Educational Technology Committee 2004-2005
Call for Proposals
Introduction:
Information technology, changing student expectations, and budgetary pressures are having profound effects on higher education. While the traditional classroom lecture remains the most common approach for teaching and learning, new technologies and tools now expand the choices available to engage students with the curriculum material and the learning process. While some universities are experimenting with large-scale change, most campuses have sporadic experience using new technologies. Such a situation is to be expected as higher education and its associated teaching methodologies have long traditions, and, up until very recently, little motivation for change. In addition, the investment in new teaching and learning paradigms can be significant.
The Educational Technology Committee is charged with the allocation of funds to support faculty in the development of new learning modalities using information technology. One area of interest is the use of asynchronous components to enhance the traditional lecture format used in many courses. Using technology mediated resources, instructors can invigorate the learning experience by incorporating new online activities, such as self-testing exercises, simulations, threaded discussions, virtual office hours, electronic discussion sections and online group collaborations. In some instances, the rigor and depth of these asynchronous components may take the place of some traditional lecture time in accordance with university contact hour requirements and guidelines. Indeed, research and practitioner experience in asynchronous distance learning provides considerable evidence that in a wide variety of circumstances, learning outcomes can equal or exceed those produced by more traditional approaches to teaching.
The university has invested in an infrastructure that will support the use of new teaching and learning technologies. This infrastructure includes wide spread deployment of wireless access, wireless laptop classrooms, and sophisticated services such as video on demand, web conferencing, and personal response systems. Each of these technologies, if used creatively and effectively, can increase student engagement and participation with the course materials. In addition to the technology, the university has invested in a training and support system, which includes the library's Center for Educational Technology, to help faculty develop new teaching components.
Program Goals:
The purpose of this grant program is to offer support and incentive for those faculty or departments that wish to incorporate more information technology-based tools and curriculum materials into their course or course sequences. The goals are to improve to student learning and to assure that our graduates are technologically literate and are prepared with the skills necessary in today's information society. Key to the success of this initiative is the appropriate application of e-learning technologies that address various needs for access, scheduling, and improving learning activities for students at all levels. The ultimate outcome is to increase student knowledge, skills, and experience in being an independent, self-sufficient, lifelong learner.
The Educational Technology Committee is seeking responses to this
RFP from faculty/departments that meet these goals. Examples include:
Hybrid Course Example:
A hybrid course combines technology-mediated instructional delivery and interaction with traditional classroom activities. Some fraction of face-to-face meetings are replaced with other learning opportunities such as computer-based asynchronous instruction and online collaborative discussion and writing assignments. The hybrid model allows students to interact with foundational course materials in an asynchronous manner, allowing classroom time to focus on new or more challenging concepts. Nationally, instructors of hybrid courses report increased interaction and contact among students and between the instructor and the students. Additionally, certain learning objectives are more successful than in traditional courses because of the flexibility of the hybrid model. (see http://www.uwsa.edu/ttt/articles/spilka.htm, and http://www.center.rpi.edu/PewGrant.html)
Enhancing Small Group Interaction in Large Lecture Courses:
At the UO, many classes that students take to satisfy their general education requirements are relatively large and impersonal. Some of these classes do not have discussion sections, resulting in limited personalized attention and faculty feedback. Tools such as virtual office hours, threaded discussions, chat rooms, wikis and blogs serve as convenient and functional tools for carrying out discussions outside of class. To be most effective, however, these communication tools need to be mediated by content experts. Using technology and creative methods to better promote effective student discussions and arguments related to the course can have a significant and positive impact on the students' experience.
Directed Research Projects:
Part of the university experience should be to enhance the research skills of all students. A primary outcome of ubiquitous network connectivity has been the creation of digital libraries and increased access to primary sources. Interrogation and interaction of primary sources by individual or groups of students can be a powerful learning experience and renews the relevance of the library and library research to the undergraduate mission. Technological tools can be used to implement a more research based approach to the course content and to help students learn research methodology.
Guidelines for Preliminary Proposals
Under this RFP Funding is available, but not limited to projects which:
1. Effectively utilize methods of course delivery in which meaningful and rigorous asynchronous materials are developed. Student interaction with those materials could then effectively substitute for some in class seat time.
2. Create new frameworks (e.g. creation of electronic discussion sections) that help to bring a more seminar style environment to a large lecture class that emphasizes effective small group participation and discussion.
3. Create a more research-based approach to the course curriculum. Such research would likely involve interaction with primary sources/data, analysis of such sources, group projects and write-ups, and possible group multi-media presentations.
Large scale, or changes at the programmatic level, are encouraged. In these cases, multi-year funding will be considered.
Funds may be used to support the following activities:
1. Release time for instructors to redesign their courses.
2. Instructional design assistance and/or programming
3. Acquisition of relevant software or hardware.
4. Hiring of GTFs or qualified undergraduates to effectively carry
out the various small group aspects of the re-designed course.
In general, funds will not be available for building specialized facilities.
Directions for preliminary proposal submissions:
Preliminary proposals are due April 1. Applicants should include the following:
General information (1/2 page)
a: Applicant contact information
b: Summary of proposal
Statement of need objectives and outcomes (2 pages)
a: Primary beneficiaries
b: Impact on learning objectives
c: Degree of creativity or experimentation
d: Desired outcomes or likely results
Estimated costs
a: First year costs
b: Second or third year costs (if applicable)
c: Departmental cost share (if applicable)
Preliminary proposals will be reviewed by the committee, suggestions will be forwarded to selected applicants, and final proposals will be due May 30.
Please submit proposals to Deborah Carver, University Librarian, Co-Chair, Ed Tech Committee