Course Web Pages for Student-Student, Student-Faculty, and Faculty-Student Communication in Anatomy and Physiology
Basic and Applied Science
Business Education, Marketing Education and Office Management
Word Processing Concepts Online
The purpose of this project will be to redesign BMOM 233 Word Processing Concepts into an online course. It offers BMOM 233 Word Processing Concepts Online in a predominantly web-based format to reach a broader range of students and make the course accessible to students in remote location. This will be the first online course offered by the BMOM department.
Thank you for providing me with an opportunity to develop BMOM 2330-01 Word Processing Concepts as an online course for the Fall 2001 semester. This process has allowed me to further develop my Courselnfo and other web skills by giving me time to attend the Advanced Courselnfo (Assessment Tools) session; FrontPage 2000 Beginner--Parts 1 and 2; and FrontPage 2000 Intermediate--Part 1 workshops. Barbara Draude and Brenda Kerr have gone the "extra mile" to assist me.
I have also been able to incorporate my new skills into a $50,000 grant that I received to develop an academy for Rutherford County teachers--Corporate Connections Academy. As part of the Academy, we are going to develop a web site and bum CDs to include participant presentations. Management of a graduate course (BMOM 581 Internship Program) will be handled via Courselnfo site.
I used Courselnfo to prepare this course to limit the use of copyrighted materials to only those individuals who are officially enrolled in the course and have purchased the textbooks. I am currently in the process of having two of my colleagues and a student review the course content for user-friendliness. Once I have their feedback, I will make any necessary adjustments. Keep in mind that I will update my office hours on the syllabus and staff sections before the class begins this fall. <p>Should you desire to review the site, please let me know and I will log you in or activated the guest user component. If you have questions, contact me at 615.898.5284 or email@example.com
Development of New Laboratories Using Graphing Calculators, Computers and Vernier Probes for SCI 100
Basic and Applied Science
Development of an Online Elementary Algebra Class
Scott N. McDaniel
Foreign Languages and Literatures
Web-Based Materials Development for Computer-Assisted Language Learning
In Summer 2001, I worked on the project to develop instructional materials for the graduate course in 'Instructional technology in foreign language education (CALL Number: FL 6800)'. The course is offered to graduate students in both the MAT program in the Department of Foreign Languages and the ESL (English as a Second Language) program in the School of Education.
The specific objectives of the project were set to:write up some introductory materials on theories and pedagogies in computer-assisted language learning (CALL); collect and develop tutorials on using FrontPage2000 and Dreamweaver; create a set of homework assignments in relation to both using technology in foreign language teaching and using the above mentioned two webpage authoring software; set up a Windows2000 server as an experimental workstation for students who take the course.
At the end of Summer 2001, I have achieved the following: Introductory materials on CALL have been collected and sorted. Those include mostly of online papers and websites that offer either in-depth discussion of CALL or information on other online CALL resources.
Tutorials: Both a home-grown FrontPage2000 tutorial and Dreamweaver tutorial have been developed that can be used in my classroom instruction. At the same time, links to similar tutorials on the Internet have also been collected. However, both home-grown tutorials need further modifications because of recent upgrades in the language lab I manage: a) I only had access to Dreamweaver Version 3. when I worked on the tutorial. However, our language lab recently acquired Dreamweaver Version 4. I need to update it to reflect the changes that occurred in Dreamweaver Version 4; and b) my language lab acquired two new Dell servers. I need to update my FrontPage tutorial to reflect the specific server settings (such as account setup, database support and quiz engine configuration) in my lab (c.f., Point 4 below). Course homework assignment: I developed a set of homework assignments that can be used with my technical tutorial. Most assignments are open-ended questions that require student input. Again, the part of assignments related to Dreamweaver and FrontPage needs to be further modified. Microsoft Internet Information Server setup: An experimental Windows2000 server as well as Microsoft Internet Information Server was set up on my own workstation in the summer. It is fully functional with FrontPage extensions and database support. It also has an experimental quiz engine (from Microsoft) installed. It is planned that the same configuration will be applied to the two new Dell servers in my language lab so that students in the future can take full advantage of.
At the beginning of the project, I had planned to use the materials in my teaching the technology course in Fall 2001. However, due to the rearrangement of graduate course offerings in my department, the technology course was rescheduled to be offered in Spring 2002. This gives me some extra time to further update and enhance the materials I have developed and put them on line in Spring 2002 for my teaching instead. <br> <br> A lesson learned while working on the project is that technology is always changing or improving. The minute you have something in place, it tends to become obsolete because of software upgrade and/or hardware improvement. Accordingly, an instructor engaged in teaching about technology needs to constant
Electronic Media Communication
Web-Based Tutorial for Character Modeling and Animation
Guan Ping Zheng
The purpose of this project is to develop a web based tutorial for 3D character animation. Once implemented this tutorial can be accessed from the help menu of the animation software and can guide students build necessary skills for realistic character modeling and animation. Hyperlinks will be structured for the key concepts and theories that are essential for the understanding of 3D modeling and animation.
With the help of the Instructional Technologies Development Grant, I spent the summer time building character models and animation suitable for online teaching. Screen shots of the process were captured as visual guide. Step-by-step instructions were presented along with the visual guide.
Because of the tremendous amount of work on building the model and the detailed description of the procedures, the progress was slower than anticipated. At the end of the summer I was able to finish the modeling, the screen capture and the description of the process. However, because of the new release of the software, I had to revise some of the procedures to reflect the new feature of the software. I am still in the process of making hyperlinks for the key concepts and theories related to character modeling and animation. All the works will be done at the beginning of Spring, 2002.
Analyzing Audiences in New Media
During the summer of 2001, I was fortunate to receive a grant to research and produce a teaching tool for RATV 346, Media and Messages. The new course is part of my department's new emphasis in digital media, and I taught the "first edition" of the course in Spring 2001. The course deals with audience analysis techniques for planning and assessing content in digital media, and in developing the right match of message and medium. <p>The lack of available well-focused teaching materials for the class led me to apply for the grant to develop a website/CD-ROM on audience analysis for class use. After being awarded the grant, I spent hours in research on audience tools and examples of websites, taught myself the basics of Dreamweaver, and developed the site. The project is available at: http://www.mtsu.edu/~jquarles/audienceindex.html
Within the site, I focused on helping students understand: why understanding an audience is important in message development and the characteristics of audiences for different kinds of web products. what audience analysis tools are available and how they can be used. I provide examples of commercial tools and indiciate for students the tools most readily available.
I also focused on questions students should ask in developing a project and provide an outline for a critique of websites. In the final portion of the website, I provide a few examples (from the million or so websites available) of websites for different audiences. We will work with analysis of these websites in the next semester of the class in Spring 2002.
To remain true to my own point in creating the project, I pilot tested the project with my Writing for Digital Media class in Fall 2001. The latest version of the website incorporates their comments and reactions. I will convert the site to a CD-ROM before classes begin in 2002 and use the resulting product in the class.
In the future, I would like to develop a similar project that focuses on matching messages to media and gives examples of good and bad "matches."
Management and Marketing
Technology Blending for Student Centered Learning
Jacqueline A. Gilbert
I am most appreciative for the opportunity to work on the OIT grant entitled "Technology Blending for Student-Centered Learning." The grant has allowed me to do the following: Integrate discussions, communication, and chat into existing face-to-face courses. Automate grading and posting of exams, quizzes, and assignments. Implement a survey to assess the effectiveness of on-line vs. traditional learning, using both paper and pencil and automated response formats. Update PowerPoint files to include pictures, webart, clipart, and wordart. Begin design of an e-learning multicultural course that can be marketed to a corporate audience.Enhance Web-CT proficiency.
Education of tomorrow must deliver an experience; it must include high quality multimedia presentations to facilitate learner-centered teaching. The OIT grant has allowed me to enhance student interest through course innovation. I am committed to continually updating my course sites and material to include the latest technological tools and innovations.
Web-based Regression Tutorials
Basic and Applied Science
Ginger Holmes Rowell
During the Spring 2001 semester, I received an "Instructional Technologies Development Grant" for one course release to work on the Web-based Regression Tutorials project. This project is a continuation of work started during the summer of 2001 when I was a NASA/ASEE Summer Faculty Fellow at Marshall Space Flight Center's (MSFC) Engineering Cost Office (ECO). One of my tasks at MSFC was to provide training for the ECO employees to learn more about regression analysis and the new software application, Minitab, that they had recently purchased. Regression Analysis is a statistical method used by the ECO to predict cost of space flight vehicles. Since it was difficult to coordinate people's schedules and many people were frequently out of town on travel, we decided to make the tutorials web-based.
I was pleased to receive an "Instructional technologies Development Grant" during the spring semester to continue work on this project. Though I have not received any extra release time or compensation, I have continued work on the project this summer and will continue the work this fall. The expected completion date of the existing outline of tutorials is the end of December 2001.
The highlights of the project work are listed below:
Set up the MTSU website where the Regression Tutorials would be located.
Transferred the existing files from the format used for the MSFC Macintosh web server to MTSU's server.
Added and corrected website content.
Presented "Web-based Regression Tutorials: A Project Overview" at the Department of Mathematical Sciences Presentation which was open to the MTSU community.
Wrote and received a grant for approximately $15,000 from NASA's MSFC ECO to support one graduate and three undergraduate students to work on this project in the Fall 2001 (and some summer work).
Wrote and won a MTSU grant for 25 Student Versions of Minitab for the Mathematics Department Computer Laboratory. This is the statistical analysis software for which the tutorials provide explicit instructions.
Tested some "Introduction to MS Excel Lesson" in my courses during Spring 2001.
Introduction to Regression for High School Algebra teachers at two workshops for Dr. Mary Martin (one in Rutherford County and another in Warren County). I will use a modification of this for a video conference for teachers in October.
Web-based Supplementary Instruction for the Use of the T1-83 Graphing Calculator
Basic and Applied Science
The Instructional Technologies Development Grant has allowed me to create a web site that gives students an additional tool to enhance their understanding of the use of the TI?83 graphing calculator. This project was started as a way to assist students who needed additional help, who missed class, or who took a class by correspondence. My objective was to create a site that would give step?by?step keystroke instructions for using the graphing calculator. This objective was accomplished and the site was put into use during the Spring 2001 semester. The site provides off-campus and after-hours access to instruction.
I have received very positive feedback from students and teachers. Students feel the site makes using the calculator less frustrating, is a helpful supplement to the textbook, and is a useful reference outside of class. They thought the instructions were clear, concise, easy to follow, and that the site should be maintained from semester to semester. Instructors teaching in a classroom equipped with the appropriate technology access the site during class instruction and refer students to it for further assistance. <p>From the feedback I received from students, I am now in the process of updating/revising some of the pages on the site. These pages will include calculator window screens and more example problems. The site can be accessed at http://www.mtsu.edu/~math141 I would like to thank the committee for the opportunity to create this web site.
Basic and Applied Science
This report will describe the progress made on the project undertaken for the Instructional Technologies Development Grant that I received in Fall 2001. The objectives of my project were:
(1) to learn a variety of multimedia applications; (2) to develop a variety of assessment simulations; and (3) to incorporate the developed assessment simulations into the online health assessment course to provide an interactive learning tool. Health Assessment is a required nursing course taught in the first semester of the nursing curriculum. It is a course where students learn how to conduct a health history and physical examination. This course requires the learning of psychomotor skills in order to properly perform a physical examination on a patient. Offering this course as a web-based course is a challenge because of the number of psychomotor skills that must be learned. Numerous hours were spent taking courses through OIT, working with OIT staff members, and working on my own to learn a variety of multimedia applications and then applying the knowledge to course content. I concentrated on working on two body systems-the heart and lungs.
FrontPage was used as the web-authoring tool in developing a web site to place the simulations for the students to access during the course. By incorporating Java Script, I developed pop-up windows so students would be able to review anatomy and physiology as well as new course material. One example is the review of the anatomy and physiology of the heart such as information on the heart valves, layers of the heart, and chambers of the heart.
Macromedia Flash 5 was used to incorporate animations into the course. Different types of movies were developed to show the students the correct sequence in the physical examination of a certain system. One example shows the student the correct sequence of moving the stethoscope on the chest while listening to the heart.
The digital camera was used to take pictures of manikins to use with some of the simulations. Photo editing was necessary and Adobe Photoshop and Microsoft PhotoDraw were used. Sounds (i.e. heart sounds, lung sounds) were edited using Sound Forge XP and Real [Media] Player. Image maps were developed incorporating the edited sounds and manikin pictures. This will allow students to listen to normal and abnormal heart and lung sounds.
The digital video camera was used to take videos of some of the psychomotor skills used in the course. I videotaped a fellow faculty member as she assessed the manikin "patient". I then edited the videos and added text and transitions using Imovie. Short video clips were completed for the student to view the actual assessment of the lungs and heart.
This material will be added to the web-based course starting in spring semester 2002 and will be presented during the Mid-South Technology Conference on April 9, 2002. An evaluation of the effectiveness of the assessment simulations for students will be done starting at the end of spring 2002 semester.
In the coming months, I plan to I continue making other body system assessments interactive as well as adding more to the heart and lung assessments. I want to continue to learn more using Flash 5 animation. I want to develop a movie to help students review the physiology of the heart (i.e. show the movement of blood as it flows through the heart). I also want to learn how to use the drag and drop feature of Flash 5 so that I can develop study materials for the students to review course material.
I want to thank the OIT department staff (Barbara Draude, Brenda Kerr, and Sherry Thorup) for their time, support, and encouragement in working with me on this project. I feel that I learned a variety of different multimedia applications and can now utilize this knowledge to integrate the technology into teaching.
Creating a Web-based Personality Psychology Course
Education and Behavioral Science
Thomas M. Brinthaupt
This grant will be used to create a web-based personality course, using CourseInfo. Components will include online interactivity, personality assessments, and class discussions.
With this grant, I sought to move my web-enhanced course in Personality Psychology (Psychology 3590) to a completely web-based course, using CourseInfo. I intended to offer this course as a web-based course in Fall 2001. I wanted to make use of the online interactivity of the course with CourseInfo. In addition, I intended to convert my in-class assessment demonstrations to the online format. Finally, I hoped to begin to utilize the CourseInfo discussion board for my course.
During the summer, I was able to accomplish several of my goals. I was able to shift my class material (that had been on my personal homepage) over to CourseInfo. I have written and revised the majority of my class lectures. They are now ready to go online. I have begun to incorporate my in-class assessments and demonstrations into an online format. I am finishing these tasks during the Fall 2001 semester. I have learned to use the online grade book. I have incorporated the CourseInfo discussion board into my class. My students are taking advantage of this option and I have been impressed by the degree and depth of their participation.
In addition, over the summer, I was able to familiarize myself with WebCT. Currently, I am preparing to transfer my CourseInfo materials to WebCT. I will be offering 1-2 sections of this course as part of the Regents Online Campus Collaborative (ROCC) for Spring 2002. My familiarity with CourseInfo and its capabilities has given me valuable experience this Fall prior to my participating in the ROCC. Because I had not completed all of my work to go to a web-based course, and because I needed to switch over to WebCT, I decided to hold off on offering this course as web-based for Fall 2001.
In summary, the summer grant was very helpful in facilitating my transition to a web-based course. There are some things I still want to do. For example, in my web-enhanced course, I make copies of past exams available to students for their review. With WebCT, I want to have these tests scored online, providing students with immediate feedback as they review for the actual exams. In addition, I am hoping to put together a "Frequently Asked Questions" section pertaining to the course content. There are also other aspects of WebCT that I also need to become more familiar with. But I am well on my way to "making the switch" to a web-based course and to learning WebCT. I would like
Speech and Theatre
Digital Applications for Costume Design
Progress Report on Instructional Technology Grant Project on Digital Applications for Costume Design
I have completed 90% of the project proposed. I logged over 100 hours developing this instructional series this summer after the initial research and planning was completed.
The final product contains definitions, process instructions, and instructions on the use of digital tools. I have completed production on the design and production units. The final design unit contains over 75 frames with instructional materials such as definitions, process guidelines, and digital application. The final production unit contains over 95 frames of visual materials, digital details and instructions. These units will cover materials and digital instructions for courses that require 5-7 weeks of instruction. These are ready for class use and will be used in THEA 3200 and THEA 4230 this fall, and two courses in the spring semester. Other courses will have access but no schedule commitment has been made to date.
I have submitted a regional conference presentation proposal requiring the use of these units. The approval is pending (Southeastern Theatre Conference March 2002).
The portfolio section has been researched and is ready for digital development. I will continue this work with the completion of this final unit by end of Spring 2002.
All in all, I am very pleased with the results. I believe these will be very effective teaching tools for the beginning to advanced students.