BUILDING TEACHING WITH TECHNOLOGY: STRUCTURE & INFRASTRUCTURE

1. BUILDING TEACHING WITH TECHNOLOGY: STRUCTURE & INFRASTRUCTURE Charles Alston, Laura Broughton, Jose Lai, Stephen Powers, & Albert Robinson Bronx Community College NERCOMP march 13, 2012

2. Bronx Community College • Approximately 11,000 students • Predominantly low-income and minority • Most require remedial coursework in math, reading, and writing • Aging campus • Limited accessibility • Insufficient electrical capacity • Insufficient networking capabilities

3. How the Campus Has Changed In 2005: In 2011: • Few courses offered online • Few courses made available in Bb LMS • No technologically-equipped classrooms • Minimal faculty development for online teaching • No online student support services • 44 courses offered online • ½ courses made available in Bb LMS • 35 (+8)technologically-equipped classrooms • Faculty development through OIT • Ongoing collaborative effort among scheduling, registrar, IT, bursar’s

4. The Faculty Development Program Participating in the faculty development program is required for any instructor intending to teach a distance-learning course

5. Office of Instructional Technology TIMELINE • Level 1 training for new users • Level 2 training for returning users • Web 2.0 applications and podcasting /video casting • Faculty Outcomes • 2010 -2011 • Level 1 training for new users • Level 2 training for returning users • Web 2.0 applications and podcasting /video casting 2009 Third Model 2008 Same Model Used same model Faculty Showcase • Two day intensive training • Follow-up semester with four meetings • Peer Mentoring 2007 Change Model 2006 Same Model Used same model Trained Student Tutors (ITT’s) • Intensive week-long session • Follow-up semester with four meetings • Peer Mentoring • 2005 • A New Model

6. Faculty Development • Summer Workshops, first week of June • Two/Three day Bb intensive taught by experienced Bb instructors who are the semester mentors • Two day Web 2.0 tools workshop taught by Bb Admins and faculty practitioners • Ongoing mentoring throughout the summer • Previous Model - Fall development, Spring “Live” • New Model - Fall semester • Hybrid (25% - 75% online) with mentoring • Blended (50/50) with mentoring • Course materials must be completed by July 31st

7. The Numbers . . . Since 2006: Fall 2010: • 92 faculty have been trained in online course development • 2011 – 4 + 16 • 2010 – 11+12 • 2009 – 11 • 2008 – 14 • 2007 – 12 • 2006 – 12 • 36 faculty teaching distance-learning courses • 48 distance-learning courses scheduled • About 1/3 of Bb courses at BCC taught as web-enhanced

8. Peer Mentoring Is Essential to Faculty Development at BCC mentoring plays a central role in faculty development and online course delivery

9. The BCC Mentors… • Laura Broughton – completed two summer workshops and was invited to join OIT Mentoring Program • Giulia Guarnieri – completed one summer workshop and was invited to join OIT mentoring program, lead developer of the podcasting program • MoronkeOshin-Martin – completed one summer workshop and was invited to join OIT mentoring program and podcasting program

10. What do Mentors do? • Mentors teach • Summer workshops and one-on-one meetings • Mentors model • Summer workshops & Fall meetings • Mentors support faculty and students • Help with student orientation in first classes of the semester • Online delivery • Mentors troubleshoot • Faculty and ITTs feel free to contact mentors (e-mail, phone, face-to-face) in order to ask questions or learn new functions. • Usually, mentors can solve or expedite a solution. • Mentors connect with OIT and IT

11. Mentoring as a Catalyst for Innovation • Common challenges for faculty development: • Recruiting new faculty to use instructional technology • Joining together “islands of innovation” so that technology use is pervasive rather than isolated • Maintenance of instructional technology • BCC’s focus on intensive mentoring has led to a supportive environment that fosters: • Faculty Interest in Retraining & Expanded Training • Faculty Trying New Technologies on Their Own • Adoption of Technologies by Classes with Multiple Sections • Joint Training between Faculty and ITTs

12. Faculty Interest in Expanded Training faculty interest in re-training and expanded training, where faculty return to explore “next-generation” technologies like Web 2.0 and podcasting

13. Expanded Training - Web 2.0 in Education • Increases user creativity and community while concurrently empowering user ownership of content • User-generated content leading to "collective intelligence" that benefits many • Collaborative in nature and features user-generated content What is Web 2.0

14. Expanded Training - Faculty Learning Outcomes • Faculty can introduce more information outside the classroom • Faculty are able to engage hard to reach students • Faculty store more course information and resources for student review 27 faculty have participated in level 2 training in the last 3 years

15. Expanded Faculty Training – Web 2.0/Open Source Recommended Web 2.0 tools • VoiceThread: http://voicethread.comVoiceThread is a new way to talk about and share your images, documents, and videos. • Scribblar: http://www.scribblar.com/Simple, effective online collaboration multi-user whiteboard, live audio, image collaboration, text-chat and more. • Pbworks: http://pbworks.com/content/edu+overviewPBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers.

16. Expanded Faculty Training – Open Source Recommended Open Source tools • Cam Studio: http://camstudio.org/CamStudio is able to record all screen and audio activity on your computer and create industry-standard AVI video files. Using its built-in SWF Producer can turn those AVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs) . • Windows Producer: http://www.microsoft.com/downloads/details.aspx?FamilyId=1B3C76D5-FC75-4F99-94BC-784919468E73&displaylang=enUse Microsoft Producer for Microsoft Office PowerPoint to capture and synchronize audio, video, slides, and images, then preview and publish a rich media presentation virtually anywhere for viewing in a Web browser.

17. Expanded Training – Podcasting Technology • Audacity: http://audacity.sourceforge.net/ • Free, Bb-compatible, easy-to-use, downloadable program that makes great quality wav & mp3 audio files • Windows movie maker • Free, Bb-compatible video-editing & creating program that allows you to add a commentary tracks to powerpoint presentations, photos, and videos • I Tunes U • Integrated with Bb

18. Faculty Trying New Technologies on Their Own greater faculty willingness to incorporate new technologies into their teaching, often without formal training

19. Prof. Carlos Liachovitzky: Anatomy & Physiology • Participated in the summer 2008 faculty development program and 2010 hybrid initiative • Developed a hybrid BIO 23 (Anatomy & Physiology I) • Subsequently, incorporated new technologies in Bb hybrid & web-enhanced courses: • External website: http://sites.google.com/ • Online course materials & study guide: http://issuu.com/ • Videos: http://www.youtube.com/ • Crosswords: http://www.eclipsecrossword.com/ • Course materials outside Bb: http://pbworks.com/ • Online office hours: http://www.scribblar.com

20. C. Liachovitzky – Google Site http://sites.google.com/site/bio2324atbcc/

21. C. Liachovitzky – Online Study Guide http://sites.google.com/site/bio2324atbcc/Home/bio23-course-guide-and-lab-manual/

22. C. Liachovitzky – YouTube Channel http://www.youtube.com/user/aandpatbcc

23. C. Liachovitzky – Crosswords http://anatomyphysiologybcc.pbworks.com/f/Chapter1+interactive+with+JavaScript.html

24. Other Faculty Expanding the Use of Technology on Campus • JordiGetman-Eraso • E-portfolio (Digication) • Giulia Guarnieri • Podcasting • Kenya Harris • VoiceThread • MoronkeOshin-Martin • VoiceThread

25. Adoption of Technologies by Classes with Multiple Sections expanded application of technologies into classes with multiple sections or multi-class sequences and broader participation among new faculty Funded by the title v “learning by design” grant

26. Biology & Medical Laboratory Technology • Goal: Improved student learning outcomes for critical thinking and the scientific method • Method: Incorporate more inquiry-based and active learning activities in Anatomy & Physiology and Introductory General Biology labs • Technology: PowerLab hardware with LabTutor and LabAuthor software from AD Instruments

27. Implementation in Biology • Intro General Biology • 1 lab (photosynthesis) • 10 to 12 sections, ~300 students • Anatomy & Physiology I • 2 labs (pulse, bp, ECG, muscles) • 22 sections, ~528 students • Anatomy & Physiology II • 1 lab (spirometry) • 12 sections, ~288 students By Fall 2012, fully implemented in Anatomy & Physiology I, partially implemented in General Biology and A&P II.

28. Nursing & Allied Health • Goal: Improved therapeutic communication skills and improved clinical skills • Method: Incorporate simulations into the curriculum and provide opportunities for students to view & critique their communication and clinical skills • Technology: VoiceThread, Simulation Laboratory (webcams, microphones, computers) the whisper booth in the Sim Lab

29. Implementation in Nursing & Allied Health • Participating Courses • RAD 16 • NUR 41-42 • PNR 12 • Activities • Self-reflection (VoiceThread) • Participation in & critique of clinical simulations • 120 students participate each semester

30. Implementation in Nursing & Allied Health

31. Joint Training between Faculty & ITTs the integration of Instructional Technology Tutors (students trained in technology, tutoring, and course content) into faculty training from the beginning

32. Instructional Technology Tutors • The Instructional Technology Tutor (ITT) Program • Administered through OIT; coordinated by Stephen Powers • Identifies excellent students in specific content areas • Trains those students in tutoring techniques and the use of technology • Approximately 35 students and former students have worked as ITTs since 2004 • The ITT program grew out of an extensive history of tutors at BCC, supported by the Perkins tutoring program and spearheaded by the Education & Reading Department

33. Instructional Technology Tutors • ITTs Support Students • Technology (Bb, e-portfolio, CUNY Portal) • Course Content • ITTs Support Faculty • Technology (Bb, Podcasts, Digital Story-telling, e-portfolios) • Instructional Design • ITTs Support Instructional Technology • COWs, SMART board, projectors, cameras, etc. • ITTs Evolved into Mentors (FYS and SAP) • See the Presentation at 2:00, later today, Room 551 • Crystal Lopez and Jeffrey Cruz

34. ITTs – Then & Now

35. ITTs Now

36. Instructional Technology Tutors • Incorporating ITTs into faculty training earlier has been beneficial • ITTs matched to faculty based on content/subject area • Additional aid for faculty when developing courses • ITTs have evolved from Student Support to Faculty Support • From Tutoring to Technology Support • From Virtual or Face-2-Face to Hybrid • Establishment of working relationship prior to semester start • Earlier tutoring and technology troubleshooting available to students in distance learning courses

37. Conclusions In spite of aging infrastructure, bronx community college has successfully implemented a strong faculty development program and improved the availability of technology on campus

38. Faculty who are mentored … • Return for expanded training • Try new technologies on their own • Convince their colleagues to try new technologies • Push for the adoption of technologies at the program and department level • Work well with instructional technology tutors • Know they can ask faculty mentors for advice, even years later

39. The Future • Merging the Office of Instructional Technology with the Center for Teaching Excellence • Development of an online degree program • Increase breadth and scope of ITTs • A concerted joint effort to improve online student services (ODAC)

40. The Presenters Charles Alston Charles.alston@bcc.cuny.edu Laura broughtonlaura.broughton@bcc.cuny.edu Jose Lai jose.lai@bcc.cuny.edu Stephen Powers stephen.powers@bcc.cuny.edu Albert robinsonalbert.robinson@bcc.cuny.edu

41. Acknowledgments • Dr. Howard Wach, founding Director of the Office of Instructional Technology and current interim Vice-President of Academic Affairs @ BCC • The Hybrid Initiative from the CUNY Office of Academic Affairs • Title V “Learning by Design” Grant • Carlos Liachovitzky, Alex Wolf, Rebeca Araya, Biology & Medical Laboratory Technology Department, BCC • Ellen R. Hoist (MS, RN), AlnisaShabazz (MS, RN), Regina Panettiere (MPA, RT(R)(CT)), Kenya Harris (MA, RN), Paula Green (MA, RN), Nursing & Allied Health Department, BCC • Kate Culkin, Laurel Cummings, JordiGetman-Eraso • The ITTs – past & present • José Lai, Academic Technology Liaison, BCC