 TLT-SWG #9. Approx. 2 pages from me.
In preparing for our first Low Threshold Application
workshop tomorrow, I've had many opportunities to try to
explain LTAs. Sometimes people suggest we might be
"reinventing the wheel" because there are already many
useful Websites offering resources for faculty members who
want to use information technology to improve their
teaching and their students' learning. For example, see:
http://catalyst.washington.edu/home.html
http://www.unctlt.org/pdp/
http://www.wabashcenter.wabash.edu/Internet/front.htm
http://merlot.org/Home.po
For a little more info, see below. If you know other such
useful LTA-relevant Websites, let me know and we'll share
them, too.
But I think our "Low Threshold" focus is different, and I
hope, useful. For related info, see:
http://www.tltgroup.org/LTAs/Overview.htm
Here's the latest attempt to differentiate between LT
Applications and LT Activities:
While a Low Threshold Application is specific to a
particular technology, a Low Threshold Activity puts the
application into action for a specific subject or
situation. Each Low Threshold Activity is guided, offering
an almost "plug and play" option for using a Low Threshold
Application. There might be several (or hundreds) of LT
Activities for each LT Application.
To register for our 2nd LTA Webcast (April 16, 2:00PM EST),
see:
http://www.tltgroup.org/calendar/interviews2002.htm)
Steve Gilbert =============================================
=== Still time to register for today's Webcast at =========
=== 2:00PM EST about Student Tech. Asst. Programs. Go to:=
=== http://www.quickslides.com/quickreg/sq.cfm?ObjectID=376
===========================================================
"The Catalyst Web site brings you tools, resources, and
support to help you teach with new technologies."
http://catalyst.washington.edu/home.html
The University of North Carolina Teaching and Learning
with Technology Collaborative has been developing a
professional development portal in the areas of teaching
and learning, and teaching and learning with technology
http://www.unctlt.org/pdp/
The Wabash Center has "Guide to Internet Resources for
Teaching and Learning in Theology and Religion":
http://www.wabashcenter.wabash.edu/Internet/front.htm
MERLOT is a free and open resource designed primarily for
faculty and students of higher education. Links to online
learning materials are collected here along with
annotations such as peer reviews and assignments.
http://merlot.org/Home.po
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-=-=-=-=-=-=-==-
Low Threshold (easy to learn, use, adapt) Applications
(LTAs). (4/16/02 2PM EST)
2nd in LTA Webcast Series. Frank Parker from Johnson C.
Smith Univ. and Patricia Harris from SCT/Oakland Comm.
College [Chuck Ansorge of U. Nebraska, Lincoln in Chat
Room.]
NOTE: Parker and Harris are leaders in the first LTA
workshop 4/10/02, Jacksonville, Fla. and some results from
that event will be included in this Webcast
A new imperative for many colleges and universities is to
engage "almost all" of the faculty in improving teaching
and learning with information technology. Most "pioneer"
or "early adopter" faculty members enjoy the challenge of
learning how to use new technology options - for some, the
more challenging the better! However, on many campuses,
"early majority" or "mainstream" faculty are now receptive
to improving their own teaching and their students'
learning with technology. Most members of this much larger
group are already busy with other goals - they do not see
technology as a major interest nor do they see themselves
as having much extra time for new challenges in this area.
What can other professionals do to help them? What options
are available for helping themselves? Part of the answer
lies in LTAs. Examples and sources of LTAs and
suggestions for building a local collection of LTAs will be
provided - useful both for faculty members and for academic
support professionals. For related info, see
http://www.tltgroup.org/LTAs/Overview.htm
To register, see:
http://www.tltgroup.org/calendar/interviews2002.htm
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Subject: TLT-SWG-A10: Low Threshold Activities Survey and Webcast
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What kinds of technology use in courses can spread most rapidly and easily?
This question will be addressed in The TLT Group's Winter-Spring 2002
Webcast Interview Series on April 16, 2002 at 2pm EST with a webcast on “low
threshold applications and activities.”
In preparation for this event, we ask that you please respond to a small
survey. The survey will take less than two minutes and is located at
http://CTLSilhouette.wsu.edu/surveys/ZS6804. Thank you for your
participation (and we thank the 57 institutions that responded to our first
survey on the priorities of Chief Academic Officers - see below).
For a full description of the Webcast, see the URL below. We hope that you
will be able to join us!
"Low Threshold Applications"
Tuesday, April 16, 2002, 2:00pm EST
with Frank Parker, Johnson C. Smith University,
Patricia Harris, SCT/Oakland Community College, and
Chuck Ansorge, University of Nebraska, Lincoln
Registration is now available at
http://www.tltgroup.org/calendar/interviews2002.htm
P.S. We've continued to receive responses to our survey of the priorities of
chief academic officers, originally created for last week's webcast. For our
materials on CAOs, the survey (we hope you'll respond) and a summary of
responses to date, see http://www.tltgroup.org/programs/CAO-ISSUES3-28.htm
From gilbert@tltgroup.org Mon Apr 15 12:43:12 2002
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Subject: TLT-SWG-10: LTA Framework, Webcast, Request for Help
Date: Mon, 15 Apr 2002 09:47:23 -0700
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(4/15/02 TLT-SWG #10. Approx. 2 pages from me.
A Low Threshold Application/Activity (LTA) is an
educational use of information technology that is reliable,
accessible, easy to learn, non-intimidating and
(incrementally) inexpensive. We're looking for more
examples, tools, programs, collections, and other resources
that will help refine and build on the ideas that are
emerging about LTAs and how to use them. Here's a
framework that might help you think about helping us. [It
emerged from preparation for tomorrow's free LTA Webcast,
which will address some of these items.] For more info or
advance registration, see:
http://www.tltgroup.org/calendar/interviews2002.htm]
For an expanded version of this framework, see below.
(1) How to identify and describe the elements of your
institution's "foundation" for LTAs (Technology
Infrastructure & Information Literacy).
(2) How to identify and describe a Low Threshold
Application/Activity.
(3) How to identify and collect "local" LTAs for sharing
them with others - both within and beyond campus.
(4) How to identify and use good sources of LTAs beyond
your campus.
(5) How to use LTAs in professional development.
(6) How to use LTAs to meet different needs of individuals
at different institutions.
For more about LTAs, see:
http://www.tltgroup.org/LTAs/Overview.htm)
Steve Gilbert =============================================
=== Hope you aren't having an IRS crisis today! ==========
===========================================================
Thanks to those who helped develop and run our first LTA
Workshop last week: Charles Ansorge, U. Neb. Lincoln;
Patricia Fenn, SCT/Oakland Comm. College; Craig Gibson,
Geo. Mason U.; Sally Gilbert, TLT Group; Patricia Harris,
SCT/Oakland Comm. College; Nate Hewitt, U. of Phoenix, SEF
et al.; Victoria McGlone, Fla. Comm. Coll. Jacksonville;
Frank Parker, Johnson C. Smith U.; Farimah Schuerman, TLT
Group.
We learned a lot from each other and from the participants.
The LTA concept is even more powerful and useful than I
anticipated, but it is also more complex and we need help
in achieving its potential and refining the ideas. We're
looking for examples, tools, programs, collections, and
other resources that will help refine and build on the
ideas that are emerging about LTAs and how to use them.
A Low Threshold Application/Activity (LTA) is an
educational use of information technology that is reliable,
accessible, easy to learn, non-intimidating and
(incrementally) inexpensive. Each LTA has observable
positive consequences, and contributes to important long
term changes in teaching and/or learning.
We're seeing many kinds of "thresholds." Some are more
concrete: What technology is accessible to those involved?
And some are more abstract: With which applications of
technology are those involved really comfortable,
confident? Whether a threshold is "low" or "high" "
depends on a variety of local conditions and personal
attitudes.
Consequently, based on our experience in preparing for and
running the first LTA workshop last week, Trish Harris of
SCT/Oakland Comm. College and Frank Parker of Johnson C.
Smith U. have suggested the following set of main points
for tomorrow's Webcast (4/16/02 2PM EST - Charles Ansorge
of U. Neb. Lincoln will be participating via the chat
room):
(1) How to identify and describe the elements of your
institution's "foundation" for selecting, using, adapting,
or developing Low Threshold Applications and Activities.
This foundation includes:
a. Technology Infrastructure
People as well as hardware, facilities, other information
resources. What technology tools and applications are
(almost) ubiquitously accessible within your institution?
b. Information Literacy
Goals, resources and programs for enabling students,
faculty, and staff to master appropriate skills and
knowledge. What are the current skill and comfort levels
of most faculty, students and staff at your institution
with respect to commonly available technology applications
likely to be useful for academic purposes?
(2) How to identify and describe a Low Threshold
Application/Activity.
Characteristics and examples. What should the essential
elements be and how should they be formatted for easy use
by others, especially via the Web?
(3) How to identify and collect "local" LTAs in a way that
enables sharing them with others - both within and beyond
your campus. What sizes and kinds of collections are most
useful? For whom? Under what circumstances? How can
individual LTAs and collections be shared effectively?
[The following topics may not be covered in the 4/16/02 LTA
Webcast]:
(4) How to identify and use good sources of LTAs beyond
your campus.
How can librarians help? What's the role of your local
librarian(s) in professional development? What are the
widely recognized and valued Web-based collections of
related resources? Which vendors offer LTAs or related
resources? How can we participate in "open source" style
efforts to share LTAs and related resources?
(5) How to use LTAs in professional development.
How can faculty development and other academic support
professionals, and faculty leaders use LTA collections to
help faculty improve teaching and learning with technology?
How can an institution use LTAs to help the majority of
faculty AS WELL AS supporting the more innovative and risky
efforts of those who like to pioneer educational uses of
technology? Should most LTA professional development
programs begin with LTA "timesavers" - those that actually
save time for the users without sacrificing quality?
(6) How to use LTAs to meet different needs of individuals
at different institutions.
How can one determine which LTAs will be especially
appropriate and helpful for which faculty members? How can
one develop a few small collections of LTAs that could meet
the current needs of most of the faculty at one
institution? What happens as these needs change?
NOTES: Every LTA is based on some technology that is
either "almost ubiquitous," available commercially at low-
cost to teachers and learners, or available from "open
source/open course" collections of instructional and
professional development resources. The latter
collections require little or no payment but encourage
users to contribute to the development of the resources.
Low Threshold "Activities" include specifics about
teaching/learning approaches, academic content, intended
educational outcomes, and assessment. Every LT Activity
depends on an LT Application, but one LT Application may be
the basis for many different LT Activities.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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Subject: TLT-SWG-A11: New Free Webcast
Date: Wed, 17 Apr 2002 10:13:25 -0700
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The TLT Group invites you to a free webcast on Tuesday, April 23, 2002 at
2:00PM EST. Tom Kirk, Library Director and Coordinator of Information
Services at Earlham College (and Leader of the ACRL Best Practices in
Information Literacy Initiative) will be the presenter.
His webcast of the Best Practices in Information Literacy
-- Preliminary findings from the ACRL Best Practices in Information Literacy
Initiative will offer preliminary insights from the deliberations of the
ACRL Best Practices Initiative team and from the responses to the request
for proposals to participate in a related invitational conference (Best
Practices in Information Literacy Invitational Conference June 11-13, 2002 -
Atlanta). The following items will be covered:
a) Roles of faculty, professional development staff, and librarians in
information literacy programs.
b) Whether or not to use the term "information literacy" in advancing a
local program (vs. “computer literacy” vs. information fluency” vs. other
terms).
c) How faculty members, librarians, AND ACADEMIC DEPARTMENTS can develop
responsible programs for helping students use current information resources
- both onsite and hard-copy -- effectively for undergraduate research
projects, assignments.
Please register at: http://www.quickslides.com/quickreg/sq.cfm?ObjectID=435
Thank you.
The message above came from the highly moderated TLT-SWG
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From gilbert@tltgroup.org Wed Apr 17 14:30:09 2002
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Subject: TLT-SWG-11: Info Lit 'Best Practices,' Criteria, Definitions
Date: Wed, 17 Apr 2002 11:34:17 -0700
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(4/17/02 TLT-SWG #11. Approx. 4 pages from me.
For an analysis of criteria for exemplary programs and
definitions of "information literacy" see:
http://www.ala.org/acrl/nili/criteria.html (excerpts
below). This document suggests that programs of
Information Literacy that illustrate Best Practices
include: Mission, Goals and Objectives, Planning,
Administrative & Institutional Support, Articulation with
the Curriculum, Collaboration with Classroom Faculty,
Pedagogy, Staff, Outreach, and Assessment.
Tom Kirk of Earlham College leads the ACRL Best Practices
Initiative on Information Literacy. In our free Webcast
next week (4/23/02 2pm EST), he will offer preliminary
insights from that Initiative and from the responses to the
request for proposals to participate in a related
invitational conference (winners listed below).
For more info, and to register for the Webcast, go to:
http://www.tltgroup.org/calendar/interviews2002.htm
For MANY more links to Information Literacy resources
supplied by Kirk, see below.
Let us know about information literacy and related
initiatives on your campus!)
Steve Gilbert =============================================
=== I hope many Information Literacy programs are =========
=== including efforts to make Web-based and other =========
=== educational resources accessible to those with ========
=== disabilities. ========================================
=== See http://www.tltgroup.org/programs/easi.html =======
===========================================================
WEBCAST 2/23/02 2PM EST
Free Webcast 2:00PM EST Tuesday, April 23, 2002
Webcast Title: Best Practices in Information Literacy
-- Preliminary findings from the ACRL Best Practices in
Information Literacy Initiative
Tom Kirk, Library Director and Coordinator of Information
Services, Earlham College (and Leader of the ACRL Best
Practices in Information Literacy Initiative)
This Webcast will offer preliminary insights from the
deliberations of the ACRL Best Practices Initiative team
and from the responses to the request for proposals to
participate in a related invitational conference (Best
Practices in Information Literacy Invitational Conference
June 11-13, 2002 - Atlanta). E.g.,:
a) Roles of faculty, professional development staff, and
librarians in information literacy programs.
b) Whether or not to use the term "information literacy"
in advancing a local program (vs. "computer literacy" vs.
information fluency" vs. ...).
c) How faculty members, librarians, AND ACADEMIC
DEPARTMENTS can develop responsible programs for helping
students use current information resources - both onsite
and hard-copy -- effectively for undergraduate research
projects, assignments.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=--=-=-=-=-=-=-=-=
Excerpts from http://www.ala.org/acrl/nili/criteria.html
ACRL Best Practices Initiative
Characteristics of Programs of Information Literacy
that Illustrate Best Practices
APPENDIX A
Definition of Information Literacy
Overview
Information literacy is a set of abilities requiring
individuals to "recognize when information is needed and
have the ability to locate, evaluate, and use effectively
the needed information." (American Library Association.
Presidential Committee on Information Literacy. Final
Report. (Chicago: American Library Association, 1989.
[http://www.ala.org/acrl/nili/ilit1st.html] 25 April,
2000.)
Information literacy is increasingly important in the
contemporary environment of rapid technological change and
proliferating information resources. Because of the
escalating complexity of this environment, individuals are
faced with diverse, abundant information choices in their
academic studies, in the workplace, and in their personal
lives. Information is available through libraries,
community resources, special interest organizations, media,
and the Internet and increasingly, information comes to
individuals in unfiltered formats, raising questions about
its authenticity, validity, and reliability. In addition,
information is available through multiple media, including
graphical, aural, and textual, and these pose new
challenges for individuals in evaluating and understanding
it. The uncertain quality and expanding quantity of
information pose large challenges for society. The sheer
abundance of information will not in itself create a more
informed citizenry without a complementary cluster of
abilities necessary to use information effectively.
Definition
Information literacy forms the basis for lifelong learning.
It is common to all disciplines, to all learning
environments, and to all levels of education. It enables
learners to master content and extend their investigations,
become more self-directed, and assume greater control over
their own learning. An information literate individual is
able to:
- Determine[1] the extent of information needed
- Access the needed information effectively and
efficiently
- Evaluate information and its sources critically
- Incorporate selected information into one's knowledge
base
- Use information effectively to accomplish a specific
purpose
- Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
- Information literacy includes information technology
skills, such as use of computers, software
applications, and information retrieval tools, but it
is a broader area of competence that encompasses the
content, analysis and communication of information.
-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=--=-=-=-=-=
More Resources about Information Literacy
http://www.ala.org/acrl/ilintro.html . Association of
College and Research Libraries. Information Literacy
Competency Standards for Higher Education
http://www.educause.edu/pub/er/review/reviewarticles/31231.html .
Information Literacy as a Liberal Art Enlightenment
proposals for a new curriculum, by Jeremy J. Shapiro and
Shelley K. Hughes. EDUCOM Review: Volume 31, Number 2;
Release Date: March/April 1996
http://www.ala.org/acrl/nili/whatis.html . Association of
College and Research Libraries Information Literacy in a
Nutshell: Basic Information for Academic Administrators and
Faculty.
http://ericit.org/digests/EDO-IR-1996-04.shtml . Computer
Skills for Information Problem-Solving: Learning and
Teaching Technology in Context by: Michael B. Eisenberg
and Doug Johnson. ERIC Clearinghouse on Information &
Technology, Digest, March 1996. EDO-IR-96-04
http://www.technos.net/journal/volume10/1koch.htm .
Information Literacy: Where Do We Go from Here? by Melissa
Koch. TECHNOS Quarterly For Education and Technology Vol.
10, No. 1, Spring 2001.
http://www.cabrillo.cc.ca.us/~tsmalley/DefiningInfoLit.html
. Defining Information Literacy; Distinguishing Computer
Literacy from Information Literacy by Topsy N. Smalley.
Also see archives of TLT Group Webcasts on related topics
(esp. Feb. 19, 2002) at:
http://www.tltgroup.org/calendar/interviewarchives2001.htm
For more on "Information Literacy" as part of every
institution's "Foundation" within a "Portfolio of
Strategies for Collaborative Change" see:
http://www.tltgroup.org/gilbert/strategiesbase.htm
-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=--=-=-=-=-=
Information Literacy Invitational Conference
www.ala.org/acrl/nili/bpconference.html
The Best Practices Project Team has selected the following
ten institutions to participate in the National
Invitational Conference:
Minneapolis Community & Technical College, Zayed
University, Austin Community College, Wartburg College,
Elmhurst College, University at Albany SUNY, James Madison
University, California State University Fullerton, Weber
State University, and Ohio State University.
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Subject: TLT-SWG-12: "Why Bother?" A Personal Answer & New Request
Date: Fri, 19 Apr 2002 07:37:02 -0700
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(4/19/02 TLT-SWG #12. Approx. 3 pages from Dan Price of
Union Inst. & Univ.<dprice@tui.edu>
Price offers his own very personal answers to my question:
"Why bother?" He sketches his own continuing efforts to
improve teaching and learning with technology - both his
frustrations and his growing fascination. He describes how
he began 8 years ago "...with both the curiosity and the
skepticism of a traditional academic: curious to see what
could be done and skeptical of maintaining quality control
in this kind of environment. My curiosity turned to
delight..." He also suggests we continue to explore how
sound, image, and text can be combined for more powerful and
effective communication among learners and teachers. I'd
like to suggest a small step in this direction.
I've been asking "Why Bother?" for a couple of years. For
a synthesis of the results, and some related worksheets,
see:
http://www.tltgroup.org/gilbert/WhyBotherLIST.htm
As I've been visiting campuses and conferences, I've heard
deeper, more personal answers - the reasons people keep
working so hard to improve teaching and learning. A few
days ago, when we were talking about ways of enriching our
weekly Webcasts, Steve Ehrmann suggested we do a series of
responses to "Why Bother?". As a first step, I'd like to
begin collecting and offering some of your answers -
preferably personalized by being delivered in your own voices.
If you can record a few minutes of your own answer and make
it Web-accessible as streaming audio, we'll set up a Web
page with links to your recordings. Best would be a
combination of a text document and streaming audio. Please
send me <gilbert@tltgroup.org> the URL for your streaming
audio and send the text as an email message or attachment.
If you would like to do this, but don't know how or want
some help, let me know. We've got just the "LTA" for you!)
Steve Gilbert =============================================
=== Just got home from enjoying a visit at U. Maine Orono.=
=== Looking forward to the weekend! ======================
=== Next free TLTG Webcast: 4/23/02 2pm EST Best =========
=== Practices in Info Literacy. See: =====================
=== http://www.tltgroup.org/calendar/interviews2002.htm ==
===========================================================
Thank you for raising the question of "Why bother?" and
doing so succinctly. I was struck by the poignancy of your
story about the professional in his field who had not
adapted early on to technology. Now he was wondering if it
were worth the bother. A few thoughts come to mind. First,
I would respond that it is worth the bother because that is
where his learners are going. If he wants to communicate
effectively with his classes, he has to speak to them and
their experience, and that means having some knowledge of
the Web and what it can offer educationally.
Secondly, we bother precisely because this is a new
frontier. It is comparable to the scribes of ancient Sumer
coming back to the elders, telling them of a new way to
record and look at tradition. In other words, something
radical was happening in terms of information gathering and
communication about the information. New patterns of
learning are emerging with consequent new roles and new
models. And and and....
No, we do not know where we are going-precisely. "But the
times they are a changing" and we have a chance to be part
of the new world of learning that is coming upon us. We
have a chance first of all to understand it and secondly,
maybe, to help shape what is emerging.
Thirdly, no, there are no guarantees that personally he
will find the experience rewarding. He may in fact be
entirely turned off by the experience. In a revolution, not
everyone will be a winner at the end of the day! Yet many
of us have made the transition and have found it very
rewarding and especially challenging as we go through the
various stages. Some personal testimony may be helpful.
Personally, it was about 8 years ago that I came to this
kind of program with both the curiosity and the skepticism
of a traditional academic: curious to see what could be done
and skeptical of maintaining quality control in this kind of
environment. My curiosity turned to delight and then to
fascination as to what the possibilities and implications
were, some of which are alluded to above.
I quickly discovered that traditional lecture notes could
not be copied and pasted to a bulleting board with an
expectation that learning would follow. So I had to think
through the materials and basic course design to reformulate
learning outcomes together with new kinds of learning
experiences. I had further development in seeing how to
promote more discussion of materials. I came to experience
a quality of interaction among learners and engagement of
all the students, not just the most verbal. And I
discovered an ease of sharing of student papers so that
there is a public discussion of students' written work-by
their peers as well as by myself. I also found quick tools
to check on plagiarism. I can say that educational quality
is simply not a question. It can be done and I do it.
There is a delight to be connected to colleagues in a new
and dramatic fashion. I've participated in conferences
around world, mostly virtually, and interacted with others
also delighting in the new delivery form. Delighted to have
a forum for instructors of this university to share their
experiences and give each other advice, suggestions, and
support. I enjoy the List Serves, especially, engaging for
both my own field in history (Ficino for Renaissance and
SHARP for history of publication and readership) and new
fields such as Computing in the Humanities.
It's fascinating to consider the future of the university
and of learning in this mode. I am fascinated by the work
of Ong and others about the influence of the format of
communication. A treat to be engaged with the reflections of
Bolter, Lanham, Landow, etc. about the impact of Computer
Mediated Communication and consider how it applies to my
own work..
A further fascination has been to consider the
opportunities and challenges of bringing the immediate
resources of sound and images much more directly into a
means of expression. For instance, the "term paper of the
future" may be a Web page that will make use of sight and
sound of the Renaissance as well as a hypertext version of
written sources-primary and secondary. The Learner's own
reflections likewise could take expression in all three of
those formats-sound, image, and text.
Frustrations? Yes, there has been the frustration of
learning new methods of Course Management Systems, only to
have that replaced by another "better and cheaper" system.
Frustration with colleagues who deny any value to the form
of delivery. Frustration of not all students jumping on
board and also in a way surprised to learn to what extent
the university is more than a place of learning and
research. Frustration of contending with all the
"socialization" and "politicization" aspects associated with
the university. I've come to realize, though, that if
another institution (or institutions) replaces the current
system (say in two or three decades), likewise they too will
be subject to some form of socialization and politicization.
So in that sense, I have grown more realistic about
institutions for learning.
So I would respond, finally, that I would welcome the input
and reflection of this person who is wondering if it's worth
the bother. He is not alone and, I will repeat once again,
that this is one aspect of the new revolution that I find so
encouraging--the new forms of scholarly communities that are
forming through this medium, both for research and for
support.
Sincerely,
Dan Price, Ph.D. Professor, Center for Distance Learning
**********************************************************
The Union Institute (800) 486 3116 ext.
1222 440 E. McMillan St. (513) 861 6400 ext. 1222
Cincinnati OH 45206 FAX 513 861 9026
http://www.tui.edu/Faculty/FacultyUndergrad/Price.html
**********************************************************
From gilbert@tltgroup.org Wed Apr 24 16:45:24 2002
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To: "'tlt-swg@list.cren.net'" <tlt-swg@list.cren.net>
Subject: TLT-SWG#A12: New Free Webcast
Date: Wed, 24 Apr 2002 13:49:26 -0700
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(4/24/02 TLT-SWG #A12. Approx. 1 page from me.
The Learning Dialogs
Tuesday, 2:00PM EST, April 30, FREE Webcast:
(co-sponsored by the TLT Group and HorizonLive)
This session will introduce a provocative selection of observations
and insights about brain research, technology, creativity,
democracy, and courage based on the continuing work and new
initiatives of the League for Innovation in the Community College.
Register in advance at:
http://www.quickslides.com/quickreg/sum.cfm?ObjectID=451
Presenter: Mark David Milliron, President and CEO of the League for
innovation
More info about learning dialogues and related resources:
http://www.league.org/publication/abstracts/learning/lelabs0109.htm
http://www.league.org/publication/abstracts/learning/lelabs0101.htm
http://www.league.org/mark/digitaldemocracy.pdf
More below.)
Steve Gilbert =============================================
In our rapidly changing environment, it's more important than ever
to encourage thoughtful, inclusive discussions about issues that
impact our daily work in our colleges and universities. We can do
so in ways that enliven our institutions by exploring a set of key
issues together. This session will introduce a provocative
selection of observations and insights about brain research,
technology, creativity, democracy, and courage based on the
continuing work and new initiatives of the League for Innovation in
the Community College. We hope some of this information and
perspective can help educators prepare more effectively for the new
conditions, challenges, and opportunities we face.
-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Fri Apr 26 10:54:56 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-A13: Free Events "No Strings Attached" & "Learning Dialo
gs"
Date: Fri, 26 Apr 2002 07:59:02 -0700
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(4/26/02 TLT-SWG #A13. Approx. 3 pages from me and Casey
Green of Campus Computing Project
<cgreen@campuscomputing.net>
1. Free Satellite Program/WebCast, Thursday, May 2, 2002,
2-3:30PM Eastern (test signal 30 minutes prior):
"NO STRINGS ATTACHED - Wireless and PDA Technologies in
Higher Education" for more info, and to register:
http://csumb.edu/ready2net/ [also, see below]
2. Free TLT WebCast Tuesday, April 30, 2002, 2PM Eastern
(Early birds welcome at 1:45):
"The Learning Dialogs": Mark David Milliron, President and CEO,
League for Innovation in the Community College. For more info,
and to register:
http://www.tltgroup.org/calendar/interviews2002.htm
For preview of VERY RICH, RESOURCE-FULL SLIDES, see:
http://www.tltgroup.org/calendar/Webcasts/LearningDialogsMilliron_files/fram
e.htm [also, see below])
Steve Gilbert =============================================
-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
>From Casey Green, READY2NET:
NO STRINGS ATTACHED - Wireless and PDA Technologies in
Higher Education
Wireless and PDA technologies are evolving from convenient
to compelling, from expedient to essential. The costs are
falling; are the benefits rising? What do these
technologies really offer higher education?
REGISTER NOW FOR THE FREE MAY 2, 2002 BROADCAST
LIVE VIA SATELLITE & WEBCAST
2:00-3:30 p.m. ET 1:00-2:30 p.m. CT
noon-1:30 p.m. MT 11 a.m.-12:30 p.m. PT
Test Signal 30 minutes prior to broadcast
Program Length: 90 minutes
YOU MUST REGISTER TO VIEW PROGRAM!
Available on Ku-band Analog Satellite & Streaming Media
Satellite Coordinates & Web Cast info will be available
automatically
With your host...
CASEY GREEN- Founder & Director,
The Campus Computing Project (www.campuscomputing.net)
Segment 1: Campus Wireless Deployments:
Wireless and PDA technologies have matured
dramatically over the past two years. A growing number of
colleges and universities have begun to incorporate
sophisticated security, authentication, access, and
mobility considerations into their wireless installations.
The first panel brings together four chief architects of
wireless technology for a roundtable discussion to help us
understand why their work is important to our ability to
scale solutions across the campuses. The panelists for the
opening conversation are:
Charlie Bartel, Director of Operations for Computing
Services, Carnegie Mellon University
Jeff Gumpf, Chief IT Architect for Information
Services, Case Western Reserve University
Doug Jackson, Director of Technology Customer
Services, UTexas - Dallas
Dewitt Latimer, Executive Director of Statewide IT
Infrastructure, Univ. of Tennessee
Segment 2: Making Sense of Wireless Technology - The View
>From Industry
As the wireless infrastructure becomes a utility in the
campus setting, technology providers have new opportunities
to deliver valuable services and applications that run on
the shared wireless network. All over the world, both
wireless and PDAs are becoming the "norm". As these
technologies become ubiquitous in education in North
America, what are the form factors, the devices, and the
services that Higher Education can anticipate in the months
and years ahead? We have asked a panel of leading vendors
and industry experts to discuss their expectations and
share their expertise:
John Fowler, Director, Sun Microsystems
Mike Humke, Director, Higher Education, Compaq
Joan Leonard, General Manager, SCT
Mike Lorion, Vice President, Palm Computing
Frank Peterpaul, Regional Director, Oracle
Corporation.
Segment 3: Campus Leadership and Wireless
The closing segment brings together four campus
CIOs/CTOs for a conversation about the role of leadership
in the deployment of Wireless and PDA technologies. Are
efforts to deploy wireless and PDA technologies more than a
utility offering to the campus? If so, what do wireless and
PDA technologies mean to leadership engagement, innovation,
renewal? What impact do these technologies have on faculty
development and faculty relations? What do IT leaders
need from industry and from their technologists? What role
do students play? Guests will also discuss the newly
announced Wireless Institute, a joint project initiated by
Cal State Monterey Bay and Western Michigan University.
Susan Brazer, President, Lionshare Media
International
Tom Gaylord, Vice President, University of Akron
Lev Gonick, Vice President/CIO, Case Western Reserve
University
Gil Gonzales, Interim CTO, Cal State Monterey Bay
Viji Murali, Vice President/CIO, Western Michigan
University
The May 2nd READY2NET program, NO STRINGS ATTACHED, has
been scheduled in conjunction with the NO STRINGS ATTACHED
Conference in Cleveland at Case Western Reserve University
on May 1-2 (www.cwru.edu/nostringsattached).
-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
TLT Group WebCast:
The Learning Dialogs
Tuesday, 2:00PM EST, April 30, FREE Webcast:
(co-sponsored by the TLT Group and HorizonLive)
This session will introduce a provocative selection of
observations and insights about brain research, technology,
creativity, democracy, and courage based on the continuing work
and new initiatives of the League for Innovation in the Community
College.
Register in advance at:
http://www.quickslides.com/quickreg/sum.cfm?ObjectID=451
Presenter: Mark David Milliron, President and CEO of the League
for Innovation
More info about learning dialogues and related resources:
http://www.league.org/publication/abstracts/learning/lelabs0109.htm
http://www.league.org/publication/abstracts/learning/lelabs0101.htm
http://www.league.org/mark/digitaldemocracy.pdf
In our rapidly changing environment, it's more important than ever
to encourage thoughtful, inclusive discussions about issues that
impact our daily work in our colleges and universities. We can do
so in ways that enliven our institutions by exploring a set of key
issues together. This session will introduce a provocative
selection of observations and insights which we hope can help
educators prepare more effectively for the new conditions,
challenges, and opportunities we face.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
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- Copyright 2002, The TLT Group. All rights
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From gilbert@tltgroup.org Mon Apr 29 09:08:12 2002
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From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-13: Pendulum; FTE Students per Sq. Ft.?
Date: Mon, 29 Apr 2002 06:12:15 -0700
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(4/29/02 TLT-SWG #13. Approx. 25 lines from me.
See USA Today 4/29/02 p. 3A: "Growth overwhelms state
schools: UCLA, Austin and other state campuses are tougher
to get into as they run out of room," by John Ritter
See:
<http://www.usatoday.com/news/nation/2002/04/29/universities.htm>
"... fast-growing Sun Belt and Western states are running out
of room at flagship campuses.... So states are toughening
admission standards, building satellite campuses and
beefing up academic reputations at their other schools."
This article never mentions ANY alternatives or
enhancements to traditional campus- and classroom-based
instruction. What happened to the claims only a few years
ago from leaders of these same states that "virtual
universities" were the solution to this well-predicted
growth in demand?
It's the usual pendulum swing. Leap from one extreme --
and usually wrong -- prediction to another. (In this case,
from claims that campuses won't be needed at all, to utterly
ignoring the implications of new options for learning at a
distance.) Don't pause anywhere in between to examine the
successful "hybrids" or more moderate alternatives already
in place and growing in acceptance and cost-effectiveness.
Any examples where information technology is being used to
increase the number of FTE students per square foot of
campus while maintaining or improving the quality of
education?)
Steve Gilbert =============================================
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From gilbert@tltgroup.org Mon Apr 29 15:07:37 2002
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From: gilbert <gilbert@tltgroup.org>
Sender: owner-TLT-SWG@cren.net
To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-14: Response to " FTE Students per sq. ft."
Date: Mon, 29 Apr 2002 12:11:42 -0700
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(4/29/02 TLT-SWG #14. Approx. 15 lines From both Venita
Doughty of Denver Seminary
Venita.Doughty@denverseminary.edu and Dorothy Frayer of
Duquesne University frayer@duq.edu.
Two quick responses to earlier posting today, referring to
U. of Central Fla. "hybrid" effort to increase ratio of FTE
students per sq. ft. of classroom space while maintaining
or increasing educational quality.
Steven Sorg, assistant vice president for distributed
learning at the university was quoted:
Central Florida now offers about 100 hybrid courses that
meet half the time in classrooms and half online. That,
along with an increase in all-online courses and new
construction on campus, has reduced the university's need
to rent extra space.
"In courses that might have met Tuesday and Thursdays, if
they reduce it in half, they can put two sections in the
same space" as one used to take, says Mr. Sorg. "We
encourage departments to work it that way."
See reference to University of Central Florida in article:
"'Hybrid' Teaching Seeks to End the Divide Between
Traditional and Online Instruction," by Jeffrey R. Young,
The Chronicle of Higher Education, March 22, 2002. Full
article:
http://chronicle.com/free/v48/i28/28a03301.htm)
Steve Gilbert =============================================
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Subject: TLT-SWG-A14: Web-Accessibility Course Free Online
Date: Wed, 1 May 2002 03:28:35 -0700
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(5/1/02 TLT-SWG #A14. Approx. 2 pages from me.
Remarkable online "course" ABOUT making Web resources
accessible to people with disabilities. See below for more
info about topics, methods.
More info & registration for free resources:
http://webaim.org/training2002/
[Info about purchasing CD of entire series materials:
http://acropolis.usu.edu/cdorder.cfm]
Almost 3000 people have already registered for this
excellent MODEL of entirely Web-based accessible learning!
This is the best response from higher education to an
opportunity to learn about accessibility issues (including
implications of the Americans with Disabilities Act) that
I've ever seen. I hope this means more Websites will
become more fully accessible.
Even though this series is almost "finished" - last live
audio event this Friday -- you can still learn from the
materials that are available: simulations, streaming
video, games, online surveys, and hours of web instruction.
You can spend as little or as much time browsing and
learning as you would like.)
Steve Gilbert =============================================
The WebAIM Accessibility Training Event
April 1 - May 5, 2002.
Each of these 5 weeks will cover different
topics, as outlined below.
On Monday of each week, we will introduce the topic for
that week and begin our threaded discussion for that topic.
These discussions will be available until the end of the
training and beyond. Each Friday at 2pm EST (11am PST)
there will be a live audio event. You can tune in online at
our website. The live audio stream will be available in
QuickTime, Windows Media, and RealPlayer formats. We will
have a panel of experts available to discuss that week's
topic and field your questions, which you can submit
directly from our web site.
Due to the large number of people that will be
participating, we have decided to restructure the way that
our text chats will work. Instead of having an event each
Wednesday, the chat room will be open throughout the week
so you can synchronously discuss accessibility with other
participants whenever is convenient for you. Several times
each week we will post times when accessibility experts
will be in the chat rooms leading discussions and answering
questions.
Week 1: April 1 - 7
The User Experience and Perspective
What is web accessibility?
Understanding user experiences
How web accessibility affects people with disabilities
Week 2: April 8 - 14
Making the Choice to be Accessible
How does accessibility affect you?
The legal implications of accessibility
Business and ethical issues
Week 3: April 15 - 21
HTML Development Techniques and Strategies
HTML and accessibility validators
Creating accessible content using Macromedia Dreamweaver
and Microsoft FrontPage
Getting 'under the hood' - HTML fixes and strategies from
alt to XML
Graphic and Site Design
Week 4: April 22 - 28
Multimedia and Advanced Development Techniques and
Strategies
Creating accessible online PowerPoint Presentations
Producing and captioning accessible web video (QuickTime,
Windows Media, and RealPlayer)
Adobe Acrobat and accessibility
Synchronous chats
Flash, Shockwave, DHTML, Java, JavaScript, XML, dynamic
databases and more
Week 5: April 29 - May 5
Institutional Coordination and Reform
Processes for bringing about accessibility policy
Administrative and development issues
And remember, each week will include...
... threaded discussion of topics.
... web-based text chat.
... live audio broadcast of accessibility experts fielding
YOUR questions.
... user surveys and polls.
... lots and lots of accessible content and instruction.
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Subject: TLT-SWG-A15: Budgets, Tech, Assessment -- Free Webcast
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(5/1/02 TLT-SWG #A15. Approx. 20 lines from me
Next TLT Group WebCast: May 7, 2002, 2:00PM Eastern
"Budgets, Technology, and Assessment,"
Gary Brown, Director, Center for Teaching and Learning,
Washington State University
For more info, see below and:
http://www.tltgroup.org/calendar/interviews2002.htm#BudgetsTechAssessment
Register in advance:
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Free TLT Group WebCast series - Tuesdays, 2:00PM Eastern
- We begin chat room greetings and conversations at 1:45PM
with guest expert "discussant";
- Orientation for new users of HorizonLive WebCast system at
1:55PM;
- Guest Presenter(s) at 2:00PM;
- Finish about 2:45PM. Archive available within 24 hours.
(Yesterday's resource-full Webcast archive already available!)
Updated schedule for next weeks, see:
http://www.tltgroup.org/calendar/interviews2002.htm
Archives, see:
http://www.tltgroup.org/calendar/interviewarchives2001.htm)
Steve Gilbert =============================================
May 7, 2002, 2:00PM Eastern
"Budgets, Technology, and Assessment,"
Gary Brown, Director, Center for Teaching and Learning,
Washington State University
When money is tight, there are likely to be challenges to
budgets for technology and the academic programs that use
it. One way to respond to those challenges is to provide
data about program benefits. Gary Brown, Director of the
Center for Teaching, Learning, and Technology at Washington
State University, has studied a technology-intensive
program for at-risk first year students. When the
program's existence was challenged, Gary presented data
that showed vividly that the program was worth far more
than its cost to WSU. Gary will discuss the program and the
findings that helped explain its value to the University.
He will also explore how his approach can be applied to
other related challenges.
This is the first of several webcasts that will deal with
the role assessment can play in defending and shaping
programs.
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Subject: TLT-SWG-15: Teach to Fish vs. Give a Fish - Challenge for Prof.
Dev.
Date: Thu, 2 May 2002 09:35:16 -0700
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(5/2/02 TLT-SWG #15. Approx. 3 pages from me.
Sometimes when I launch a long explanation in response to a
question from my children, one interrupts and says: "I
just want a fish." I'm trying to accept that some people
need a couple of fish before they're ready to learn how to
fish.
For your amusement, I hope, see:
<http://www.tltgroup.org/LTAs/Fishvs.LearntoFish5-1-02.htm>
This chart shows how complex the fishing/teaching choice
really can be. And, by analogy, the professional
development choice: What combination of strategies will
best enable (almost) all faculty members to use appropriate
technology more effectively to improve teaching and
learning?
I'm convinced that Low Threshold Applications (LTAs) and
Uses (LTUs) are part of the answer. So we've begun
offering LTA workshops. SEE THE "OPEN LETTER" BELOW about
shortcomings of one of our first workshops and suggestions
for improving the next ones. We'll be offering a special
workshop about BOTH LTAs AND Flashlight Online at the 2002
Syllabus conference.
For more on LTAs, see:
http://www.tltgroup.org/LTAs/Overview.htm
For more about our Syllabus Conf. LTA/FLO Workshop, July
27-28, 2002 in Santa Clara, Calif., see:
http://syllabus.com/summer2002/tlt.asp
And please join us for free Tuesday afternoon WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm)
Steve Gilbert =============================================
[This is an open letter -- a public version of a follow-up
letter to my host for a recent campus visit. I led a
workshop there about Low Threshold Applications (LTAs) for
20 people. Scheduling constraints required that we meet
first in a room without Internet connectivity, then we had
lunch in another building, then we ended with a couple of
hours in a computer lab where every participant had his/her
own computer with good Internet access.]
Joe,
Thanks for your hospitality and the opportunity to return
to your campus. I regret that our workshop didn't meet the
needs of several of the participants. I think I know why,
and what to do next time.
A thoughtful comment from one of the workshop participants
reminded me of less restrained responses from my children.
Sometimes when I seem to be launching a long explanation in
response to their questions, one interrupts and says: "I
just want a fish." [For your amusement, I hope, see:
<http://www.tltgroup.org/LTAs/Fishvs.LearntoFish5-1-02.htm>
This chart shows how complex the fishing/teaching choice
really can be. And, by analogy, the professional
development choice: What combination of strategies will
best enable (almost) all faculty members to use appropriate
technology more effectively to improve teaching and
learning?]
Your faculty member was kind enough to postpone expressing
her frustration until she could talk with me privately.
She gently explained what she had been hoping to gain from
this workshop - and her disappointment in not getting it.
She had an idea about using real election data to add some
interest and direction to her instruction in elementary
statistics within a developmental math course. She
couldn't find what she needed among the LTAs I had so
briefly described, or by following the Web links I had
provided to collections of related instructional materials.
But, it was obvious that a few of her more technologically
advanced colleagues would have preferred the briefest
possible introduction and then to be turned loose to
explore the Web links and collections.
So, I've been thinking a lot about her comments and an old
proverb (Correct source and wording?): "Give someone a
fish and you feed him for a day; teach someone to fish and
you feed him for a lifetime."
I've concluded that we've been thinking too simplistically
about professional development, especially about how to
introduce faculty members and those who help them to the
LTA ideas. We need even more variety in our efforts to
enable more people to improve teaching and learning with
technology in higher education.
Some people need a couple of fish before they're ready to
learn how to fish. If you have a group of more than two
faculty members, you have to carefully select enough
variety of fish to make it likely that each person will
enjoy at least one or two. You must try to discover what
kinds of fish each might enjoy, and what kinds each might
be allergic to.
Once they begin to enjoy eating fish, and perhaps even
having some favorite fish dishes, they may be much more
interested in learning how to fish for themselves. That's
when you need to identify just a few kinds of fishing that,
together, might appeal to most of your new a-fish-ionados.
But what about those who grew up fishing? They may only
need some new gear to quickly teach themselves another kind
of fishing. And what about others who need to be reassured
that not everyone is a natural "fisherman" - and that not
everyone needs to be. Ideally, each can keep making
progress toward becoming the best kinds of "fishermen" they
can be.
So, in future LTA-related workshops for anyone, even a very
mixed audience, or even an audience of administrators, I
will work hard to include very concrete examples likely to
be useful to many participants, clearer explanations of
what can be found in the collections we recommend, and
effective search strategies.
I think we'll begin with:
1. Demonstrations of three or four very different kinds of
LTAs; interspersed with
2. Reasons for using this new approach; and
3. Introductions of some of the materials we're developing
to help people find and describe LTAs and LTUs (Low
Threshold Uses).
With enough time, and clear indications of interest from
the participants, we'll also include:
1. Some descriptions of alternative instructional USES,
including pedagogical approaches, for some of our LTAs;
2. Sample descriptions of LTUs;
3. Options for developing and sharing more LTAs and LTUs
within and across institutions;
4. Low Threshold Assessment options (Flashlight Online,
etc.) designed to provide information (based on experience)
that can guide decisions for improving the educational
effectiveness of specific LTAs;
5. A couple of alternative models for assembling and using
collections of LTAs as important elements within
institutional professional development programs.
Of course, I think we could offer some of these online -
perhaps in preparation for or follow-up to face-to-face
workshops. What have I left out? Do you see ways in which
we should be exploring the use of LTAs in Student
Technology Assistant Programs? In collegial (faculty
mentors, peer-to-peer) professional development programs?
In Information Literacy Programs?
Finally, what would be a reasonable schedule for helping
some of your faculty members move ahead with LTAs? Can you
see ways of using our new LTA of the Week offerings?
I hope we can work out a follow-up sequence that will both
relieve the frustrations of those who participated in last
week's workshop and engage even more of your faculty and
academic support professionals. I look forward to your
suggestions.
And the next time I visit your campus, let's find time to
go fishing!
Best,
Steve
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Subject: TLT-SWG-16: TLT Prof. Dev. - Responses to "Fishing/Fish"
Date: Fri, 3 May 2002 07:29:13 -0700
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(5/3/02 TLT-SWG #16. Approx. 6 pages total from Tom
Laughner of Notre Dame <Laughner.1@nd.edu>; Dave Starrett
of SE Mo. State U. <starrett@cstl.semo.edu>; Mike Theall
of U of Ill Springfield <theall@uis.edu>; & Steve Ehrmann
of TLT Group <ehrmann@tltgroup.org>.
Thoughtful (and some punnish) responses to yesterday's
posting about "Teach to Fish vs. Give a Fish" -
professional development options.
Briefest response was from Ehrmann: "Give a man a fish and
you feed him for a day; teach him to use the Net and he
won't bother you for weeks."
Laughner offers 5 "philosophies" [and more, incl. useful
URLs, below]:
1. No faculty member has to use technology.
2. Technology is only part of the equation.
3. Chalk is a perfectly acceptable technology.
4. Faculty and student time are precious resources.
5. Even if faculty decide to use technology, they often
times don't want to be computer experts.
Starrett offers a combination of options to faculty
members: "We can design your online course for you, here
are a couple model courses, here is how to adapt their
approach, here is the thinking, best practices, tools, etc.
that you can utilize in developing YOUR own online course,
... and let me know how I can help you as you go". [more
below.]
Finally, Theall expands below on how the professional
"development programs that seem to be most successful do
all three things: they catch fish for people; they give
fish to people; and they teach people how to fish. But ...
If the institutional diet is steak, then fish will be a
hard sell. "
Below, "LTA" refers to Low Threshold Applications, see:
http://www.tltgroup.org/LTAs/Overview.htm. Laughner,
Starrett, and Theall are each working with the TLT Group on
LTA initiatives - "LTA/LTU of the Week" and Prof. Dev.
using LTAs.)
Steve Gilbert =============================================
=== See Free TLT WebCasts: ===============================
=== http://www.tltgroup.org/calendar/interviews2002.htm ==
===========================================================
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Tom Laughner of Notre Dame:
In 1992 Notre Dame opened DeBartolo Hall, a "state-of-the-
art" building with technology available in each of its
eighty-two classrooms....every student now makes use of e-
mail, 95% of students own computers, and 90% use WebCT in
at least one course. ..
Goals of Kaneb Center for Teaching and Learning: Make
technology accessible to faculty, creating little or no
obstacles to their success. Philosophies that guide
planning and consulting on technology projects.
1. No faculty member has to use technology.
...remove ...barriers ... so that faculty will choose to use the
technology appropriately for their classes.
Technology is only part of the equation.
...encourage faculty to consider their learning objectives,
what the research implies about how students best learn,
the major assignments that will lead to obtaining the
learning objectives, and how best to use student and
faculty time and space. ...availability and dependability of
campus resources (infrastructure and support) need to be
considered. ...consider consequences (positive and negative)
...on student learning.
2. Chalk is a perfectly acceptable technology.
As often as possible, we steer faculty in the direction of
low-threshold applications - those tools that require
minimum time commitment to learn and implement, but offer
maximum benefit to student learning.
3. Faculty and student time are precious resources.
..minimize the time faculty and students have to spend
thinking about technology. Specifically:
4. Classroom technical support is very high priority
Training sessions are intentionally limited to no more than
two hours. The sessions are extremely focused on meeting
the specific pedagogical needs of a course.
5. Even if faculty decide to use technology, they often
times don't want to be computer experts.
While technology has become much easier to use every year,
faculty often do not want to become experts in these
technologies.
..."Educational Technology Jump Start Program"...grant program
provides financial assistance to faculty and teaching
assistants for technology projects. Although the time of
full-time consulting staff is free, there are numerous
other expenses related to implementing technology for a
course. The money can be used for student time, the
purchase of software, assistance with copyright clearances,
or any other expense related to the project. Student time
is the most often requested resource. ... The grant cannot
pay for computer hardware (the computer center has a
separate fund for this) and it cannot go directly to the
individual seeking the grant.
...New technologies continue to change the environment in
which we work and new campus initiatives continue to be
implemented. While faculty are dedicated to ensuring that
students have access to the best education possible, they
want to make sure that their time will be used most
effectively. Our goal is to provide that efficiency.
URLs:
Kaneb Center for Teaching and Learning http://kaneb.nd.edu
Teaching Well Using Technology http://twut.nd.edu
Learning Technology Lab
http://www.nd.edu/~learning
Office of Information Technologies
Educational Technology Program http://www.nd.edu/~edtech
Education Services http://www.nd.edu/~ndoit/training/
Thomas C. Laughner
Kaneb Center for Teaching and Learning
University of Notre Dame
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
David Starrett of SE Mo. State U.
The faculty member's comments to you ring very true. I
think this is often a problem when serving a diverse group.
No one solution works for everyone.
We depend on generalized or global solutions that lack
specificity and that require the individual to custom
tailor the solution to their needs. The problem then ends
up in being able to lead them through that process. The
alternative of course is to have a solution for each
individual need, an impractical approach for sure. I think
your response in the letter comes as close to the happy
medium as we can.
Give a general solution, give some examples, but
importantly, facilitate the individuals own development of
their own solution. This is an effective teaching approach
in the classroom and one we sometimes use without thinking
about. It is also where faculty development often ends
up. Certainly this is how we run our shop here.
"We can design your online course for you, here are a
couple model courses, here is how to adapt their approach,
here is the thinking, best practices, tools, etc. that you
can utilize in developing YOUR own online course, ... and let
me know how I can help you as you go".
Dr. David Starrett, Director
Center for Scholarship in Teaching and Learning
MS 4650, 1 University Plaza
Southeast Missouri State University
Cape Girardeau, MO 63701
Ph: (573) 651-2298 Fax: (573) 986-6858
email: starrett@cstl.semo.edu
WWW: http://cstl.semo.edu
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Mike Theall of U. of Ill. Springfield:
First, while I understand "I just want a fish" as an
indication of a desire for applied, rather than theoretical
information (specific vs general; lunch vs cooking class;
now vs later; answer vs rhetorical response; my discipline
vs some other less worthy discipline; etc. etc.), there
seems a bit of family history left out. In other words,
the quote seems a strange response to an offered
explanation because it's out of context. This is not a
big issue, but I did ask myself something like, "What does
this fish statement have to do with an explanation?"
On the one hand, I've found that while having a big
bookshelf, lots of videos, multiple links to neat websites,
and an array of other potentially useful T & L resources is
useful to me as a teacher, researcher, or faculty
development/ID person, other faculty generally couldn't
care less about my bookshelf. Having more fish doesn't
guarantee a big dinner party unless the guests like fish to
begin with. This goes along with your proposal for
whetting appetites first, so that when the dinner party is
announced, many want to come.
There's an analog to PBS here, in the recent debate about
low-audience programming. "Performance Today" is on the
chopping block because so few people listen, and while the
PBS mandate and history is in support of the arts, the hard
reality at fundraising time is that "Car Talk" draws a much
bigger crowd and a lot more donations. It's not even a
matter of variance in quality, just a matter of listener
response and interest. I.E., all the good stuff in the
world doesn't have much of an impact if nobody cares. As
the for-profit media guys would say, "Viewerless TV is
valueless TV".
Returning to the LTA issue and your open letter, faculty
needs are specific to their situations and often, what they
want/need goes beyond even a particularly suitable resource
and into actually doing/participating/producing/ a product
that meets the need. It's this second part of the
situation that complicates things, because it's neither
providing fish nor (necessarily) teaching to fish. It's
catching the fish while they watch and, I suppose, trying
to lead them to believe that fishing is both fun and
gastronomically profitable.
The development programs that seem to be most successful do
all three things: they catch fish for people; they give
fish to people; and they teach people how to fish. But
there's one other, key ingredient. If the institutional
diet is steak, then fish will be a hard sell. There has to
be a shared valuing of fish (and fishing) before much
change will occur. The LTA concept has value here, because
it minimizes the effort/learning curve intrusion and
because it can maximize the direct application link. One
doesn't have to sacrifice the steak, and fish becomes a
welcome supplement and source of variety.
The relevant example I'm closest to is in my funded project
that uses WWW/computer technologies in support of improving
student writing in grades 6 through 16. We are using
Blackboard and the WWW to create a set of flexible and very
easy to use communication utilities/resources that allow
teachers (our current focus is public school, grade 6-12
teachers & students with connections to higher ed) to do
things otherwise impossible. These include dialogue,
dissemination of work, peer review process, and social
interaction among students and teachers within classrooms;
across levels; across districts; and 'en masse'.
At the micro level, an example of the unexpected benefits
is the comment of one student in response to the poem of a
classmate, "I never knew you felt that way". These two had
been in classes together for 12 years, but the technology
prompted a degree of interpersonal communication that was
new and perhaps more candid. At the macro level, is the
reaction of and interchange between local students and a
group of college students in Hong Kong who also
participated. The exchange of student writing about daily
life in the two cultures opened all kinds of possibilities
that we haven't even had time to explore. (Our current,
limited focus is writing, but think of how an
interdisciplinary curricular effort could capitalize on
this kind of opportunity.)
A critical feature is that we do not have a curriculum that
must be taught. We don't have extra homework designed to
fit our project needs. We don't have tests or content
driven requirements. We have deliberately avoided causing
any extra work for anyone. Instead, we have offered the
utilities (fish); we have done the underlying legwork and
built the structure (cooked the fish); demonstrated how
quickly and easily the system can be adapted for teachers'
use (provided an appetizer); and aggressively urged the
teachers and students to think of things they would like to
do with the system so that we might find ways to make these
things possible (understanding why fishing is fun and that
it is not a mystery).
Anyway, I've probably pushed the metaphor way beyond
reason (and I won't even carp about your 'a-fish-ionados'
pun) , but the bottom line is that what works seems to be
combining the elements. The limit of any workshop is that
there isn't time to do all these things in depth, but what
you are proposing seems to be targeting a similar approach
within the framework of a workshop or seminar. I expect
that in faculty development, the same strategies will be
effective.
I hope I haven't stated the obvious at too great a length.
Cheers,
mike
Michael Theall, Ph. D.
Assoc. Prof. & Dir., On-line Writing Improvement Project CTL
Brk 444 U of IL at Springfield
PO Box 19243
Springfield, IL 62794-9243
ph: 217-206-7157 fx: 217-206-6217
e: theall@uis.edu w: http://www.uis.edu/ctl
w: http://www.uis.edu/writestuff
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-17: Justifying-Assessing Stud. Tech. Asst. Progs. -- Sur
vey, Webcast
Date: Tue, 7 May 2002 06:50:34 -0700
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(5/7/02 TLT-SWG #17 Approx. 2 pages from me and Steve Ehrmann of
the TLT Group.
It's more important than ever to justify budgets for new Student
Technology Assistant (STA) programs and for continuing STA
programs that are being challenged. What kinds of evidence can be
most effective, most easily collected for these purposes? Please
help us answer these important questions by responding to a VERY
BRIEF (1-5 MINUTES) ONLINE SURVEY. Go to:
http://CTLSilhouette.wsu.edu/surveys/ZS7093
In our free May 14 WebCast, we (Lisa Star of SDSU, Steve Ehrmann &
myself of TLTG) will discuss these questions, your answers, and
our own observations and suggestions. Initial survey results will
also be posted on our Website prior to the WebCast. For more info
see:
http://www.tltgroup.org/calendar/interviews2002.htm#STAAssessment
to register in advance:
http://www.quickslides.com/quickreg/sq.cfm?ObjectID=463
Also, 3rd annual conference about the U. Wisc.-Milwaukee "STS"
approach to STA programs: "Rocketing Ahead: Preparing Your
Institution For A Work-Based Learning Solution" June 27-28, 2002;
more info, see below and at:
http://www.uwm.edu/IMT/STS/conference/info.html)
Steve Gilbert =============================================
=== Still time to register for today's WebCast "Budgets, ==
=== Technology, and Assessment" - to do so, or for more ===
=== info about our WebCast series, go to: ================
=== http://www.tltgroup.org/calendar/interviews2002.htm ===
===========================================================
For more about STA Programs, see:
http://www.tltgroup.org/programs/sta.html
Online STA Budget Justification Survey Rationale:
It's more important than ever to find cost-effective ways of
supporting the improvement of teaching and learning with
technology. Financial pressures are increasing just when the
technology/pedagogy options are becoming more attractive,
plentiful, and confusing. Student Technology Assistant (STA)
Programs that prepare and guide students to serve as technology
assistants in higher education are among the best solutions
economically and educationally.
What kinds of evidence can people use to justify budgets for new
STA programs or when budgets for continuing STA programs are
challenged? Please help us answer these important questions.
Our survey will ask you to let us know if you use any of the
following, or if you have better suggestions:
- Faculty satisfaction survey;
- Data on the kinds of teaching-learning activities for which
the STAs provided help (e.g., Courseware development? Help
in using threaded newsgroups?);
- Satisfaction of the STAs themselves;
- Cost savings from using STAs in addition to professional
staff;
- Employment data for current or former STAs when they get jobs
outside the institution...
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
University of Wisconsin-Milwaukee STA Model, Conference:
"The STS model, nationally recognized, is staffed and managed
entirely by students. STS delivers technology-based services to
both the campus community as well as other educational
institutions. Real work experience, combined with training,
empowers STS employees to provide quality service and support
while helping to solve chronic IT staffing challenges.
"You will leave this conference with a resourceful approach to
successfully address demand for technology services at your
institution.
"Please join us with our Keynote Speaker Steven W. Gilbert,
President from the TLT GROUP (The Teaching, Learning, and
Technology Group).
"STS is a highly organized student workforce that delivers quality
technology services to the UW-Milwaukee campus community. To
supplement their classroom education, we seek to empower our
student employees through professional development and technical
on-the-job training. By participating in the STS program, students
- regardless of academic major - are empowered with the technical
and professional skills required to successfully perform their
work at STS today and in the technology workforce of tomorrow.
"Using students to deliver university technology services is an
innovative approach to address the increasing demand for
technology services at universities. The novelty of student
technology services lies in preparing students for the workforce.
In a student managed technology program, student - regardless of
academic major - are trained with the technical and professional
skills to perform their everyday job and to seamlessly enter the
workforce of tomorrow. This conference will share an
organizational model that can be replicated at your institution of
higher education"
From gilbert@tltgroup.org Wed May 8 11:06:23 2002
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-18: Faculty Comfort Zone -- Prof. Dev. Response to "Fish
ing/Fish"
Date: Wed, 8 May 2002 08:10:25 -0700
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(5/8/02 TLT-SWG #18 Approx. 40 lines from Carole Richardson
of American U. <caroler@american.edu>
Another thoughtful response to last week's posting about
"Teach to Fish vs. Give a Fish" - professional development
options. Richardson likes the Low-Threshold Application
(LTA) approach as "...a way to bring all faculty to some
minimum comfort level with technology that will enable them
to proceed at a pace which is within their comfort zone.
It seems that faculty are most comfortable learning from
their peers. Their next most comfy environment is one-on-
one with just about any non-threatening and knowledgeable
individual. Some departments are fortunate enough to have
on-site staff dedicated to attending to the technical needs
of faculty."
*Pls send to TLT-SWG more info about professional
development programs that involve faculty members learning
from their colleagues. Some institutions have similar
success in making faculty members comfortable with new
technology options via well-trained Student Technology
Assistants. So...
*Pls send more info about STA programs, too.
For more on LTAs, see:
http://www.tltgroup.org/LTAs/Overview.htm
For more on STAs, see:
http://www.tltgroup.org/programs/sta.html)
Steve Gilbert =============================================
=== Tuesday I was on time for 3 meetings in a row. I'm ===
=== trying to regain the punctuality I lost early in the ==
=== 1980s. That was shortly after I began to work with ===
=== educational uses of technology in higher education. ==
Just coincidence? ========================================
===========================================================
The teach-to vs. give fish analogy is very appropriate. And
I agree that one must have a taste for fish before the
desire to seek them out can be stimulated.
I always find technology-related teaching/training to be a
challenge because of the wide variety of backgrounds and
motivations the students/participants bring to the table.
I've found that spending quality time up-front describing
my objectives and acknowledging that the session will not
meet all the needs of all the participants, while
encouraging the technologically proficient to assist when
they can with their less proficient neighbors, seems to
help those in attendance feel less frustrated with the
outcomes.
I absolutely love your focus on LTAs. I've described the
concept to several colleagues in several disciplines and to
a person, they become intrigued. You're definitely onto
something here...a way to bring all faculty to some minimum
comfort level with technology that will enable them to
proceed at a pace which is within their comfort zone. It
seems that faculty are most comfortable learning from their
peers. Their next most comfy environment is one-on-one with
just about any non-threatening and knowledgeable
individual. Some departments are fortunate enough to have
on-site staff dedicated to attending to the technical needs
of faculty.
Unfortunately, often technical folks are perceived to be
impatient and condescending so their assistance is not
sought as much as it could and should be. Such technical
support personnel who are assigned to assist faculty could
clearly use an indoctrination in the purposes and
usefulness of the LTA approach :-) At any rate, I totally
agree with your proposed approach for future workshops.
Variety and specificity of examples should help stimulate
the participants' taste for "fish" and motivate them to
learn as much as they can about fishing so they can feed
themselves in the future :-)
Carole
From gilbert@tltgroup.org Fri May 10 07:03:43 2002
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-A16: Free STA/Assessment Webcast; EASI Online Courses; M
erit Network Job Desc.
Date: Fri, 10 May 2002 04:07:56 -0700
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(5/10/02 TLT-SWG #A16 Approx. 3 pages from Lisa Star of
SDSU <LISA_STAR@SDSTATE.EDU>, Steve Ehrmann of TLTG
<ehrmann@tltgroup.org>, Norm Coombs of EASI/TLTG
<nrcgsh@ritvax.isc.rit.edu>, Greg Marks of MERIT
gmarks@merit.edu.
1. FREE WEBCAST TUESDAY, May 14, 2002: "Assessment of STA
(Student Tech. Asst.) Programs"; Lisa Star and Allan
Jones, So. Dakota State U.; Steve Ehrmann, TLTG;
Explore options to get data to help convince others of
value of STA program you're trying to launch or sustain.
Learn more about SDSU's Tech. Fellows program.
To take a BRIEF related survey or see results so far:
http://www.tltgroup.org/resources/Webcast_Surveys/Webcast_survey_home.html
[brief preliminary analysis below]
PREVIEW RESOURCES FOR THIS WEBCAST:
http://learn.sdstate.edu/star/stf.htm
SDSU Tech Fellows Page
http://techfellows.sdstate.edu/
More about STA+ resources, programs:
http://www.tltgroup.org/programs/sta.html
More info & registration for this and future TLTG Webcasts:
http://www.tltgroup.org/calendar/interviews2002.htm
2. THREE EASI ONLINE COURSES BEGINNING 6/3/02
- Barrier-free Information technology
- Learning Disabilities and Information Technology
- Accessible Internet Multimedia
More info below; Syllabi and registration at:
http://easi.cc/workshop.htm
3. UNUSUALLY INTERESTING JOB AT UNUSUAL INSTITUTION
Director, Learning Systems, Merit Network. For more info,
see below and:
http://www.merit.edu/merit/T-024046-CM.html
http://www.merit.edu/cste/projects.html)
Steve Gilbert =============================================
FROM STEVE EHRMANN: PRELIMINARY STA ASSESSMENT SURVEY
RESULTS
We've downloaded first 38 responses to the survey for the
webcast. Some initial observations: 1. Of the 26
respondents who reported that their institutions have STA
programs, not many (9, at most) were aware of any
significant challenge to their budgets. 2. When data are
used, a gratifying wide range of types of facts are being
used. The most common type of information: satisfaction of
the Student Technology Assistants themselves (7). Second
most common: information about what faculty are able to do
with STA help (6). Also common: facts about cost savings
(5).
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
FROM NORM COOMBS: 3 EASI ONLINE COURSES BEGINNING 6/3/02
Three month-long, instructor-led EASI online courses
starting on June 3, 2002. Barrier-free Information
technology Learning Disabilities and Information Technology
Accessible Internet Multimedia Syllabi and registration at
http://easi.cc/workshop.htm
Barrier-free Information technology
The topic of adaptive computing technology is ideal for
administrators, teachers, librarians, rehab consultants,
computer support staff, ADA compliance officers Disabled
student services staff and service providers. Today's
distributed computer environment means that providing
support for the on-site technology needs of students with
disabilities is an institution-wide responsibility. This
course is designed to provide the broad knowledge of
accessible information technology, the law and of student
technological and pedagogical needs to facilitate such
institutional planning.
Learning Disabilities and Information Technology
The largest disability group in education today consists of
students with various learning disabilities. Adaptive
technologies which were primarily created for the needs of
other populations have turned out to provide support for
people with learning disabilities. Technology is only
recently being recognized as an important strategy in
supporting this population.
Accessible Internet Multimedia Production
Educational and other information providers on the Internet
are increasingly using multimedia as a means to disseminate
information. Multimedia poses special problems but also
unique opportunities for reaching people with disabilities.
Providing transcriptions, captions and descriptive video
synchronized with the media is a real challenge. This
course will give step-by-step instruction in how and when
to provide transcriptions and synchronized captions. This
course will be good for web masters, information
technologists, instructional technologists, disabled
student staff, librarians and more.
These three courses start June 3, run for a month, taught
entirely online and led by skilled instructors. Syllabi
and registration at http://easi.cc/workshop.htm
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
FROM GREGORY MARKS: CANDIDATE SEARCH FOR DIRECTOR,
LEARNING SYSTEMS
I'm seeking your help in locating good candidates for a
leadership position we have open in our organization,
Merit Network.
The job title is Director, Learning Systems. For more
information about the position, please see
<http://www.merit.edu/merit/T-024046-CM.html>. The
opportunity is an exciting one and the compensation is
competitive. There is the possibility of a university
faculty appointment, depending on individual credentials.
Merit is hosted at the University of Michigan.
In this part of Merit our goal is to help teachers be more
effective in creating engaged learning experiences for
their students, taking advantage of technology, especially
the Internet. We see curriculum as central, but real
progress in learning requires attention to better pedagogy
and use of technology.
The current budget in this area is over $1 million per
year, almost entirely focused on professional development
and support for K-12 teachers. Current projects are
described at <http://www.merit.edu/cste/projects.html>.
Funding is from a mixture of state grants, federal grants
and fee-for-service income.
Merit has a solid base; the future holds the prospect of
major growth and work in new areas. The broad
organizational objective for Learning Systems is to
increase in size several-fold over the next few years,
branching into areas of direct curriculum support with
associated attention to assessment and evaluation. We are
especially interested in the K-8 grades.
Merit Network is over 30 years old, having been created to
foster the use of computers in education. Throughout most
of its history Merit's work has been with computer
networks, playing a central role in the creation of the
Internet, as the lead organization for NSFNET.
Starting in the mid 1990's Merit became active in
supporting K-12, first with professional development work
for technical staff, then later for teachers. Merit's
strategic objective is to be a national leader in the
improvement of learning for K-12 students through a
combination of curriculum, pedagogy, and technology,
especially the Internet.
I would be very pleased to receive any candidate
suggestions. I am the interim person in this role, working
to find my successor. If you would like to talk, my phone
is 734-615-9758.
Greg Marks
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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Subject: TLT-SWG-A17: UPDATE for Tomorrow's Free STA Assessment WebCast
Date: Mon, 13 May 2002 09:50:06 -0700
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(5/13/02 TLT-SWG #A17 Approx. 2 pages from me.
Assessment of Student Tech. Asst. Programs Free WebCast
Tues. 5/14 at 2:00PM Eastern (1:45 for "Early Birds" and
orientation for those new to HorizonLive WebCast interface)
For more info and to register:
http://www.tltgroup.org/calendar/interviews2002.htm
UPDATE: In tomorrow's WebCast we'll have (at least) two
"Expert Discussants" participating via the chat room in
addition to the oral presenters!
HELP US EXPLORE new ways to use the Chat Room as we try
WebCast variations!
LOG ON FOR THE "EARLY BIRD" SESSION BEGINNING AT 1:45PM SO
THAT YOU CAN FIND OUT WHO ELSE IS PARTICIPATING, CHAT WITH
FRIENDS - BOTH OLD AND NEW, AND "MEET" OUR SPECIAL CHAT
ROOM GUESTS:
*** Robert Harris of Wm. Paterson U. and
*** Beth Schaefer of U. Wisc.-Milwaukee.
For more about Wm. Paterson U. program Student Tech.
Consultant program, see:
http://www.wpunj.edu/stc/
For more about U. Wisc. Milwaukee Student Tech. Svc.
program & related June conference see:
http://www.uwm.edu/IMT/STS/
http://www.uwm.edu/IMT/STS/conference/info.html
For more about the above events and other STA Programs, see
below and: http://www.tltgroup.org/programs/sta.html)
Steve Gilbert =============================================
=== I've got to get to the airport so I can be on-site at =
=== SDSU for tomorrow's WebCast, workshops, etc. =========
===========================================================
It's more important than ever to justify budgets for new
Student Technology Assistant (STA) programs and for
continuing STA programs that are being challenged. What
kinds of evidence can be most effective, most easily
collected for these purposes? Please help us answer these
important questions by responding to a VERY BRIEF (1-5
MINUTES) ONLINE SURVEY. Go to:
http://CTLSilhouette.wsu.edu/surveys/ZS7093
In our free May 14 WebCast, we (Lisa Star of SDSU, Steve
Ehrmann & myself of TLTG) will discuss these questions,
your answers, and our own observations and suggestions.
Initial survey results will also be posted on our Website
prior to the WebCast. For more info see:
http://www.tltgroup.org/calendar/interviews2002.htm#STAAssessment
To register in advance:
http://www.quickslides.com/quickreg/sq.cfm?ObjectID=463
It's more important than ever to find cost-effective ways
of supporting the improvement of teaching and learning
with technology. Financial pressures are increasing just
when the technology/pedagogy options are becoming more
attractive, plentiful, and confusing. Student Technology
Assistant (STA) Programs that prepare and guide students
to serve as technology assistants in higher education are
among the best solutions economically and educationally.
What kinds of evidence can people use to justify budgets
for new STA programs or when budgets for continuing STA
programs are challenged? Please help us answer these
important questions. Our survey will ask you to let us
know if you use any of the following, or if you have
better suggestions:
- Faculty satisfaction survey;
- Data on the kinds of teaching-learning activities for
which the STAs provided help (e.g., Courseware
development? Help in using threaded newsgroups?);
- Satisfaction of the STAs themselves;
- Cost savings from using STAs in addition to
professional staff;
- Employment data for current or former STAs when they
get jobs outside the institution...
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
University of Wisconsin-Milwaukee STA Model, Conference:
3rd annual conference about the U. Wisc.-Milwaukee "STS"
approach to STA programs:
"Rocketing Ahead: Preparing Your Institution For A Work-
Based Learning Solution" June 27-28, 2002;
For more info, see below and at:
http://www.uwm.edu/IMT/STS/conference/info.html
"The STS model, nationally recognized, is staffed and
managed entirely by students. STS delivers technology-
based services to both the campus community as well as
other educational institutions. Real work experience,
combined with training, empowers STS employees to provide
quality service and support while helping to solve chronic
IT staffing challenges.
"You will leave this conference with a resourceful approach
to successfully address demand for technology services at
your institution.
"Please join us with our Keynote Speaker Steven W. Gilbert,
President from the TLT GROUP (The Teaching, Learning, and
Technology Group).
"STS is a highly organized student workforce that delivers
quality technology services to the UW-Milwaukee campus
community. To supplement their classroom education, we
seek to empower our student employees through professional
development and technical on-the-job training. By
participating in the STS program, students - regardless of
academic major - are empowered with the technical and
professional skills required to successfully perform their
work at STS today and in the technology workforce of
tomorrow.
"Using students to deliver university technology services
is an innovative approach to address the increasing demand
for technology services at universities. The novelty of
student technology services lies in preparing students for
the workforce. In a student managed technology program,
student - regardless of academic major - are trained with
the technical and professional skills to perform their
everyday job and to seamlessly enter the workforce of
tomorrow. This conference will share an organizational
model that can be replicated at your institution of higher
education."
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Fri May 17 02:44:03 2002
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Subject: TLT-SWG-A19: MERLOT CFP; Notre Dame Workshop; Tech. Source Issue
Date: Thu, 16 May 2002 23:48:07 -0700
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(5/16/02 TLT-SWG #A19. Approx. 5 pages total from Peter Shea
of SUNY & MERLOT <Peter.Shea@sln.suny.edu>; Tom Laughner of
Notre Dame <Laughner.1@nd.edu>; & James L. Morrison of
Tech. Source <morrison@mivu.org>
1. MERLOT Project Call for Presentations (Deadline 5/31/02)
for Second Annual International Conference: "Academic
Approaches To Technology: Content, Collaboration,
Collections and Community." -- Atlanta, 9/27-30/02.
For more info, see below or:
http://taste.merlot.org/conference
2. "Teaching Well Using Technology" workshop at U. of Notre
Dame; May 20-21, 2002. See below for more info.
3. May/June 2002 issue of The Technology Source, a free,
refereed, e-journal at
http://ts.mivu.org/default.asp?show=issue&id=145
See below for brief summaries of individual articles.)
Steve Gilbert =============================================
=== See Free TLT WebCasts: ===============================
=== http://www.tltgroup.org/calendar/interviews2002.htm ==
=== Flying to Denver to visit my oldest son, then home. ==
=== Just finished very interesting visits/workshops about =
=== LTAs and STAs at So. Dak. State U. and Cascadia CC. ===
=== Two very interesting institutions. ===================
=== Both visits ended with somewhat frightening rides to ==
=== the airport, but everything worked out. ==============
===========================================================
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
FROM PETER SHEA: MERLOT CALL FOR PRESENTATIONS
The MERLOT Project (www.merlot.org) is pleased to announce
a Call for Presentations for our Second Annual
International Conference:
"Academic Approaches To Technology: Content, Collaboration,
Collections and Community."
Hosted by the University System of Georgia, the MERLOT
International Conference will be held at the Atlanta
Marriott Marquis, September 27 - 30, 2002. The Conference
provides forums for learning about shared content, peer
reviews, learning objects, standards, and online
communities, and is open to the international higher
education community. MERLOT is endorsed by NLII/EDUCAUSE,
and partially sponsored by the National Science Foundation.
Individuals are not required to be affiliated with a MERLOT
institution to attend or present at the conference. The
conference themes are geared toward the following audience
types: Faculty, Instructional Designers, Provosts, Deans,
Department Chairs, Technical Support Specialists,
Librarians, Faculty Development Professionals, Members of
Professional Organizations, Authors of Instructional
Materials, MERLOT Users & Potential Partners, Authors of
digital learning materials.
For more information about the MERLOT International
Conference go to http://taste.merlot.org/conference. The
link to "Submit Proposals" is just above the first
paragraph. The deadline for submitting proposals is May 31,
2002.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
FROM TOM LAUGHNER OF NOTRE DAME: WORKSHOP
"Teaching Well Using Technology" workshop at U. of Notre
Dame; May 20-21, 2002 offered by the Kaneb Center for
Teaching and Learning
This planning workshop helps faculty decide which
technologies to learn and try. It helps to re-examine what
faculty are doing in the classroom: how faculty can enhance
student learning and motivation, use in-class and out-of-
class time, plan assignments and tests, and interact with
students. It helps faculty choose technologies that will
facilitate good learning and good use of time. This
workshop views technology as the servant of learning. It is
not a hands-on workshop. Instead it is a workshop to attend
before learning how to use a technology.
The workshop is led by Barbara Walvoord, Director of the
Kaneb Center for Teaching and Learning (on sabbatical 2001-
2002), Tom Laughner, Acting Director, and Kevin Barry,
Assistant Director. The registration fee is $300.
For additional information on the Teaching Well Using
Technology Workshop, please visit:
http://www.nd.edu/~twut and select "Faculty Workshop" or
call us at 574-631-9148.
URLs:
Kaneb Center for Teaching and Learning http://kaneb.nd.edu
Teaching Well Using Technology http://twut.nd.edu
Learning Technology Lab
http://www.nd.edu/~learning
Office of Information Technologies
Educational Technology Program http://www.nd.edu/~edtech
Education Services http://www.nd.edu/~ndoit/training/
Thomas C. Laughner
Kaneb Center for Teaching and Learning
University of Notre Dame
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
FROM JAMES L. MORRISON: JOURNAL PREVIEW
May/June 2002 issue of The Technology Source, a free,
refereed, e-journal at
http://ts.mivu.org/default.asp?show=issue&id=145
Please forward this announcement to colleagues who are
interested in using information technology tools more
effectively in their work.
As always, we seek illuminating articles that will assist
educators as they face the challenge of using information
technology tools in teaching and in managing educational
organizations. Please review our call for manuscripts at
http://ts.mivu.org/default.asp?show=call
and send me a note if you would like to contribute such an
article.
Many thanks.
Jim -- http://ts.mivu.org Home Page:
http://horizon.unc.edu
IN THIS ISSUE:
In an interview with James Morrison, Eduprise founder
William Graves discusses the current state of today's
learning economy. Focusing on the perspectives of four
groups of players in the field--students, instructors,
institutions, and policymakers--Graves considers the impact
of technology on these groups, and reflects upon the
further changes in store for higher education. See
http://ts.mivu.org/default.asp?show=article&id=989
Chris O'Hagan explores the aims and methods of institutions
with apparent global ambitions to determine how such
universities might influence the trajectory of conventional
schools. O'Hagan suggests that highly selective
institutions protective of their elite reputations may have
something to worry about as globalization offers broader
access to educational, intellectual, and economic
opportunities. See
http://ts.mivu.org/default.asp?show=article&id=906
George Lorenzo provides an up-to-date overview of eArmyU, a
program in which the U.S. Army has established partnerships
with a range of service providers, technical and managerial
support services, and educational institutions to provide
online learning opportunities for its personnel. For
institutions looking ahead to the future of education,
eArmyU represents a promising catalyst for the further
expansion of online learning. See
http://ts.mivu.org/default.asp?show=article&id=998
In his case study, Gregory A. DeBourgh illustrates how a
course management system offered some simple, yet elegant
possibilities for managing the complex data in his clinical
nursing course. With a threefold focus on multimode
instruction, interactive discussion, and self-regulated,
reflective learning, DeBourgh shows how these tools
provided a crucial means to realize such pedagogical
principles. See
http://ts.mivu.org/default.asp?show=article&id=925
Celina Byers suggests that whereas instructors usually
grade students periodically and solicit feedback in
summative evaluations at the end of the semester, Web-based
tools can facilitate interactive assessment throughout the
course. Instructors who have wished for better ways to
gauge learning during the semester, rather than after it,
will not want to miss this article. See
http://ts.mivu.org/default.asp?show=article&id=928
If online courses show higher rates of attrition than
traditional courses, can we conclude that online courses
are not as good? David P. Diaz proposes that drop rates
have a crucial relationship with the typical
characteristics and circumstances of online learners--
factors that do not translate into either their quality of
learning or their ability to succeed. See
http://ts.mivu.org/default.asp?show=article&id=981
In his commentary, George Watson discusses how technology
can enhance problem-based learning (PBL)-a form of learning
whereby students acquire life-long thinking and problem-
solving skills by focusing their efforts on "real world"
problems. Watson describes his use of a course Web site,
electronic communication among student groups, controlled
discussion forums, collaborative space, and whiteboard
capabilities to enhance a PBL course. See
http://ts.mivu.org/default.asp?show=article&id=969
To discover how online instructors use tools designed for
the Web, Lucio Teles and his colleagues gathered survey
data from a range of instructors around the globe. Their
results show that instructors especially favor tools
offering flexibility and easy access to the online
classroom, as well as those supporting the flow of
communication and the sense of community. See
http://ts.mivu.org/default.asp?show=article&id=966
For his spotlight site review, Stephen Downes chose The
Centre for Educational Technology Interoperability
Standards (CETIS), a comprehensive, current site devoted to
learning objects and content management systems. For
serious (though not necessarily expert) investigators,
CETIS features authoritative articles and links to relevant
news items, with brief summaries written by a knowledgeable
staff. See
http://ts.mivu.org/default.asp?show=article&id=1007
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Free TLT WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm
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From gilbert@tltgroup.org Sat May 18 08:02:53 2002
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Subject: TLT-SWG-A18: Free TLTG Webcast Intro. LTA of Week
Date: Sat, 18 May 2002 05:07:07 -0700
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(5/17/02 TLT-SWG #A18 Approx. 1 page from me.
TLT Group FREE WebCast:
"Low Threshold Applications: Introducing LTAs of the Week
-- and What to Do With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002, 2:00pm EDT
See below and
http://www.tltgroup.org/calendar/interviews2002.htm
http://www.tltgroup.org/LTAs/Overview.htm)
Steve Gilbert =============================================
=== Free TLTG Webcast May 28, 2002 2:00pm EDT William ====
=== Durden, Pres., Dickinson College & Paul Levit, Exec. ==
=== Dir. IT, Dickinson College: "Information Fluency vs. ==
=== Information Literacy: A Liberal Arts Perspective on ===
=== Technology's Role in the 21st Century" ================
===========================================================
"Low Threshold Applications: Introducing LTAs of the Week
-- and What to Do With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002
2:00pm EDT
A new imperative for many colleges and universities is to
engage "almost all" of the faculty in improving teaching
and learning with information technology. The development,
collection, use, etc. of Low Threshold Applications (LTAs -
- see link below) can help achieve this major new
INSTITUTIONAL AND INDIVIDUAL challenge.
While most "pioneer" or "early adopter" faculty members
enjoy the challenge of learning how to use new technology
options - for some, the more challenging the better - most
others do not. However, on many campuses, "early majority"
or "mainstream" faculty are now receptive to improving
their own teaching and their students' learning with
technology. Most members of this much larger group are
already busy with other goals - they do not see technology
as a major interest nor do they see themselves as having
much extra time for new challenges in this area. What can
other professionals do to help them? What options are
available for helping themselves and each other? Part of
the answer lies in Low Threshold Applications.
Low Threshold Applications will be introduced prior to
every future TLT Group webcast. Charles Ansorge will lead a
discussion of how these LTAs will benefit you and your
organization. David Starrett will lead a discussion of
Professional Development Activities that can take advantage
of the features of LTAs and collections of them.
For related info, see
http://www.tltgroup.org/LTAs/Overview.htm
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Free TLT WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document,
see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
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useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From jmr@cren.net Sat May 18 10:20:51 2002
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Date: Sat, 18 May 2002 10:20:37 -0400
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"Low Threshold Applications: Introducing LTAs of the Week -- and What to Do
With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002
2:00pm EDT
Free TLT Group WebCast:
See below and
http://www.tltgroup.org/calendar/interviews2002.htm
http://www.tltgroup.org/LTAs/Overview.htm)
Steve Gilbert =============================================
=== Free TLTG Webcast May 28, 2002 2:00pm EDT William ====
=== Durden, Pres., Dickinson College & Paul Levit, Exec. ==
=== Dir. IT, Dickinson College: "Information Fluency vs. ==
=== Information Literacy: A Liberal Arts Perspective on ===
=== Technology's Role in the 21st Century" ================
===========================================================
"Low Threshold Applications: Introducing LTAs of the Week -- and What to Do
With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002
2:00pm EDT
SIGN UP NOW
A new imperative for many colleges and universities is to engage "almost
all" of the faculty in improving teaching and learning with information
technology. The development, collection, use, etc. of Low Threshold
Applications (LTAs -- see link below) can help achieve this major new
INSTITUTIONAL AND INDIVIDUAL challenge.
While most "pioneer" or "early adopter" faculty members enjoy the challenge
of learning how to use new technology options - for some, the more
challenging the better - most others do not. However, on many campuses,
"early majority" or "mainstream" faculty are now receptive to improving
their own teaching and their students' learning with technology. Most
members of this much larger group are already busy with other goals - they
do not see technology as a major interest nor do they see themselves as
having much extra time for new challenges in this area. What can other
professionals do to help them? What options are available for helping
themselves and each other? Part of the answer lies in Low Threshold
Applications.
Low Threshold Applications will be introduced prior to every future TLT
Group webcast. Charles Ansorge will lead a discussion of how these LTAs will
benefit you and your organization. David Starrett will lead a discussion of
Professional Development Activities that can take advantage of the features
of LTAs and collections of them.
For related info, see http://www.tltgroup.org/LTAs/Overview.htm
SIGN UP NOW
"Information Fluency vs. Information Literacy: A Liberal Arts Perspective on
Technology's Role in the 21st Century"
William Durden, President & Paul Levit, Executive Dir IT, Dickinson College
Tuesday, May 28, 2002
2:00pm EDT
"Low Threshold Applications: Introducing LTAs of the Week
-- and What to Do With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002
2:00pm EDT
A new imperative for many colleges and universities is to
engage "almost all" of the faculty in improving teaching
and learning with information technology. The development,
collection, use, etc. of Low Threshold Applications (LTAs -
- see link below) can help achieve this major new
INSTITUTIONAL AND INDIVIDUAL challenge.
While most "pioneer" or "early adopter" faculty members
enjoy the challenge of learning how to use new technology
options - for some, the more challenging the better - most
others do not. However, on many campuses, "early majority"
or "mainstream" faculty are now receptive to improving
their own teaching and their students' learning with
technology. Most members of this much larger group are
already busy with other goals - they do not see technology
as a major interest nor do they see themselves as having
much extra time for new challenges in this area. What can
other professionals do to help them? What options are
available for helping themselves and each other? Part of
the answer lies in Low Threshold Applications.
Low Threshold Applications will be introduced prior to
every future TLT Group webcast. Charles Ansorge will lead a
discussion of how these LTAs will benefit you and your
organization. David Starrett will lead a discussion of
Professional Development Activities that can take advantage
of the features of LTAs and collections of them.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Free TLT WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm
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From Melissa.Spore@extfc.usask.ca Sat May 18 10:21:28 2002
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Cc: gilbert@tltgrp.org, gilbert2@tltgrp.org,
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To all TLT-SWG discussion list participants:
In the course of some diagnostic testing several messages were
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It is usually our intention to make any diagnostic maintenance to the
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This messages you received was not sent by the TLT staff.
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I personally receive literally hundreds of unsolicited emails each and
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-Jim Reynolds
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-19: Identifying, Describing LTAs (Prep for Tomorrow's We
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(5/20/02 TLT-SWG #19 Approx. 2 pages from me.
Preparation for tomorrow's free WebCast about Low-Threshold
Applications (LTAs): Questions to help describe or
identify LTAs. We'd like your help in making these
questions [SEE BELOW] more useful. Please send suggestions
to gilbert@tltgroup.org.
For more info about the WebCast, see below and:
http://www.tltgroup.org/calendar/interviews2002.htm
For samples of our first (too complex?) templates for describing
LTAs (which we want to simplify) see:
http://www.tltgroup.org/LTAs/LTAClassificationTEMPLATE4-18-02.htm
http://www.tltgroup.org/LTAs/LTUClassificationTEMPLATE4-18-02.htm
For more general info about LTAs, see:
http://www.tltgroup.org/LTAs/Overview.htm)
Steve Gilbert =============================================
=== Sorry for some technical problems with the listserver =
=== we use. You may have received some extraneous test ===
=== messages in the last couple of days. =================
===========================================================
TLT Group FREE WebCast:
"Low Threshold Applications: Introducing LTAs of the Week
-- and What to Do With Them"
Charles Ansorge, University of Nebraska-Lincoln
David Starrett, Southeast Missouri State University
Tuesday, May 21, 2002, 2:00pm EDT
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=--==--=-==-
Questions for Identifying, Describing Low Threshold
Applications (LTAs)
Definition: "A Low Threshold Application (LTA) is a
teaching/learning application of information technology
that is reliable, accessible, easy to learn, non-
intimidating and (incrementally) inexpensive. Each LTA has
observable positive consequences, and contributes to
important long term changes in teaching and/or learning. "
IMPACT
Pace of Change
Once this application is adopted, does it bring about
almost "instant" observable positive consequences, or more
slow-burning but long-term change?
Kinds of Change
Can this LTA be used to support, develop, assess, or
implement one or more educationally valuable activities?
How many, and what kinds? Is the user likely to enjoy
learning how to use this LTA? Enjoy actually using it?
Depth of Change
How far will the intended use be from a faculty member's
current instructional practices? Does the intended use of
this activity enable a faculty member to do something
different pedagogically? Does the intended use of this
activity enable a faculty member to include new topics in a
course? (Does the activity simply streamline or enhance
current practices? Or does it replace or extend them?)
Is this LTA likely to have a cumulative long-term
educational benefit?
Extension of Change
Would a user be inclined to pass along information about
this LTA to colleagues? About its purposes, efficacy,
etc.? Would a user be likely to encourage colleagues to
use it? To help them do so?
PRE-REQUISITES
Access
Is the technology on which this LTA depends already almost
ubiquitous on most (define "most") campuses? If not, is
the underlying technology easy and inexpensive for most
potential users to acquire? Alternatively, is the
underlying technology available as "open source"?
Expertise
What technology knowledge, skills or related attitudes are
required for successful use of this activity/application?
Technical Support
What level of technical expertise is required to support
the ongoing availability of this application?
START-UP
Cost
What is the cost per user, or per site, to get started
using this technology?
Time
How much time for training and other preparation will
potential users need before they are ready to begin using
the LTA? How long would it take an average user (faculty
member) to learn to successfully and fruitfully BEGIN to
engage in this activity/application? (Be sure to define
your specific parameters for "average.")
MAINTENANCE
Technical Support
Will new USES of this application require increased
technical support just to keep it "running"? Will many
attractive new educational uses of the application require
MORE support resources? Special technical knowledge, its
own server, a streaming web server, etc.? Does this LTA
rely upon technologies or services that an average academic
computing situation can continue to reliably support?
CHARACTERISTICS
Reliability
How reliable is the application and uses based on it? To
what extent can faculty and students depend on it "almost
always" working as anticipated? How often will the
underlying technology or services mis-function (X minutes
per Y hours of use)?
Not Intimidating
Are both potential faculty and students likely to perceive
this LTA as comfortable, easy to use, welcome?
What other characteristics are important for LTAs?
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Free TLT WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm
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listproc@list.cren.net
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- Copyright 2002, The TLT Group. All rights
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From gilbert@tltgroup.org Thu May 23 08:51:39 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-20: Info. Lit. vs. Info. Fluency & Lib. Arts Educ.
Date: Thu, 23 May 2002 05:55:55 -0700
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(5/23/02 TLT-SWG #20 Approx. 3 pages - Excerpts from and
references to an article by William Durden, Pres. of
Dickinson College, & description of AAC&U's "CALL"
Initiative.
How is your institution dealing with issues of Information
Literacy, Information Fluency, and the Digital Divide? How
do these relate to liberal arts education?
Next Tuesday (5/28/02) I'll be at Dickinson College to
keynote a campus workshop and to engage William Durden,
president, and Paul Levit, Exec. Dir. IT, in our weekly
free TLT Group WebCast. We'll explore the relationship
between "Information Fluency," and "Information Literacy,"
and the emerging role of information technology and
distance learning in liberal arts education - especially a
new approach at Dickinson, and a new kind of "digital
divide." For more info or to register for the WebCast,
see:
http://www.tltgroup.org/calendar/interviews2002.htm
The "digital divide" may be narrowing as the overall
accessibility of computers and the Internet in the United
States grows, but William Durden implies that the gap may
be widening between the quality of education available to:
1. those who cannot participate in higher education at
all;
2. those who are being encouraged to accept solely
vocationally-oriented education at a distance; and
3. residential students at liberal arts colleges.
In, "Liberal Arts for All, Not Just the Rich" Durden has
written about misguided efforts to offer distance education
as a "viable alternative for college-aged youth." He
suggests instead the need for something much closer to a
traditional liberal arts residential college education.
The Assoc. of Amer. Colleges & Univs. (AAC&U) has a closely
related initiative: The "Campaign for the Advancement of
Liberal Learning" (CALL) to "...ensure that every college
student experiences the full benefits of a twenty-first
century liberal education. .."
See below for brief excerpts from the AAC&U "CALL"
initiative and Durden's article and a bio of Durden. For a
full text version (and information about the AAC&U
imitative) see:
http://www.aacu-edu.org/CALL/CALL-durden.cfm
http://www.aacu-edu.org/CALL/CALLtext.cfm
For the full text of Durden's article as published in the
Chronicle of Higher Education in Oct. 2001, IF YOU HAVE
A SUBSCRIPTION TO THE CHRONICLE see:
http://chronicle.com/weekly/v48/i08/08b02001.htm
For more about Information Literacy, see:
http://www.csusm.edu/acrl/il/index.html
For more about Information Fluency, see:
http://bob.nap.edu/html/beingfluent/)
Steve Gilbert =============================================
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
>From the AAC&U "CALL" Initiative:
As educational leaders and presidents of colleges and
universities, large and small, public and private, two-
year and four-year, we call on our colleagues around the
country to ensure that every college student experiences
the full benefits of a twenty-first century liberal
education.
Especially since September 2001, Americans have been
catapulted into a powerful sense of engagement with
peoples, places, histories, and ideologies that many of us
previously knew only dimly. Our entire society is now
caught up in quests for deepened understanding, and in re-
examinations of the most basic questions about social
trust, civic duty, international justice, world cultures,
and sustainable health.
While much in our present situation is unprecedented, our
intense need for both knowledge and wisdom also reminds us
of essential truths that we have long known, but recently
neglected.
... Both public policy and popular culture have strongly
encouraged students to view college learning as work
preparation exclusively. This trend has been reinforced by
the new practice of describing students as consumers who
should study in college only what they want to learn, even
when their preferences may leave them largely unprepared
for the complex challenges they will face in their lives,
as human beings and as citizens.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
>From "Liberal Arts for All, Not Just the Rich," by William
Durden:
"Having worked both in a distance-learning company and a
residential liberal-arts college, I know firsthand that no
existing form of distance learning can similarly affirm
students as individuals and also force them to acknowledge
the ideas of others....the only area of distance
instruction that appears pedagogically effective for great
numbers of learners--and adult learners specifically--is
vocational knowledge, where a body of technical information
is transferred in specific fields like business and
information technology.
"...to offer distance education as a viable alternative for
college-aged youth is irresponsible. Where's the research
that proves the effectiveness of virtual learning for that
purpose? The claim is also unfortunate because it comes
precisely when more and more disadvantaged youth are ready
for college, and when liberal-arts colleges are poised to
make it possible for them to attend in unprecedented
numbers through financial aid and heightened recruitment
efforts....They deserve a chance to obtain the type of
education that will substantially increase their access to
power and success.
"It is time to let the secret out beyond the privileged: A
liberal-arts education equals leadership
Copyright 2001 William Durden
William Durden is president of Dickinson College and a
former vice president for academic affairs of the Caliber
Learning Network, a distance-learning venture. He was also
a first-generation college student.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
William G. Durden - Bio
Durden assumed his duties as President of Dickinson College
in Carlisle, Pennsylvania on July 1, 1999. Prior to
Dickinson, Dr. Durden was President of the Sylvan Academy
of Sylvan Learning Systems, Inc. and Vice President for
Academic Affairs of the Caliber Learning Network, a joint
distance-learning venture of Sylvan and MCI Corporation.
He also serves as a Senior Fellow of the Wisconsin Policy
Research Institute.
He is a 1971 graduate of Dickinson and holds M.A. and Ph.D.
degrees in German Languages and Literature from the Johns
Hopkins University. Previously, Dr. Durden was for 16
years Executive Director of the Institute for the Academic
Advancement of Youth (formerly the Center for Talented
Youth), a division of Johns Hopkins, and a member of the
university's Department of German. He was also for 11 years
senior education consultant to the U.S. Department of
State and chaired its Advisory Committee on Exceptional
Children and Youth. In addition, for a number of years he
served on the faculty of the St. Paul's School in
Baltimore, Maryland.
Dr. Durden has received a number of academic awards,
including the Fulbright at the University of Basle,
Switzerland and the Klingenstein Fellowship at Columbia
University. He has held research grants from the American
Council of Learned Societies and other organizations. He is
the author of numerous books, articles, commentaries, and
book reviews on topics ranging from literary criticism to
American educational policy and practice both at the
precollegiate and collegiate levels.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Free TLT WebCasts:
http://www.tltgroup.org/calendar/interviews2002.htm
The message above came from the highly moderated TLT-SWG
(formerly AAHESGIT) Listserver. Anyone can subscribe to it
for free by sending the EMail message (with subject line
left blank):
SUBSCRIBE TLT-SWG yourfirstname yourlastname
to LISTPROC@LIST.CREN.NET
For general information about TLT-SWG (or AAHESGIT), see
the Listserv/TLT-SWG section of WWW.TLTGROUP.ORG .
For access to TLT-SWG & AAHESGIT Archives, see
http://www.cren.net:8080/guest/archives/AAHESGIT/ and
http://www.cren.net:8080/guest/archives/TLT-SWG/
For specific information about how to post a message, or
about copyright permission for the use of this document, see
http://www.tltgroup.org/listserv/copyright.html
If you cannot comfortably use the Web, send your request by
Email to GILBERT@TLTGROUP.ORG or fax to 202 467 6593.
To unsubscribe send the message "unsubscribe TLT-SWG" or
"signoff TLT-SWG" to
listproc@list.cren.net
Please duplicate and/or forward the message AND "signature"
above to your friends and colleagues who might find it
useful.
- Copyright 2002, The TLT Group. All rights
reserved.
From gilbert@tltgroup.org Fri May 24 10:32:58 2002
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From: gilbert <gilbert@tltgroup.org>
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To: "Tlt-Swg (E-mail)" <tlt-swg@list.cren.net>
Subject: TLT-SWG-21: Achieving the Elusive Obvious -- TLT Support Challen
ge
Date: Fri, 24 May 2002 07:37:12 -0700
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(5/24/02 TLT-SWG #21 Approx. 2 pages from me.
Someone recently suggested that I re-publish some old postings
from TLT-SWG (formerly "AAHESGIT"). So I stumbled on this one
from 4/13/00 AAHESGIT #33. Here is a list of "obviously"
desirable characteristics of colleges and universities. Do these
apply to your institution more today than 2 years ago?
Why? Why NOT?
How should the list be changed to reflect more recent
opportunities, challenges, and conditions?)
Steve Gilbert =============================================
=== Let me know if you like the idea of re-publishing =====
=== selections from previous years' postings, or have =====
=== suggestions for how to do it more usefully. ==========
===========================================================
Achieving the Elusive Obvious
- The Teaching, Learning, and Technology Support Challenge
Steven W. Gilbert, President, The TLT Group
March 30, 2000 - Revised (only slightly) May 24, 2002
Would you like the following list to describe your college
or university? To what extent does it already do so?
What are the obstacles?
Dedication to a shared educational vision permeates the
institution.
Leaders recognize they must institutionalize change in
teaching, learning, and the role of information technology
in academic life.
Academic leaders are supported by a stream of consensus -
advice from key stakeholders and constituents. This
diverse group explores together how to improve teaching and
learning, and regularly reconsiders fundamental questions:
What should be preserved? What should be transformed?
Incentives and access to services are adequate to encourage
and support faculty efforts to improve teaching and
learning with technology. Everyone understands the
importance of taking risks, assessing progress, and
learning from failure.
Short-term budgets and long-term plans enable the
institution to meet realistic goals for recruiting,
training, retraining, and retaining well-qualified academic
support specialists.
Faculty and academic support professionals keep up-to-date
on pedagogy/technology options. Faculty members know about
and take advantage of support services available to them.
Different kinds of academic support specialists (e.g.,
technology, pedagogy, library) coordinate their work,
exchange expertise, form teams to include complementary
skills, and develop services impossible to provide
separately.
When making decisions about the curriculum, developing a
new course, or widening a single instructional bottleneck,
faculty members and academic support professionals are able
to consider and integrate:
- The mix of learners' capabilities, needs, and goals;
- The mix of teachers' capabilities, needs, and goals;
- Academic content;
- Approaches to teaching and learning (pedagogy);
- Media and applications of technology; and
- Assessment and feedback.
The common causes of work-related stress are well-
publicized and widely recognized. Help is provided for
those who suffer from overwork, information overload, the
deluge of shallow communications, and erosion of
opportunities for meaningful human connections.
The institution identifies and exploits its unique assets
for advancing educational uses of information technology:
- Faculty "Compassionate Pioneers" who can help their
colleagues weave new combinations of pedagogy and
technology into the academic fabric;
- Students who can provide technology support for others
while improving their own skills;
- Disciplinary expertise related to teaching, learning,
and technology;
- A culture of commitment to thoughtful reflection, open
discourse, experimentation, assessment, and analysis -
the search for truth.
What do you need to help make these "obvious" descriptions
apply to your college or university?
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Tue May 28 07:29:56 2002
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Subject: TLT-SWG-A20: CORRECTION on dates for Workshop "Teaching Well Usi
ng Tech."
Date: Tue, 28 May 2002 04:34:06 -0700
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(5/28/02 TLT-SWG #A20. Correction ON DATES from Tom Laughner
of Notre Dame <Laughner.1@nd.edu>
"Teaching Well Using Technology" workshop at U. of Notre
Dame; May 30-31, 2002. For additional information on the
Teaching Well Using Technology Workshop, please visit:
http://www.nd.edu/~twut and see below.
IF YOU MISS THIS ONE, KEEP WATCHING FOR THE NEXT ONES
-- THIS IS AN EXCELLENT SERIES!)
Steve Gilbert =============================================
=== See latest "Why Bother?" slides prepared for workshops=
=== I'm running this week at Dickinson College (today) and=
=== Marymount (tomorrow): ================================
=== http://www.tltgroup.org/OK/GilbertPresentations.htm ===
===========================================================
"Teaching Well Using Technology" workshop at U. of Notre
Dame; May 20-21, 2002 offered by the Kaneb Center for
Teaching and Learning
This planning workshop helps faculty decide which
technologies to learn and try. It helps to re-examine what
faculty are doing in the classroom: how faculty can enhance
student learning and motivation, use in-class and out-of-
class time, plan assignments and tests, and interact with
students. It helps faculty choose technologies that will
facilitate good learning and good use of time. This
workshop views technology as the servant of learning. It is
not a hands-on workshop. Instead it is a workshop to attend
before learning how to use a technology.
The workshop is led by Barbara Walvoord, Director of the
Kaneb Center for Teaching and Learning (on sabbatical 2001-
2002), Tom Laughner, Acting Director, and Kevin Barry,
Assistant Director. The registration fee is $300.
For additional information on the Teaching Well Using
Technology Workshop, please visit:
http://www.nd.edu/~twut and select "Faculty Workshop" or
call us at 574-631-9148.
URLs:
Kaneb Center for Teaching and Learning http://kaneb.nd.edu
Teaching Well Using Technology http://twut.nd.edu
Learning Technology Lab
http://www.nd.edu/~learning
Office of Information Technologies
Educational Technology Program http://www.nd.edu/~edtech
Education Services http://www.nd.edu/~ndoit/training/
Thomas C. Laughner
Kaneb Center for Teaching and Learning
University of Notre Dame
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
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From gilbert@tltgroup.org Thu May 30 10:17:02 2002
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Subject: TLT-SWG-A21: Free WebCast "Disruptive Technologies & Other Trend
s"
Date: Thu, 30 May 2002 07:21:10 -0700
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(5/30/02 TLT-SWG #A21 Approx. 2 pages of excerpts from me
and the Website for Casey Green's Campus Computing Project
Free TLT Group Webcast:
"Disruptive Technologies and Other Trends -- results of
recent Campus Computing Strategies Surveys"
Casey Green, The Campus Computing Project
Tuesday, May 21, 2002; 2:00pm EDT
For more info or to register for the WebCast, see:
http://www.tltgroup.org/calendar/interviews2002.htm
For more info about the WebCast, Casey Green, and the
Campus Computing Project, see below and see:
http://www.campuscomputing.net/)
Steve Gilbert =============================================
=== Just did remote delivery of slideshow about Low =======
=== Threshold Applications and Portfolio of Change ========
=== Strategies for U. Wisc. LAX - while I'm in Michigan ===
=== visiting Oakland Comm. College. For more detailed, ===
=== full set of slides, See: =============================
=== http://www.tltgroup.org/LTAs/PortfolioLTAt5-30-02.htm =
=== For more info about our LTA Workshop at the 2002 ======
=== Syllabus Conference in Santa Clara, Calif. "Low- ======
=== Threshold Applications (LTAs) and Flashlight Online: ==
=== Teaching, Learning, and Technology for Almost =========
=== Everyone" July 27-28, see: ===========================
=== http://syllabus.com/summer2002/tlt.asp ================
===========================================================
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
"Disruptive Technologies and Other Trends -- results of
recent Campus Computing Strategies Surveys"
Casey Green, The Campus Computing Project
Tuesday, May 21, 2002; 2:00pm EDT
Computing and information technology have served as
"disruptive technologies" for large segments of the
academic enterprise and for many in the academic community
- at least since the first microcomputers began arriving on
college campuses more than 20 years ago. Drawing on his
two decades of work on campus planning and IT issues,
including the 12 years of survey data collected as part of
The Campus Computing Project (www.campuscomputing.net),
Casey Green's conversation with TLT Group president Steve
Gilbert will focus on the impact of computing and
information technology as a "disruptive technology" in
higher education, identify related lessons from the past
twenty years, and attempt to predict the impact of future
(technology and other related) disruptions on higher
education.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Bio Kenneth C. Green
Director, The Campus Computing Project
Kenneth Green is the founder/director of The Campus
Computing Project, the largest continuing study of the role
of information technology in US colleges and universities.
The project is widely cited by campus officials and
corporate executives as the definitive source for
information about IT issues affecting American higher
education. Green is also is a visiting scholar at The
Claremont Graduate University (The Claremont Colleges) in
Claremont, CA.
His column on technology and higher education issues,
DIGITAL TWEED, appears monthly in Converge Magazine.
Additionally, Green is also the host and co-producer of the
award-winning READY2NET program, a series of satellite and
web-cast programs focused on the challenges that the
Internet presents to higher education. The author/ co-
author or editor of a dozen books and published research
reports and some three dozen articles that have appeared in
academic journals and professional publications, Dr. Green
is frequently quoted on higher education, information
technology, and labor market issues in The New York Times,
The Washington Post, The Los Angeles Times, The Chronicle
of Higher Education, and in other print and broadcast
media.
Additionally, he is an invited speaker at some two dozen
academic conferences and professional meetings each year.
Green's consulting activities focus on information
technology, campus planning and policy issues, and higher
education marketing. His corporate clients and project
sponsors include Apple Computer, Blackboard, Compaq
Computer, Cisco Systems, Collegis, Dell Computer, Follett
Higher Education Group, Gateway Computer, Harcourt College
Publishers, Houghton Mifflin, Hewlett Packard, IBM, KPMG
Peat Marwick, Microsoft Corp., Pearson Education
Publishing, PeopleSoft, Prometheus, SCT Corp., Sun
Microsystems, Thomson Learning, and WebCT, among others. A
graduate of New College in Sarasota, Florida, Green
completed his master's degree at Ohio State University and
earned a Ph.D. in higher education from the University of
California, Los Angeles.
>From 1989 to 1994, Green was a senior research associate
(1989-1991) and later director (1991-1994) of The James
Irvine Foundation Center for Scholarly Technology at the
University of Southern California. Prior to his affiliation
with USC, Green served for seven years as the associate
director and operating officer of UCLA's Higher Education
Research Institute and also the American Council on
Education/UCLA Cooperative Institutional Research Program
(CIRP), the nation's largest and oldest empirical study of
higher education.
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From gilbert@tltgroup.org Fri May 31 07:30:02 2002
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Subject: TLT-SWG-22: "Transparent Technology" [& Webcast options]
Date: Fri, 31 May 2002 04:34:17 -0700
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(5/31/02 TLT-SWG #22 Approx. 4 pages from me and Allan Martin of U. of
Glasgow <a.martin@compserv.gla.ac.uk>.
How much should teachers and learners think about their new media and
communications options? Help us explore this question (especially about
Webcast variations) as we prepare a special online "symposium" on the
subject. Send your opinions, preferences, and anecdotes to TLT-SWG.
"We always see through a glass at least a little darkly. There has never
been a truly transparent medium, especially for teaching and learning. And
there never will be. Educators and learners always make choices about the
media in which teaching and learning are attempted. Today, every faculty
member and every student has more choices than ever before - not only among
communications media, but also about pace and depth of interaction. Every
choice has consequences. ...New options have new consequences. ..."
"The alternative is perilous. By ignoring the implications of any medium,
you may be subject to its abuse or to unintended consequences. By striving
hardest to make it invisible or transparent, you are most likely to be
punished if you fall short of perfection. ... The goal is some balance
between ignoring the media and spending too much time and energy on
decisions about them. In education, technology should be neither
transparent nor opaque. In teaching and learning, technology should be
translucent."
The above excerpts are from "Translucent Technology: Transparent Technology
for Instruction is Neither Possible Nor Desirable," my June, 2002 Syllabus
Magazine column. For the extended version including references, more about
my other Syllabus Columns, and a related event, see below and see:
http://www.tltgroup.org/resources/TranslucentTechnologies5-08-02.htm
http://www.tltgroup.org/resources/ArchiveSWGCols.htm
[For more info about our workshop at the 2002 Syllabus Conference in
Santa Clara, Calif. "Low-Threshold Applications (LTAs) and Flashlight
Online: Teaching, Learning, and Technology for Almost Everyone"
July 27-28, see: http://syllabus.com/summer2002/tlt.asp
For more about LTAs, see: http://www.tltgroup.org/LTAs/Overview.htm]
Allan Martin was a frequent and constructive participant in the "chat room"
during one of our weekly WebCasts. He found this first-time experience
disturbing: "...the chatroom should have been suspended while Tom
presented, as it was very unnerving to hear him talk and see messages
rushing off in completely different directions. It was like students
talking at the back of the room while the tutor is trying to give a
presentation. Because of the real-time element and the large number of
people involved, the chatroom seemed frenetic, with contributions coming in
at a formidable pace so that if you took your eyes off for a few seconds you
missed a dozen messages. " However, Martin adds: "... the availability of
the audio, slides and chatroom gave me a real sense of a communal and shared
learning event,..."
[Martin refers to the 4/23/02 WebCast "Best Practices in Information
Literacy," featuring Tom Kirk of Earlham College; see complete archive at:
http://www.tltgroup.org/calendar/interviewarchives2001.htm].)
Steve Gilbert =============================================
=== To join our conversation about WebCast options and ====
=== "Translucent Technology", send comments to: ==========
=== <TLT-SWG@LIST.CREN.NET> ===============================
=== Based on reactions like Martin's, we are beginning to =
=== introduce our Webcasts by strongly suggesting that ====
=== each participant discover which he/she likes best: ====
=== 1. Participating only in the chat room. ==============
=== 2. Listening to the audio and watching the slides. ===
=== 3. The full combination - listening, watching, =======
=== reading the chat room text and writing questions, =====
=== comments, suggestions or references. =================
===========================================================
EXCERPTS FROM: "Translucent Technology: Transparent Technology for
Instruction is Neither Possible Nor Desirable" An extended version of Steve
Gilbert's June, 2002 Syllabus Column.
[For full text and references, see:
http://www.tltgroup.org/resources/TranslucentTechnologies5-08-02.htm]
"Tomorrow's Way of Life: Transparent Technology ... The most profound
technologies are those that disappear. They weave themselves into the fabric
of everyday life until they are indistinguishable from it." [1]
"The medium is the message." [3]
"Now we see through a glass, darkly; then we shall see face to face. now I
know in part; then I shall know fully, even as I am fully known."[4]
We always see through a glass at least a little darkly. There has never
been a truly transparent medium, especially for teaching and learning. And
there never will be. Educators and learners always make choices about the
media in which teaching and learning are attempted. Today, every faculty
member and every student has more choices than ever before - not only among
communications media, but also about pace and depth of interaction. Every
choice has consequences. ...New options have new consequences. ...
We have been offering a weekly series of "WebCasts" [5] this year in which
we simultaneously offer the audience audio presentations or discussions,
centrally controlled display of PowerPoint slides and Webpages, and
real-time brief survey questions. There is also a "chat room" or live
discussion board built into the interface, so that all members of the
audience can hear the conversation, see the slides, and see the chat room
simultaneously; they can contribute a comment or question by typing in a
designated form at the bottom of the interface and pressing the "enter" key.
...
More recently, we took two more steps that have changed the character of
this activity. We begin every WebCast by explaining carefully and
assertively that we provide a specific option for getting help during the
WebCast, one that will get a rapid response, instead of using the chat room
for this purpose. We have also begun inviting one or two experts in the
topic of the WebCast to be "chat room discussants." We ask them to
participate in the chat room as if they were members of the audience AND TO
SET AN EXAMPLE OF MODEL CHAT ROOM BEHAVIOR by contributing substantive
comments, asking questions, etc. The results have been delightful.
Our WebCasts now function effectively in three ways (audio, text, slides),
and participants can choose to follow and/or actively participate in any
combination they find comfortable and useful. They also know they can
"view" a full digital recording or archive later if they miss anything.
We believe we are now using this media combination much more effectively
because we are attentive to its characteristics and more aware of the
preferences and needs of our "learners" -- and ourselves.. ...We will enable
and encourage learners to make the choices that work best for them. This is
what good teachers have done for many decades with any new technology, any
new instructional option, even a new textbook.
The alternative is perilous. By ignoring the implications of any medium,
you may be subject to its abuse or to unintended consequences. By striving
hardest to make it invisible or transparent, you are most likely to be
punished if you fall short of perfection. ... Of course this can be
mitigated by preparing and guiding students for the medium, or by modifying
the environment in which it is used - just as we have done with the WebCast
system described above. ...
The goal is some balance between ignoring the media and spending too much
time and energy on decisions about them. In education, technology should be
neither transparent nor opaque. In teaching and learning, technology should
be translucent.
Most of us can only see the truth and communicate with each other "through a
glass darkly," but that can be enough if we share those glimpses.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-=-=-=-=-=-=-=-
FROM ALLAN MARTIN:
I took part in Tuesday's webcast on Information Literacy with Tom Kirk. As
a first-timer to this type of event, I found it mind-blowing!! After a very
intensive hour I was exhausted, and asked myself what I'd got out of it. I
found the introduction by yourself and Tom's presentation well organised and
to the point, and being able to listen on headphones and watch the slides
was neat. What I found disturbing was the role of the chatroom.
It was good for people to introduce themselves at the start and exchange
pleasantries - there was a sense of a class assembling for a lecture or
tutorial. But I felt that the chatroom should have been suspended while Tom
presented, as it was very unnerving to hear him talk and see messages
rushing off in completely different directions. It was like students
talking at the back of the room while the tutor is trying to give a
presentation. Because of the real-time element and the large number of
people involved, the chatroom seemed frenetic, with contributions coming in
at a formidable pace so that if you took your eyes off for a few seconds you
missed a dozen messages.
I tried to keep mine as responses to what Tom was saying, but other lines of
argument were also spinning off, and the volume of chat meant that responses
by one member to what someone else had said got well separated so that it
became unclear what they were responding to. Unless you knew just what you
wanted it could be very confusing. Looking at the archive will be useful,
to pull out the bits that shot past.
I don't think this is a fault of the medium; in fact, the availability of
the audio, slides and chatroom gave me a real sense of a communal and shared
learning event, and I'm looking forward to participating more, and in
thinking about how I can use this technology myself. Is there a guide for
educators who'd like to do that? I thought your team worked very neatly,
with yourself chairing, Tom discussing, Sally reporting the chat, Nancy
chairing the chatroom and Matt commenting on the technical stuff. It was
truly an impressive experience.
Maybe what made it seem so frantic was the fact that this topic [Information
Literacy] is very very hot indeed. This was evident from the discussion at
the IT&ILit 2002 conference which I organised in Glasgow last month. But
there are so many sub-issues in there that as soon as you open a discussion
of information literacy you get twenty people all wanting to talk about
different aspects of the field. So maybe the next event could focus on an
identified subtopic. To be fair, I think that's just what Tom was doing,
but people are so desperate to talk about IL that all sorts of things came
out anyway. We got just that at IT&ILit2002, but it's helping us to sharpen
up the structure for IT&ILit2003, so that we can talk about the issues
separately.
Yes. Do more webcasts on IL. Maybe take some of the points from the
archive of Tuesday and use them as a basis.
Hope these comments are useful.
Allan Martin
Director IT Education Unit, University of Glasgow,
Glasgow G12 8QQ Scotland
Web: http://www.iteu.gla.ac.uk/
Citscapes Project: http://www.citscapes.ac.uk/ IT&ILit 2002 Conference:
http://www.iteu.gla.ac.uk/itilit/
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