CUNY IT Presentation DEC 2010 Final

8/8/2019 CUNY IT Presentation DEC 2010 Final

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CHARLES ALSTON, LAURA BROUGHTON, GIULIA GUARNIERI,

M O RO N K E O S HI N - MA R TI N , S T E P HE NPOWERS, & ALBERT ROBINSON

B R O N X C O M M U N I T Y C O L L E G E

PEER MENTORING: A CATALYSTFOR FACULTY INNOVATION



M E N T O R I N G P L A Y S A C E N T R A L R O L E I N

F A C U L T Y D E V E L O P M E N T A N D O N L I N EC O U R S E D E L I V E R Y

Peer Mentoring Is Essential toFaculty Development at BCC



Faculty Development

y Summer Workshops, first week of June

Two/Three day Bb intensive taught by experienced Bbinstructors who are the semester mentors

Two day Web 2.0 tools workshop taught by Bb Admins andfaculty practitioners

Ongoing mentoring throughout the summer

y Fall semester

Web-enhanced with mentoring

Course materials must be completed by July 31st

y Spring Semester

H ybrid/Blended with mentoring

Course materials need to be completed by December



What do Mentors do?

y Mentors teacho Summer workshops and one-on-one meetings

y Mentors modelo Summer workshops & Fall meetings

y Mentors support faculty and students Help with student orientation in first classes of the semester

Online delivery

y 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.

y Mentors connect with OIT and IT



The BCC Administrators«

y Charles Alston ± completed Sloan CUNY online training, started with Teaching withTechnology (TWT summer faculty

development program), developed mentoringrole, has developed Web 2.0 training

y Albert Robinson ± Instructional Technology Coordinator

y Howard Wach ± Director of the Office of Instructional Technology



The BCC Mentors«

y Stephen Powers ± completed Sloan CUNY Online training, started with TWT, developedmentoring role, has developed ITT program

y Laura Broughton ± completed two summer workshops and was invited to join OITMentoring Program

y Giulia Guarnieri ± completed one summer workshop and was invited to join OIT

mentoring program, podcasting programy Moronke Oshin-Martin ± completed one

summer workshop and was invited to joinOIT mentoring program



Since 2006:Since 2006: Fall 2010:Fall 2010:

y 72 faculty have been

trained in onlinecourse development

2010 ± 11+12

2009 ± 11

2008 ± 14 2007 ± 12

2006 ± 12

y 38 faculty teaching

distance-learningcourses

y 52 distance-learningcourses scheduled

y About 1/3 of Bbcourses at BCC taughtas web-enhanced

The Numbers . . .



Mentoring as a Catalyst for Innovation

y Common challenges for faculty development:

Recruiting new faculty to use instructional technology

Joining together ³islands of innovation´ so that technology use

is pervasive rather than isolated Maintenance of instructional technology

y BCC¶s focus on intensive mentoring has led to asupportive 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



F A C U L T Y I N T E R E S T I N R E - T R A I N I N G A N D

E X P A N D E D T R A I N I N G , W H E R E F A C U L T Y R E T U R N T O E X P L O R E ³ N E X T - G E N E R A T I O N ´

T E C H N O L O G I E S L I K E W E B 2 . 0 A N DP O D C A S T I N G

Faculty Interest in ExpandedTraining



Expanded Training - Web 2.0 in Education

y Increases user creativity and community whileconcurrently empowering user

ownership of contenty User-generated content

leading to "collectiveintelligence" that

benefits many y Collaborative in nature

and features user-generated content



Expanded Training - Faculty Learning Outcomes

y Faculty can introducemore informationoutside the classroom

y

Faculty are able toengage hard to reachstudents

y Faculty store more

course information andresources for studentreview

11 faculty haveparticipated in level 2training in the last 2

years



Expanded Faculty Training ± Web 2.0/Open Source

Recommended Web 2.0 toolsy VoiceThread: http://voicethread.com

VoiceThread is a new way to talk about andshare your images, documents, and videos.

y Scribblar: http://www.scribblar.com/Simple, effective online collaboration multi-user whiteboard, live audio, imagecollaboration, text-chat and more.

y Pbworks:http://pbworks.com/content/edu+overview PBworks hosts over 300,000 educational workspaces, and has helped transformteaching and learning for millions of students, parents and teachers.



Expanded Faculty Training ± Open Source

Recommended Open Source toolsy Cam Studio: http://camstudio.org/

CamStudio is able to record all screen andaudio activity on your computer and createindustry-standard AVI video files. Using its

built-in SWF Producer can turn those AVIsinto lean, mean, bandwidth-friendly Streaming Flash videos (SWFs) .

y Windows Producer:http://www.microsoft.com/downloads/details.aspx?FamilyId=1B3C76D5-FC75-4F99-94BC-784919468E73&displaylang=enUse Microsoft Producer for Microsoft OfficePowerPoint to capture and synchronize audio, video, slides, and images, then preview andpublish a rich media presentation virtually anywhere for viewing in a Web browser.



Educational use of audio/video filesEducational use of audio/video files

y Tutor a student

y Summarize a lesson

y Insert content

y Evaluate music/art

y Exam practicey Create ³additional

listening´

y Make oral bullet

pointsy Offer support for

disabled students

y

Set up RSS Feedy Practice

pronunciation &diction

Expanded Faculty Training ± Podcasting



Expanded Training ± Podcasting Technology

y Audacity: http://audacity.sourceforge.net/

Free, Bb-compatible, easy-to-use,downloadable program that makesgreat quality wav & mp3 audio files

y Windows movie maker

Free, Bb-compatible video-editing &creating program that allows you toadd a commentary tracks to

powerpoint presentations, photos,and videos

y I Tunes U

Integrated with Bb



Examples of Podcasting: video and audio

y Giulia Guarnieri

Italian

y K ate Culkin

History

y Laurel Cummins

French ± Adjectives of Nationality



G R E A T E R F A C U L T Y W I L L I N G N E S S T O

I N C O R P O R A T E N E W T E C H N O L O G I E S I N T OT H E I R T E A C H I N G , O F T E N W I T H O U T F O R M A L

T R A I N I N G

Faculty Trying New Technologies on Their Own



Prof. Carlos Liachovitzky: Anatomy & Physiology

y Participated in the summer 2008 faculty development program and 2010 hybrid initiative

y Developed a hybrid BIO 23 (Anatomy & Physiology I)

y Subsequently, incorporated new technologies in Bbhybrid & 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



C. Liachovitzky ± Google Site

http://sites.google.com/site/bio2324atbcc/



C. Liachovitzky ± Online Study Guide

http://sites.google.com/site/bio2324atbcc/Home/bio23-course-guide-and-lab-manual/



C. Liachovitzky ± YouTube Channel

http://www.youtube.com/user/aandpatbcc



C. Liachovitzky ± Crosswords

http://anatomyphysiologybcc.pbworks.com/f/Chapter1+interactive+with+JavaScript.html



Other Faculty Expanding the Use of Technology onCampus

y Jordi Getman-Eraso

E-portfolio (Digication)

y Giulia Guarnieri

Podcasting

y K enya Harris

VoiceThread

y Moronke Oshin-Martin

VoiceThread



E X P A N D E D A P P L I C A T I O N O F T E C H N O L O G I E S

I N T O C L A S S E S W I T H M U L T I P L E S E C T I O N S O R M U L T I - C L A S S S E Q U E N C E S A N D B R O A D E R

P A R T I C I P A T I O N A M O N G N E W F A C U L T Y

F U N D E D B Y T H E T I T L E V ³ L E A R N I N G B Y D E S I G N ´ G R A N T

Adoption of Technologies by Classes with Multiple Sections



Biology & Medical Laboratory Technology

y Goal: Improved student learning outcomes for criticalthinking and the scientific method

y Method: Incorporate more inquiry-based and activelearning activities in Anatomy & Physiology andIntroductory General Biology labs

y Technology : PowerLab hardware with LabTutor andLabAuthor software from AD Instruments



Students Doing thePhotosynthesis LabStudents Doing thePhotosynthesis Lab

y Fall 2010

Develop & pilot new labactivities

y Spring 2011 Faculty training

Expanded implementationy Fall 2011

Full implementation

Implementation in Biology

TimelineTimeline



Implementation in Biology

y Intro General Biology

1 lab (photosynthesis)

10 to 12 sections, ~300students

y Anatomy & Physiology I 2 labs (pulse, bp, ECG,

muscles)

22 sections, ~528 students

y Anatomy & Physiology II 1 lab (spirometry)

12 sections, ~288 students

By Fall 2011,approximately 44 class

sections with 11oo students will be using this

technology each semester



Nursing & Allied Health

y Goal: Improved therapeuticcommunication skills andimproved clinical skills

y Method: Incorporatesimulations into the curriculumand provide opportunities forstudents to view & critique theircommunication and clinical skills

y Technology : VoiceThread,Simulation Laboratory (webcams, microphones,computers)

the whisper booth in theSim Lab



Implementation in Nursing & Allied Health

y Participating Courses

RAD 16

NUR 41-42

PNR 12

y Activities

Self-reflection(VoiceThread)

Participation in & critique

of clinical simulationsy 120 students participate

each semester



T H E I N T E G R A T I O N O F I N S T R U C T I O N A L

T E C H N O L O G Y T U T O R S ( S T U D E N T S T R A I N E DI N T E C H N O L O G Y , T U T O R I N G , A N D C O U R S EC O N T E N T ) I N T O F A C U L T Y T R A I N I N G F R O M

T H E B E G I N N I N G

Joint Training between Faculty & ITTs



Instructional Technology Tutors

y 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

y Approximately 30 students and former studentshave worked as ITTs since 2004 The ITT program grew out of an extensive history of tutors at

BCC, supported by the Perkins tutoring program andspearheaded by the Education & Reading Department




y ITTs Support Students

Technology (Bb, e-portfolio, CUNY Portal)

Course Content

y ITTs Support Faculty Technology (Bb, Podcasts, Digital Story-telling, e-portfolios)

Instructional Design

y ITTs Support Instructional Technology

COWs, SMART board, projectors, cameras, etc.



ITTs ± Then & Now

ITT Started Assignment

Muidah Chipman Fall 2003 Perkins Tutor, EDU 40 ³virtual tutor´ - 8 hours online

Winslow Jones Spring 2004 Perkins Tutor, EDU 12 face-to-face only

Seray Tunis-Almamy Spring 2004 Perkins Tutor, EDU 40 hybrid virtual tutor (8/4)

Suheil Fontanez Spring 2006 Department IT TA; EDU 10/12 tutor

Silvestre Sosa Spring 2006 H ybrid tutor; Summer 2006 began mentoring faculty in the use of PPt

ITT Deployment 2010-2011

EDU/RDL (Perkins) K ayla, Jonathan, Seray SOCIOLOGY/PSYCHOLOGY Musa

EDU/RDL (ITT) Ryan, Crystal, Shannon COMMUNICATION/PARALEGAL Tia

BIOLOGY Andres FRENCH/PHILOSOPH Y Jeffrey

MUSIC/ART Suhay, Tzuriel ENGLISH/HPEW Molaven




y Incorporating ITTs into faculty training earlier has been beneficial

ITTs matched to faculty based on content/subject area

Additional aid for faculty when developing coursesÙ ITTs have evolved from Student Support to Faculty Support

Ù From Tutoring to Technology Support

Ù From Virtual or Face-2-Face to H ybrid

Establishment of working relationship prior to semester start

Earlier tutoring and technology troubleshooting available tostudents in distance learning courses



I N T E N S I V E P E E R M E N T O R I N G H A S L E D T O A

S U P P O R T I V E E N V I R O N M E N T T H A T F O S T E R ST H E S P R E A D O F I N S T R U C T I O N A L

T E C H N O L O G Y O N C A M P U S

Conclusions



Faculty who are mentored «

y Return for expanded training

y Try new technologies on their own

y Convince their colleagues to try new technologies

y Push for the adoption of technologies at the programand department level

y Work well with instructional technology tutors

y

K now they can ask faculty mentors for advice, even years later



Acknowledgments

y The H ybrid Initiative from the CUNY Office of Academic Affairs

y Title V ³Learning by Design´ Grant

y Carlos Liachovitzky, Alex Wolf, Rebeca Araya, Biology & MedicalLaboratory Technology Department, BCC

y Ellen R. Hoist (MS, RN), Alnisa Shabazz (MS, RN), ReginaPanettiere (MPA, RT(R)(CT)), K enya Harris (MA, RN), PaulaGreen (MA, RN), Nursing & Allied Health Department, BCC

y K ate Culkin, Laurel Cummings, Jordi Getman-Eraso

y

The ITTs ± past & presenty Dr. Howard Wach, Director, Office of Instructional Technology,

BCC

y José Lai, Academic Technology Liaison, BCC

CUNY IT Presentation DEC 2010 Final

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