Incorporating Instructional Technology

Instructional technology is an integral component of modern university teaching. It is most beneficial when it is closely aligned with the teacher’s instructional objectives. The objectives should determine the choice of media, not the other way around. Although instructional technology may seem, and often is, an effective way to present instructional materials, these materials are only as good as the thought and organization that precede their use. Used effectively, instructional technology can help emphasize important concepts within teaching, stimulate student interest, enhance comprehension, and prevent boredom (Williamson & Abraham, 1995; Hall, 1996). In this chapter, we will discuss the effective use of several instructional media commonly used in the college classrooms.

Benefits &Applications

Instructional technology permits the addition of visuals, sound, and motion to information display and can be an effective means of enhancing teaching and learning. Used appropriately and effectively, instructional technology can help instructors in the following ways (Albright and Graf, 1992):

• to perform tasks that cannot be done otherwise, such as helping students experience times, places, people, images, and events that cannot otherwise be reproduced and brought into class
  
  to perform tasks that instructors can do otherwise, but in a less effective way (e.g., helping students visualize phenomena that may be too small or too dynamic to convey effectively in print or with static models or by gestures)
• to perform tasks that are routine, e.g., helping students overcome learning differences and/or deficiencies best remedied through drill and practice
• to better prepare students for real-world situations in which they may be asked to use
  such tools as spreadsheets, word processing software, databases, or presentation templates to present ideas and processes by giving them projects which teach and exercise these skills
• to increase student and instructor productivity by reducing the time otherwise spent on routine record-keeping or communication between instructors and students
• to reach out to students who are otherwise unable or choose not to attend the conventional on-campus classes

Following are some general strategies on how to use instructional technology, contributed by the Center for Teaching and Learning at University of North Carolina–Chapel Hill (1993): Relate media to learning objectives. Instructors should know clearly and make it clear to students why instructional media, such as videotape or a PowerPoint presentation, are used in class and how students are expected to refer to them in the process.

Present main ideas in a simple format. The rule of thumb here is that media should support presentations by emphasizing the main points, using simple and user-friendly layout and wording, and breaking complex concepts into manageable pieces.

Support main ideas. The media should not overpower or overshadow the presentation, but instead support it. By this principle, instructors should choose the visuals carefully and try to ensure that each image they use contributes something significant to student understanding of the major concepts. Also, it is a good idea to provide breaks for discussions or other activities between media viewing sessions to help reduce “media fatigue.”

Match media to level of instruction. It is important to keep in mind that instructional media to be used in a class should be appropriate to students’ needs, level of expertise, and knowledge base of the subject matter. It will be less effective or will even diminish the supporting function if such media turn out to become overwhelming to students, for instance, showing 50 highly abstract and intensive PowerPoint slides in a 48-minute session, or having students watch a documentary for the entire session.

Good instructional technology applications, like good lectures, are notorious for the amount of initial preparation time they swallow up. However, once one has developed instructional technology applications, they often can be used over again and
are easily updated.

Modes of Technology

In this section, we will discuss some commonly used instructional media in the college classrooms, with a focus on the pros and cons of using them, and offer working tips for using them effectively.

Chalkboards & Dry Erase Boards

• outlining the session’s agenda
  
• listing major points of a lecture
• summarizing or presenting ideas raised during class discussion
• spelling out difficult names, unfamiliar vocabulary, and new terminology
• presenting diagrams, graphs, and time lines
• showing formulas, computations, or steps in a procedure

When using the chalkboard on a regular basis in teaching, instructors may take the following concerns into consideration to ensure effectiveness.

When planning the lesson, instructors might include a board plan that determines which aspects of the lesson will be illustrated on the chalkboard. They may also map out plans for the board display before class.

Effective teachers write neatly and clearly, making sure the handwriting is large enough and legible for students to read. It is useful to look critically at what is on the chalkboard from the students’ perspectives. Scrawling or excessive, incomprehensible abbreviations tend to be especially problematic. Also, instructor’s reading aloud while writing on the board will help students keep up with taking notes.

It is important to remember that unless the classroom is sloped, students seated toward the back of the room will not be able to see the bottom of the board. If the instructor sits briefly in the back row of the occupied classroom, it will be evident how large and how far down the board to write. It is a good idea to mark this point with a piece of chalk. Also, it is advisable to check for any intervening obstacles (such as an overhead projector, lectern, tables, etc.) that may prevent students from seeing the board. To keep the board visible for the longest possible time, instructors who are left-handed can fill the right panel first; those who are right-handed can fill the left panel first.

It is helpful to keep in mind that the board is best used for displaying essential information and key concepts, not for displaying large amounts of written information (which should be reserved for preprinted overheads or, even better, handouts). In
addition, reducing the time writing on board will increase the time for the instructor to face students and interact with them. With a little practice, instructors can learn to write while partially facing the class. This is an especially important skill, as one loses approximately 40% of vocal volume when facing away from the class.

Holding the chalk at a 45-degree angle to the board will help avoid squeaking. Breaking the chalk in half and using a fresh end will also help eliminate squeaking.

If a section needs to be erased to make room for new text, allow students time to copy down the content before the old content is erased and inform them before beginning to erase. In addition, instructors should consider holding the discussion until after most students finish note taking, since it is difficult for them to think while copying from the board. They need time to catch up before the beginning of a discussion.

It is advisable to bring one’s own chalk and to carry plenty of spare pieces (the same is true of dry erase markers). Colored chalk is useful to highlight important aspects of the lesson. Make sure to ask students if the color is legible; not all chalk colors are compatible with all board colors.

Overhead Projectors

Perhaps the real advantage of overheads, however, is the ability to prepare transparencies in advance. With computers and laser printers and software such as PowerPoint (which comes with ready-to-use templates), it is easy to produce quality transparencies that can display more than just text. Davis (1993) suggests that overheads can be used to present the day’s outline; difficult names or terminology; diagrams, charts, maps, graphs, drawings, or other illustrations; chronologies of important dates; formulas, theorems, computations, or steps in mathematical proofs; and major points of lecture. Cartoons are an excellent way of simplifying complex ideas and adding humor. With a little effort, spatial, statistical, and structural relationships can all be visualized on an overhead. Overlaying several transparencies allows you to illustrate changes, processes, or alternatives.

With all these possibilities, the temptation is to put too much on the overhead, so it is important to limit the amount of information on each page. Overheads are not a good means, for example, of displaying an entire page of a book. Use at least an 18-point font size and plenty of white space to make your transparency less cluttered and easy to read. An instructor should keep in mind visibility from the back row, since students often will not speak up to say that type is too small. Highlighted outlines with clearly defined headings work particularly well, and color can be used to create emphasis.

During presentation, it is particularly helpful if the instructor covers up the sections that are yet to be introduced and displays only the content being discussed. This technique, called progressive disclosure, can help students follow the instructor’s train of thought, concentrate on what is being discussed, and avoid becoming distracted. For similar reasons, it is best to turn off the projector altogether when it is not being used or directly referred to.

Instructors should also be aware that standing in front of the screen may block students’ view and thus work against one of the advantages of the technology, i.e., the ability of the instructor to face the class when writing and pointing to the text material. Therefore, it is very helpful to stand to the side during the presentation.

Some Ohio State instructors have offered these additional tips for using overhead projectors:

• Know how to replace an overhead bulb and where to get a replacement.
• Keep extra overhead pens handy.
• Use no more than 10-12 transparencies in a 50-minute lecture class.
• Wait briefly before speaking after you put up a new transparency.

Films & Videotapes in the Classroom

Films and videotapes can lend themselves to classroom use very well because they can provide a bridge between the abstract concepts and real-world or concrete images. For example, in an English class on Shakespeare’s dramas, an instructor can show students the video of a Shakespeare play. A political science class on 20th-century American politics may show a documentary of a historical political movement and speeches by its
leading figures. A chemistry class can present a videotape of an important but dangerous or expensive experiment. In a communications class, the students can tape themselves during a problem-solving session so that later they can analyze the group process that occurred. To use videos effectively in teaching and facilitate student learning, instructors may take the following recommendations by Davis (1993) into consideration.

It is always good to prepare students to see a film or videotape. Instructors should tell students why they want to show the film or video to the class, what issues students should concentrate on, and how the film/video is tied into what the class is studying. It also works well for the instructor to give students some specific questions to think about and prepare to discuss before or after the film or video presentation.

Instructors can help students view the film/video presentation critically and thoughtfully and understand better by providing some context or background information, stopping at certain junctures and engaging them in in-depth discussions. In this sense, it is most helpful if the instructor reviews the presentation in advance and determines how much of the film/video should be shown, where to stop and engage students in discussions, and what questions should be asked. It is useful to provide an outline of a video’s main points on the overhead projector, chalkboard, or in a handout, so that students know what to be looking for as they watch the presentation.

The following are additional tips on using films and videos in teaching, shared by Ohio State instructors:

• Practice using the equipment and become very familiar and comfortable with it beforehand.
• Watch the tape before showing it to the class.
• Explain to students in advance your reasons for showing the film or video and tell students how you expect them to process the information during and after the film/video presentation.
• Show the shortest clip necessary to illustrate the concept.
• Tell students whether you expect them to take notes.
• Consider including one or more specific questions about the video or film on your exam to add legitimacy to its showing.
• Interrupt the presentation as needed to clarify points, but not too often.
• Have a follow-up activity prepared (e.g., follow-up classroom discussions, short essay, reflection paper, or critique of the film or video). Students tend to be more motivated and attentive if they know they are expected to process the information seriously.

Slides

Using slides to present information during class offers several distinct advantages, including the ability to project photographs of geological formations, human beings, animals and plants, works of art, historical artifacts, architectural drawings and structures, botanical specimens, or microorganisms. Slides can also show text, graphs, or diagrams. Slides are particularly effective for the following features (Fuhrmann and Grasha, 1983):

• showing specific examples
• enhancing students’ memory
• demonstrating detailed steps of a process
• showing spatial or visual relationships
• providing illustrations of difficult or complex theories or concepts

To achieve the desired results in using slides in teaching, instructors may find the following recommendation by Davis (1993) useful:

• Use slides to emphasize the structure of the presentation. Instructors can show a title or signature slide at the beginning of each topic presentation, use slides to reinforce the key concepts being discussed, or use a slide to demonstrate or illustrate each point being made.
• Arrange for a small light to illuminate your notes. Since the classroom lights need to be dimmed during a slide presentation for better image presentation, it is advisable to check whether the podium has a small reading light built into it. If not, consider bringing a mall flashlight.
• Make certain that the slide being projected corresponds to what you are saying at the moment. Otherwise, students can become confused and frustrated.
• Keep a slide on the screen for no more 10 to 15 seconds. Research findings indicate that when a new slide is displayed on the screen, most viewers spend no more than 15 seconds actively exploring it before starting to lose interest. Also, it is a good idea not to leave a slide continuously on display after discussing it.
• Spur students’ active viewing skills by occasionally describing the next slide before it is on display. The underlying reasoning is that by describing the slide content before its display, it allows students to mentally process and imagine what is coming. The slide will either reinforce or correct their anticipation. Such compare-and-contrast exercise tends to enhance student comprehension.
• Keep in mind that students may not be able to take notes during slide presentation. Given that the room lighting will be dimmed during the slide show and students will concentrate on viewing the slides, it is helpful for the instructor to keep these factors in mind and accommodate students’ needs by providing a handout with the highlights of the slide presentation or allocating time afterwards to present the key information of the presentation and allow students to take notes.
• Place the slides in the carousel tray and test the slide projector beforehand. It is always helpful for the instructor to lay out slides in order, put them into the projector’s carousel tray, and test them before class to ensure smooth operation in the anticipated sequence.

Some Ohio State instructors have also contributed the following tips:

• Presentation software allows for rearranging the sequence of slides and easy copying of a slide. If a slide needs to be shown more than once during a presentation, it is best to use copies rather than moving the projection sequence backwards through several slides.
• Since the room has to be darkened in order for students to see the presentation clearly, students may need small ceiling lights in order to take notes. It is helpful if lighting arrangements are worked out in advance. As mentioned above, providing handouts of the presentation is particularly beneficial for the students and is easily done with most software programs.
• The use of laser or light pointers is helpful to highlight particular features of slides. These pointers are more effective than a hand gesture or a manual pointer since they are more visible.
• Wireless remote controls allow the instructor to move about the room and check on the focus and visibility of the slides from the students’ perspective.
• Newer projectors automatically end presentations with a dark screen. Older projectors need to have a blank dark slide placed at the end in order to eliminate the blinding white projector light at the end of a slide series. Newer projectors also have less fan noise, but this feature also correlates with less air circulation and more projector heat, so that the use of the older style glass-mounted slides in new projectors should be avoided.
• Slides are an inexpensive way to add visual reference to a lecture and spice to the subject matter.

PowerPoint & Other Presentation Software

Computers can be used to incorporate various types of media into a single presentation for classroom use. Software programs can blend text, diagrams, animation, and recordings of audio and video to enhance classroom lectures and initiate discussion. Presentation software programs, especially PowerPoint, have been gaining in popularity among college instructors. If a presentation contains several photographs and/or video sequences, a high capacity thumb drive may be necessary or the presentation can be emailed for later retrieval from a computer with internet access. Using a computer and an LCD panel in presentations has much in common with using slides and transparencies. The LCD may be placed on an overhead projector and displayed on a large screen. The major disadvantage is that most systems require that the room lights be darkened when presentations are projected. Another disadvantage is that the creation of multimedia presentations can be quite time-consuming.

Consideration should be given to choosing the most appropriate media for the content to be taught. Special effects, such as animation and word fade, should be used for emphasis to enhance a lecture, not as gimmicks. It also should be noted that repetitive animations can be particularly distracting to individuals with certain learning disabilities.

According to Lee and Patterson (1997), some most commonly used and appreciated PowerPoint features include:

• pre-made graphic and slide templates
• color capacities
• built-in horizontal slide format for use in classroom presentation or distance learning
• simple word-processing tools
• graphic and high-quality clip art
• drawing tools
• on-screen, computer-generated slideshow capacities, complete with animated text, screen-to-screen transitions, and the progressive-disclosure feature
• easy transfer of computer-generated slides to 35mm color slides or transparencies
• cut-and-paste capacity from other Microsoft applications
• capacities for importing ASCII texts, sounds, digital video, and digitized images

PowerPoint can be used to prepare and present professional-looking presentations, lecture notes, and student handouts simultaneously. It is easy to create, store, update, edit, combine, and cut and paste PowerPoint files. Technical layout is simple but information rich, with multiple colors. PowerPoint can integrate image, text, sound, and motion all in one single delivery system. As a user-friendly presentation mechanism, it helps eliminate the need to juggle different pieces of equipment, such as the blackboard, overhead projectors, slide projectors, and VCR. In general, it can help the instructor be better organized.

One attraction of PowerPoint is that, if used appropriately, it can serve the needs of students cognitively and pedagogically. By using PowerPoint, the instructor can emphasize major concepts and reinforce them through special layout (e.g., hierarchical structure, different font sizes, color coding, progressive disclosure, and highlighting the currently discussed issue and dimming the previously discussed ones). With these special features, it can also help maintain students’ interest and attention.

However, the experiences of instructors and students in PowerPoint-facilitated classes have found that, if not used appropriately, PowerPoint can backfire and have a negative impact on learning. One typical example is that instructors tend to pace faster in PowerPoint presentations and tend to pack in too much information. It is not unusual for an instructor to use more than 30 slides in a one-hour class. As a result, students become overwhelmed and frustrated, and develop negative feelings towards PowerPoint presentation. By the same token, in classes using PowerPoint, students also have a tendency to become passive listeners instead of active participants.

To avoid the pitfall of using PowerPoint inappropriately, instructors using or considering it may take the following recommendations into consideration in the planning and delivery of a PowerPoint presentation:

• Visual aids should augment the presentation. They are not meant to be the presentation.
• Balance the PowerPoint presentation with adequate amount of information and number
  of slides to be shown to students. Ideally, in a 50-minute class, the number of slides to be shown should be no more than 15.
• Pace adequately during the presentation and closely monitor students to make sure they are following your instruction instead of being lost. In addition, as in an overhead presentation, it is quite desirable for the instructor to stop after presenting each topic, invite student questions and comments, and/or engage them in applying basic concepts to real-life situations before moving on to the next topic. By doing so, it also helps reduce the media fatigue that a PowerPoint presentation may cause.
• It is very helpful to provide students with handouts in a PowerPoint presentation. In this way, students do not have to spend time copying the slides, and instead can pay attention to the instructor and remain actively engaged in processing the information. With the handouts, they can jot down additional information coming out of the presentation or contributions by the classmates during discussions.
• Always have a Plan B, such as a back-up set of transparencies in case equipment breaks down or is not available.

Barlett and Wilson (1998) have further suggestions for instructors who are beginning to use PowerPoint in teaching:

• Keep it simple. PowerPoint has multiple features. But it takes time to learn them all. Start with the basic features and create the basic presentation outline. Update, fine tune, and embellish later.
• Design materials and exams in such a way that students cannot just memorize the notes and ignore the textbook and additional information presented in the lecture. Complete lecture notes tend to encourage a minimalist mode in students. To avoid such a pitfall, leave out occasional words and include some unanswered questions, so that students have to attend class and fill in the blanks.
• Test the projection equipment in the classroom beforehand. Sit in the back row of the classroom and review the presentation. Adjust font sizes and colors, experiment with the lighting, and move the projector around until the best projection image is achieved.
• It is imperative that all of the instructional media are previewed before they are used in class. This will familiarize the instructor with content and structure, as well as ensuring that no unfortunate (and sometimes embarrassing) mix-ups have occurred.
• Visuals are best kept simple, with minimal wording. They should always be readable from a distance (when reproducing from texts, one should enlarge graphics and/or printing). The instructor can practice using the visual aids in the actual classroom before the course starts.
• Be flexible and do not let some technical problems and difficulties overcome you. Lost
  cords, burned-out bulbs, and computer malfunctions will be hard to avoid. Be prepared
  and take chalk and notes to class each time.

Holzl (1997) has additional tips for developing effective PowerPoint presentations, such as:

• Develop a visual storyboard for your presentation that is displayed prominently.
• Pre-select a standard sans serif font in an appropriate size for clarity and readability. For maximum presentation effect, choose predominantly lower case letters.
• Identify the version of PowerPoint available in the classroom where you are presenting, and discuss your needs with the technical support staff.

Computers to Enhance Learning Outside the Classroom

Computers and software are powerful tools that can facilitate student learning and allow students to prioritize their own unique learning experiences. Many existing software programs are available for students to use for mathematical computations, statistical analyses, graphic design, publications, portfolios, and writing projects. Interactive programs can engage students in their own learning. Tutorials and simulations allow individual students to learn new material at their own pace. Students can benefit from browsing and searching software in a non-linear framework to identify content areas in which they might need further instruction. These programs can be made available online to students. As the Internet continues to grow, students have increasing access to timely information. These resources can be adapted to the various needs of the students while stimulating them to participate actively in their education. Sometimes introverted students or students who prefer to think for a while before responding to a question might find that contributing to an electronic mail dialogue is easier than in-class discussion. Learning outside the classroom will play an even more important role than ever before as the capabilities of computer technology are incorporated into existing course formats.

Computers can also be used to administer tests, either for student self-assessment or as part of a course grade. Multiple-choice tests are particularly suitable for computers. Students can find out their scores immediately upon completion. Tests can be written that allow the student to know which questions were correctly answered and which were incorrectly answered. Several different testing formats are available. One format allows students to answer questions only in a set sequential order, while another format allows students to return to questions that they did not answer the first time through the test. There are also specialized test-bank software programs that walk the instructor through test design by the selection of the number of questions desired per category. Tests with increasing levels of difficulty can be designed to allow high performing students a shortened test version based on their answering the increasingly more difficult questions correctly. Using a computer gives the instructor not only immediate scoring, but also an item analysis that is tedious work when done manually. Additionally, computer-administered testing minimizes cheating by students.

Computers for Course Communication

Using computers for communication minimizes the usual restraints of time and location. Computers allow students to have greater access to instructors, while instructors can give students more individualized attention. Students can submit assignments in the body of an e-mail or as an attachment. Instructors may quickly reply with specific comments and recommendations for improvement and give students an opportunity to submit a more polished final work. Holding class discussions by e-mail or Carmen provides opportunities for all students to participate, even those who usually do not feel comfortable with speaking out in class.

Incorporating electronic communication technology into a course requires thoughtful planning. There are several things to keep in mind that could help this planning process (Creed, 1997):

• Communicating by computer should be based on students’ needs and on what facilitates their learning.
• Instructors should be proficient with techniques before assigning tasks to their students.
• Many students need instruction in computer technology and may become frustrated at
  having to learn electronic communication on top of the course material. Students need to feel encouraged and supported in their struggles.
• Not all students have access to computers where they live and must rely on campus computer labs. The scheduling of assignments should give all students time to respond.
• There are limitations inherent with the QWERTY keyboard (typical American keyboard) which can affect some disciplines. For example, several foreign languages do not share the same alphabet that is used in most text-based programs. Also, many chemical structures need special programs to be displayed. Most of these limitations are surmountable but require advance planning. For field-specific problems, technophile colleagues at Ohio State or at other institutions are usually very happy to help.
• Technology does not always work as planned. Knowing whom to consult and having a contingency plan can save the day.

The World Wide Web in Teaching & Learning

As computer technology becomes more sophisticated, “virtual” media are becoming more valuable and widespread in educational settings. One such medium is the World Wide Web, which is increasingly being used as an instructional tool and has proved to have great potential in reshaping teaching and learning.

Pedagogically, instructors can develop assignments to have students use the Internet as a resource in their learning. Students can visit designated web sites or can search for pertinent sites and report their findings to the instructor. Or, they may be given an assignment to join an online discussion group appropriate to the subject matter. Students may find it valuable to download information, both text and graphics, and create a reference file. Because of ease of access, 24-hour availability, and the vast amount of information, students may be more motivated to explore web sites than to visit a local library. Usually, resources on the Internet are more up-to-date than material in textbooks, but URLs (web addresses) given on the syllabus need to be verified periodically for validity. Instructors must show students how to cite Internet sources in reports and projects and must also discuss the quality and accuracy of information on the web.

One feature of the web that has been particularly appreciated by both instructors and students is the online discussion. Identified benefits include the following (Merry Merryfield, OSU faculty, 2001):

• The substantive quality of the discussion increases for the most part when it goes online.
• Online discussions can be organized to promote educational equity.
• Students marginalized in large class discussions (because of their language, their “differences,” their shyness or reticence, their learning styles, etc.) usually benefit when discussion goes online.
• When interacting online as opposed to face-to-face, students are much more likely to engage people whom they perceive as “different” from themselves.

On the other hand, instructors should be clearly aware that online discussions benefit mainly people who are comfortable with online technologies and the process of reading and writing on the computer. For those who are not comfortable with computer technologies and the lack of face-to-face interaction, or those who do not have easy access to computers, they may feel that online discussions are a burden, unfair, or inappropriate. Therefore, to reach out to all students, instructors need to keep a balance and incorporate multiple teaching techniques in web-enhanced courses so that all students
will thrive.

About Carmen

Carmen is an integrated set of web course tools that can be used to supplement a class taught mostly face-to-face or can be used to teach a course entirely at a distance (where students mostly “go to class” online using the World Wide Web with few if any visits to campus).

In addition to creating a web space for your course where your syllabus and other materials can be posted, Carmen has these and many other tools available:

• group email
• discussion boards (threaded message forums)
• live chat and whiteboard
• calendar
• gradebook
• notebook
• student presentations
• group discussion areas
• content paths with bookmarking, progress tracking
• glossary
• audio and video clip integration
• CD-ROM integration

Carmen is the primary web-based course management system supported by the Office of Information Technology (OIT) at The Ohio State University. Instructional Development Specialists and other staff at OIT will assist instructors who wish to use Carmen. There are also workshops and other opportunities to learn about using Carmen and the pedagogy of online learning through activities coordinated by the Office of Technology Enhanced Learning and Research.

Instructors can request a Carmen course account in the section “For Faculty, Designers.” This will reside on a server provided by TELR and maintained by OIT staff.

Preparing to Teach Web-Enhanced Courses

Some instructors are teaching one or more web-enhanced courses right now. Others may be planning to do so in the near future. Either way, as in the case of using any other instructional technique in teaching, instructors need to consider many issues in the planning and implementation of web-enhanced courses both technically and pedagogically in order to reach the desired learning outcome. The key is to make sure that pedagogy comes before technology, not the other way around. This checklist may assist instructors in organizing their thoughts on dealing with some specific pedagogical issues related to teaching web-enhanced courses.

Decide how you will use instructional technology to enhance teaching and learning by asking the following questions:

• In a web-enhanced course, which component(s) of your current teaching do you plan to present online? Which components will you keep presenting in the traditional way, i.e., through face-to-face classroom interaction? For what reasons?
• In what ways do you think such changes will improve your teaching and enhance student learning?
• What expectations do you have for students in taking this web-enhanced course?
• How will you explain to students the purposes of using web-enhanced teaching to help them learn more effectively?
• What student attitudes toward and expectations of technology may affect their motivation and performance? What will you do to take these
  into account?

Pay attention to the changes in student experience, from face-to-face to mediated:

• How will you prepare students to move from a synchronic, fixed time frame of class time to a more or less asynchronic, more flexible time frame online?
• How will you prepare students with different personalities and learning styles to carry out some assignments partially in class and partially online, or completely online?
• How do you plan to monitor and mediate student discussions or other group activities
  online? How will you keep track of each student’s contributions and build them into
  your grading system?

Clarify similarities and differences between web-enhanced courses and distance learning:

• What are some major similarities between the two formats and teaching approaches?
• What are some major differences between the two approaches?
• How will such similarities and difference be reflected in your syllabus, course design and delivery, and your interaction with students?

Explain time commitment and instructor learning curve:

• Given the limited amount of time you can spend on online course development and your speed to learn new instructional technology, realistically, do you plan to put your entire course content online the first time you teach it, or phase in the process?
• What changes will you make when you teach the course for the second or third time?
• What are some of the main reasons for taking the approach you have chosen?

Consider instructor availability and student accessibility:

• With the new web-enhanced format, what kinds of adjustments will you make in terms of your office hours and general accessibility to students? Will it be virtual office hours only, conventional, or combination of both?
• With e-mail and web chat room features incorporated in your communication style, how
  available will you make yourself to students?
• What are your students’ expectations for this (response time, etc.)? How will you find out and help them develop realistic expectations?

Assess the need to build in interactivity and active learning:

• With more of the course being put online, what teaching approaches will you adopt to make the class interactive between you and students and among students?
• How will you present the content so that students will be actively engaged instead of
  falling into some form of “spoon-feeding” or “information overload”?

Monitor changes in group dynamics and influence of learning styles:

• With some learning activities going online, what kinds of changes in group dynamics should you expect to take place between you and students and among students? How will you prepare for such changes as a teacher? How will you help students prepare for such changes?
• Students with different learning styles and preferences will be affected by such changes. How will you accommodate such changes so that every student will feel included and connected to you as well as to fellow students? How will you work with those students who prefer conventional format?

Prepare students to learn in the new, mediated learning environments:

• With students coming to the class with different levels of computer knowledge, proficiency, and access, what can you do to help them all prepare for the course?
• Pedagogically, what do you need to do to help students catch up and be comfortable with the new mediated learning environment?

Assess and evaluate teaching and learning:

• What types of needs assessments do you need to conduct among students before or at the beginning of the course?
• What types of feedback (formative evaluation) on teaching and learning do you plan to solicit during the course to determine how class is going and diagnose any problems?
• How will you evaluate student learning in this web-enhanced course: conventionally, virtually, or a combination of the two? Pencil-and-paper tests, projects, term papers, or a combination?
• How will you assure that you are testing what you really want them to learn and not what is easy to test?

This list of questions is perhaps overwhelming and the answers are still being actively debated and researched. Faculty and TA Development has materials available and regularly organizes round table discussions of such issues. FTAD can be contacted for more information.

Technology Resources & Support

Classroom Technology                                                                                                               

Carmen

Link: http://telr.osu.edu/carmen/

Carmen is Ohio State's Online Learning Management System. Carmen is used by instructors, staff, and TAs to create and share materials. Carmen automatically creates blank course shells, complete with a class roster and a set of course tools, for every course in the Registrar's Master Schedule. Course instructors choose if and when to activate them. Carmen saves faculty time and students love Carmen, too. To access your Carmen courses, go to carmen.osu.edu and log in with your OSU Internet username. For more information, go to carmen.osu.edu and follow the link for instructors.

For help, visit

• Instructor Guide to Carmen
• Student Guide to Carmen
• Workshops for Instructors and TAs--Workshop schedule and signup

Classroom Services

Link: http://classroom.osu.edu

The goal of Classroom Services is to provide a user-friendly environment to foster the daily use of information technology by faculty, staff, and students in order to facilitate teaching, research, and learning.

• Audiovisual equipment
• Computers
• Reserving equipment

You can also find classroom characteristics and available equipment by clicking on: ‘Find a Classroom’ to get room details. This can help you determine what technology you may need to order (see ‘Equipment Loan, Delivery, and Setup’).

Classroom Helpline

Location:        025 Central Classrooms, 2009 Millikin Road
Phone:             4-HELP (from campus phone), or 247-HELP (off-campus/wireless phone)
Email:             classroomhelp@osu.edu
Link:               http://classroom.osu.edu/help

The Helpline responds to emergencies in the classroom including problems with audio/visual equipment, computers, technology instruction, mechanics, and environment. If you would like to schedule assistance in the classroom, use the methods contact information above.

Equipment Loan, Delivery, and Setup

Location:        025 Central Classrooms, 2009 Millikin Road
Phone:            292-3131
Link:               http://classroom.osu.edu/equipment

Equipment loan, delivery and setup for classroom use includes traditional audio/visual technologies and computing technologies. Equipment* can be loaned from a distribution area on short notice; or arrangements can be made with 24 hour's notice to have OIT staff deliver and set up the technology. Loans and deliveries are based on availability; several working days advance notice is recommended. Projection booth operators can be scheduled to assist faculty in large lecture facilities equipped with projection booths and classroom computing technologies.

*Equipment: TVs and VCRs, DVD players, audio tape and CD players, portable speakers, slide projectors for computers.

Disclaimer: Please give 48 business hours advance notice for all website delivery requests, and at least 24 business hours advance notice for phone or walk-in delivery requests. Loan requests may be placed anytime. All requests are based on availability of resources.

IT Training and Professional Development Opportunities

TELR - Your eLearning Partner

Link:   http://telr.osu.edu/

TELR is Ohio State's central resource for eLearning information and consultation, providing innovative technology and multimedia solutions to faculty, staff, and students. Attend eLearning workshops and showcases on topics such as digital copyright, wikis and blogs in the classroom, Carmen (Ohio State's learning management system), and the virtual world of Second
Life. Request a consultation to discuss ways to enhance your courses with technology.

Computing Short Courses (Office of Information Technology)

Link:  http://oit.osu.edu/compcourses.html

Sign up for courses on the Internet and web, computer basics, statistical applications, multimedia, and other topics (e.g. Web Design; FrontPage; PowerPoint). Check the OIT link for quarterly availability with dates and times and to register online.

Digital Union

Location:        370 Science and Engineering Library, 175 W. 18th Avenue
Phone:            (614) 292-2793
Email:             digitalunion@osu.edu
Link:               http://digitalunion.osu.edu/

Visit TELR's Digital Union, a hands-on multimedia lab located in the Science and Engineering Library, to receive 1-on-1 help from knowledgeable, friendly staff. Try new tools and techniques to make your courses more interactive and engaging. Discover new ways to document or present your research. Go to telr.osu.edu for more information, including upcoming workshops and  events.

Multimedia Instruction
http://digitalunion.osu.edu/whatweoffer/multimediainstruction.html

One-on-One assistance
The Digital Union endeavors to keep an expert staff who will be able to assist and educate you on how to use multimedia technology through one-on-one tutoring and assistance. Walk-in or make an appointment by calling (614)292-2793. Appointments must be made 24 hours in advance.

Workshops
The Digital Union offers a variety of workshops in which OSU faculty, staff, and students can learn about topics ranging from video editing, web design, podcasting, copyright issues, and digital rights management.

Consultations
The Digital Union staff has expertise in the following areas

• Teaching with technology
• Learning space design
• Hardware and software
• Programs and programming
• Multimedia design from classes, research, and outreach

Contact the Digital Union staff at digitalunion@osu.edu for a consultation.

University Libraries - Services

Reserve readings for your classes                                                                                                             

Link:  http://library.osu.edu/sites/about/faculty.php

• Place course materials on reserve
• Set up electronic reserves
• Tutorial: How to Create an Online Coursepack

Instructors and teaching staff using Carmen and even those who do not use Carmen can submit eReserve Content for use in their Carmen course. eReserves staff can "activate" a course and can add eReserves content to any course in Carmen. OSU Libraries eReserves is an on-line service that provides web access to supplementary course reserves readings for the students of The Ohio State University via Carmen, OSU's on-line course management system. eReserves should be only a small portion of the required readings for a course.

Research skills instruction for your classes

Link: http://library.osu.edu/sites/about/faculty.php

Schedule library workshop

Help your students succeed with their research in the OSU Libraries. An instruction session with a librarian will introduce your students to print, online and Web resources and to strategies that will help them use these resources efficiently. Students will learn to evaluate the results of their searches, modify their queries, and cite relevant items.

Instruction sessions take place in the Libraries in order to demonstrate online materials and facilitate access to print materials. Allow two weeks advance notice of your session so that the library can reserve space for your class. Request Form for Library Instruction: http://gateway.lib.ohio-state.edu/classrequest.html

Contact the subject specialist for your academic area

Materials owned by University Libraries on any given topic may be found in more than one physical location on campus; however, a single subject specialist is responsible for all materials in a subject area, no matter where they may be physically housed.  For more information: http://library.osu.edu/sites/collections/

net.Tutor

Link:               http://gateway.lib.ohio-state.edu/tutor/tipsheet.html

How well do your students use the Web? Can they locate relevant information using Web search tools, recognize authoritative sites, make strategic decisions about when the Web is likely to be a good source for their projects or provide adequate documentation of their research? net.TUTOR was developed to help your students master these research skills.

Sullivant Learning Commons

Location:        1813 N. High St.
Phone:            (614) 292-2075
Link:               http: //library.osu.edu/sites/sullivant/learning_commons.php

University Libraries and OIT have created this new space to centralize technology resources in a library location. The Sullivant Learning Commons, on the second floor of Sullivant Hall*, offers individual and group computer workstations with more than 30 popular software programs, presentation practice space, laptop bars with wireless access, in-library use of laptops, and other services.

General Support

Office of Technology Enhanced Learning & Research (TELR)

The mission of the Office of Technology Enhanced Learning and Research (TELR) is threefold:

• to support instructors as they incorporate technology into their teaching
• to support students as they incorporate technology into their learning
• to form internal and external partnerships to build a sound technology infrastructure and to use it well

Online instruction is becoming an increasingly important part of the educational experience. True online courses are defined as those that either do not require the student to appear on the local campus at all or that may require a limited number of visits, typically for testing purposes. This means students can stay at home and still fully participate in studies at OSU. TELR supports Carmen as a tool for developing distance education courses. The TELR group also tracks the use of instructional technology on campus, brings practitioners together to share successful projects that can serve as models, and coordinates administration of the Grants program. More information can be found on the OIT web site.

Information Technology Resources for Faculty and Staff

Link: http://cio.osu.edu/communications/guide/faculty_staff/

Information Technology Resources for Students

Link :http://cio.osu.edu/communications/guide/student/elearning.html

Turnitin Software

Link: http://8help.osu.edu/3165.html

If you want to help your students learn what plagiarism is, or if you are concerned that some students might be guilty of plagiarism, Turnitin software can be a huge help. The software scans the student work and compares it to other document to detect identical passages. Any OSU instructor can obtain use of the software by contacting the Committee on Academic Misconduct (http://oaa.osu.edu/coam/home.html).

UniPrint

Locations:       2055 Millikin Road (292-2219); 1664 Neil Ave. (292-4576); 2500 Kenny Rd. (292-3450)
Hours:            7:30 a.m.- 5 p.m. at the Millikin branch. Other branches 8-5. Restricted hours during quarter breaks and summer quarter.
Email:             uniprintcustserv@osu.edu. To be used for general inquiries, but especially for quotes or if you are ready to place orders.
Link:               http://uniprint.osu.edu/

UniPrint offers full assistance to faculty at Ohio State in the preparation and development of their multiple source course materials. They can take your originals and textbooks, get publisher permission, copyright costs, and prepare a course packet to specifications. For more information about development of Course Packets at UniPrint, call 292-2000 (ask for Gary Ellson. If he is unavailable, a number of helpful customer service representatives can assist you).

8HELP (Help Desk)

Location:        512 Baker Systems Engineering (1971 Neil Ave.)
Phone:            688-HELP (4357) (TDD: 688-8743)
Hours:            Walk-in—8-5, M-F (8-7 on Wednesdays during first half of Autumn, Winter, & Spring quarters)
Phone—7a.m.-midnight, M-F (additional phone hours, noon to 5 on non-holiday Saturdays, 4pm to 10 pm on non-holiday Sundays)
Email—7a.m.- 10 p.m., M-F
Email:             8help@osu.edu
Link:               http://8help.osu.edu/

8help, the OIT Technology Support Center Help Desk handles questions, problem reports, service requests, and inquiries from faculty, staff, and students regarding computer hardware and software, Internet connectivity, and related topics.

OIT Media Library

Location:        025 Central Classrooms, 2009 Millikin Rd.
Phone:            292-3131
Hours:            7:30 am- 4:30 pm, M-F
Email:             avorder@osu.edu
Link:               http://classroom.osu.edu/media.php

The Media Library contains more than 6,000 titles on videocassette, film, laserdisc, and DVD for faculty use. Services include previewing, reference, selection and use assistance; in addition to search and acquisition of requested titles. First time users need to come to Classroom Services (25 Central Classrooms) with a Buck ID to register with the system and set up an account.

Student Computer Centers

Location:        850 Lincoln Tower (Office of Scheduling)
Email:             scc@osu.edu
Link:               http://scc.osu.edu/

The many Student Computer Centers across campus ensure that students have access to technologies for course work that requires current computer hardware and software and Internet access. Centers are equipped with Windows and/or Macintosh computers and a variety of peripheral equipment. Software includes word processing, desktop publishing, spreadsheet, e-mail, web browsers, and more.

Most Student Computer Centers can be reserved by Ohio State faculty for classroom use. Reservation requests are to be made through the University Registrar's Office of Scheduling. Please send all reservation requests to the contacts listed below based on the relevant academic quarter.

To make a reservation for winter or summer quarter:
Frank Robison
robison.19@osu.edu
Voice: 614-688-0036
Fax: 614-292-7199

For spring or autumn quarter:
Joan Haskell
haskell.1@osu.edu
Voice: 614-688-0021
Fax: 614-292-7199

Requests for reservations must be made two weeks prior to the desired reservation date. Any adjustment to existing reservations should be made through the Scheduling Office, as outlined above. Arrangements must be made in advance for any reservation which will be attended by non-OSU personnel who will require Internet access. Requests for temporary accounts must be made two weeks in advance of the reservation by calling 688-HELP (688-4357) or sending email to 8help@osu.edu.

Phone:            688-HELP (4357)
Email:             8help@osu.edu
Link:               http://cio.osu.edu/communications/guide/faculty_staff/page_10.html

The Office of the Chief Information Officer (CIO) sponsors specific computer user interest groups that meet monthly or bi-monthly. User groups can help increase participants knowledge and stay current with technology. The groups meet to showcase hardware and software, bring together people with similar interests, and share solutions. Groups include: DISTCONS (Distributed Consultants), MacForum, NETWOG Technical, OSU Windows Mangers, SECWOG Security, TELR Communities of Practice, Women In Technology, and World Wide Web Interest Group. To subscribe to any mailing list on the OIT mail server, send an e-mail request to listserver@lists.acs.ohio-state.edu. In the body of the e-mail message, type only: subscribe listname firstname lastname, substituting the mailing list name and your own first and last names; for example, “subscribe netwog albert einstein.” For details, go to 8help.osu.edu/cat_listserv.html.

Web Design Services

Phone:            292-7770
Link:               http://ckm.osu.edu/web/index.cfm

Web Design Services offers web page design and development; web site information organization, site structure, and HTML; server support and space for OSU colleges, departments, and organizations; and integration with the OSU home page. For details and fees, visit the website or call for further assistance.

Recommended Readings on Instructional Technology
Items preceded with an asterisk (*) can be found in the FTAD resource suite.

*Albright, M. J., & Graf, D. L. (1992). Teaching in the information age: The role of educational technology. New Directions for Teaching and Learning, No. 51. San Francisco: Jossey-Bass.

*Brown, D. G. (Ed.). (2000). Interactive learning: Vignettes from America’s most wired campuses. Bolton, MA: Anker.

*Hanna, D. E., Glowacki-Dudka, M., & Conceição-Runlee, S. (2000). 147 practical tips for teaching online groups: Essentials of web-based education. Madison, WI: Atwood Publishing.

*Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass.