teaching
with technology - 2000 recipients
Department of Animal Science
abstract
Robert B. Reed Jr.
This module, The Urinary Tract of Domestic
Farm Animals, will
contain the information necessary to help students understand
the urinary tract of five species of domestic animals commonly
encountered in veterinary practice. Students will be able to
learn the normal gross and microscopic characteristics of various
urinary tract organs as well as their normal anatomic location
and relationships with neighboring organs. The module will also
discuss surgical manipulations involving the urinary tract and
closely related structures. The final segment will consist of
review questions covering material contained in the body of the
module.
Department of Animal Science
module unavailable
Michael Sims
This module, Visualization of the functional anatomy
that underlies neurological activity, is now housed on the College of Veterinary Medicine Intranet.
The College of Veterinary Medicine maintains an intranet called VetNet. This
site provides approximately 20,000 files to veterinary students enrolled in
a four-year professional curriculum. The objectives for this project were all
aimed at providing a new section of VetNet devoted to clinical neurology. This
section was to contain instructional materials related to both basic and applied
aspects of neurology. Prior to the summer of 2000, the Clinical Neurology section
of VetNet did not exist. Three separate modules have been created and are fully
functional for veterinary students to use. These are (1) Clinical Case Studies,
(2) Review of Basic Clinical Neurology, and (3) Introduction to Electrodiagnostic
Techniques.
Department of Anthropology
module
Mariana Leal Ferreira
This faculty member is no longer associated with the University of Tennessee,
and the ITC cannot guarantee the currency of this module's content.
A detailed overview of the peoples and cultures of South America, focusing
on its geographic, environmental and cultural areas, as well as major historical
and political developments. It focuses more on recent indigenous groups and
other social formations and movements, than on the prehistoric past. Contemporary
issues will be addressed in detail, linking economic and political ties between
South American countries and the rest of the world, from the standpoint of
sociocultural anthropology.
College of Architecture and Design
abstract | module available on
CD
Tracy Walker Moir-McClean
Convenience errands can generate 5-20 daily trips of less than 1 mile for
each household in a neighborhood. These errands include convenience shopping
(less than 10 items), dropping children off at school or other activities,
picking up dry-cleaning, etc. Use of the automobile for these errands contributes
significantly to roadway congestion, degradation of environmental air water,
increased summer temperature, energy use, etc. However, convincing the average
suburban resident to 'give up' the perceived convenience (time and effort 'saved')
and habit of automobile use is difficult even though the true convenience and
time saved is quite minimal and the social, health, economic and environmental
costs of maintaining multiple family cars to support this convenience is quite
high.
School of Art
module
Dorothy Habel
Tim Hiles
This module, Art and Style, provides the user with a guided exploration of
six images in western Art by major painters. There is an introductory screen
as well as a home page offering links to each of the six images. Accompanying
each of these is a discussion of various aspects of the concept of style application
to the specific image and linked to the others. Also accompanying each image
is a discussion of the aspects of the pArticular image that involve various
understandings of abstraction. Users are also provided with an "It's Your
Turn" interactive
segment with five "new" images as well as an "Academic Arena" for
reactions and responses from individuals from various disciplines. A glossary
and bibliography are also provided.
Division of Biology
module
Stan Guffey
Biodiversity: the diversity of life on earth provides an overview
of the diversity of organisms on earth. The site is arranged hierarchically
using the structure of biological taxonomy.
Department of Retail, Hospitality, and Tourism Management
abstract
Mary Dale Blanton
Human resources management: hiring, classifying, development,
evaluation, compensation, etc. will focus on HUMAN RESOURCE MANAGEMENT, and will include
these components: hiring, assigning and classifying employees, motivating employees,
inservice education and professional growth and development of employees, evaluating,
compensating and rewarding employees.
Department of Counseling, Deafness and Human Services
module (Powerpoint
file)
William L. Conwill
The Mental Health Consultation module is a PowerPoint presentation designed to
serve as a reciprocal teaching method for relating class lectures to assignments
for the Mental Health student learning the consultation process; and as an overview
for the professional practicing in the field. The module was intended as a metacognitive
schematic with didactic and field utility, that is, both as a teaching tool and
as a service tool. By all accounts, the module served these purposes. Students
overwhelmingly rated it clearly informative and highly useful.
Educational Administration and Cultural Studies Program
module (Powerpoint
file)
Terri Mangione
This faculty member is no longer associated with the University
of Tennessee, and the ITC cannot guarantee the currency of this module's content.
Ethical issues in qualitative research is intended for graduate students interested
in learning more about qualitative research and practical applications in the
field for this type of research. The module begins with a brief introduction
of qualitative research and a list of relevant terms with their definitions.
Following the introductory information and terms, students are presented with
four separate research scenarios. After reading the research scenario, students
are presented with four options on how to proceed in the field and handle the
ethical dilemma(s) presented by the scenario. After selecting one of the four
options, students receive a "debriefing" explaining the possible
ramifications associated with the choice made. Students who are new to qualitative
research are asked to read the introduction section and definition of terms
first before proceeding to the four scenarios. Students who have some familiarity
with qualitative research may proceed to the scenarios. The entire module should
take approximately one hour to complete. It is recommended that the scenarios
be reviewed in numerical order as the level of complexity regarding the ethical
dilemmas increases with each successive scenario.
Department of Educational Psychology
module
Ralph Brockett
The purpose of this module, Concepts
of self-directed learning, with emphasis on adult learning, will be to introduce
the concept of self-directed learning, with particular emphasis on adult
learning. Self-directed learning is a vital concept in adult education. Research
has shown that the vast majority of learning activities undertaken by adults
are self-directed. In this module, my intention is to help learners gain
a basic understanding of major concepts (e.g., definitions, historical background,
myths and misconceptions), theories, research findings, and practices relative
to self-directed learning. This module will serve as a broad introduction
to the topic and, as such, should benefit both (1) those learners who desire
a basic introduction to self-directed learning and (2) those who wish to
use the module as a springboard for further study.
Department of Educational Psychology
module (Powerpoint
file)
John M. Peters
Three types of teaching and learning
illustrates and describes the following types: Type I, "Teaching by
Transmission, Learning by Reception";
Type II, "Teaching by Transmission, Learning by Sharing";and Type
III, "Collaborative Learning." They types are intended to describe
various modes of teaching and ways of knowing in formal learning environments
such as might occur in institutions of higher education, business and industry
Department of English
module
Erik Bledsoe
This faculty member is no longer associated with the University of Tennessee,
and the ITC cannot guarantee the currency of this module's content.
Cultural contexts of the Harlem Renaissance is a web site devoted to helping
students understand some of the cultural context and flavor of the period called
the Harlem Renaissance. It provides historical documents and remembrances from
those, like Langston Hughes, who were there. Students can read, for example,
about the widely celebrated wedding of poet Countee Cullen to Yolanda Du Bois,
as reported by the bride's proud father, W. E. B. Du Bois. Or students can
read a report from the New York Times that describes, with a bit of befuddlement,
how whites are crazy about a new dance called the Charleston that they learned
in Harlem night clubs.What you will not find on this site are poems, short
stories, etc. -- the types of materials that are widely available and often
assigned in classes. The goal of this site is to help students gain a better
understanding and appreciate of those materials by providing a resource for
less readily available materials.
Department of English
module
Russel Hirst
This module, Professional writing style, teaches techniques for improving
professional writing style, focusing on the core topics that are most important
in professional writing. It consists of 12 sequential tutorials. It can be
used by students in any discipline, but its tone and examples are geared to
students in science, engineering, and business. Students should not expect
to work through all 12 units in one sitting; it is designed for TWELVE sittings.
Department of Finance
module (PDF)
Ramon DeGennaro
Concept of cash budgeting provides an introduction (or review) of cash budgeting,
with web links to more advanced information. Using these techniques, the student
minimizes the number of surprises in his cash position.
Department of Finance
module (Powerpoint
file)
Suzan Murphy
The time value of money is a PowerPoint tutorial on basic time value of money
concepts, including: compound interest, future value, present value, frequency
of compounding, annuities, multiple cash flows and bond valuation. Students
are encouraged to use a business calculator to work the problems. Sample problems
are solved using formulas, calculator keystrokes, and the built-in applications
feature of the Hewlett Packard 17BII financial calculator. Time lines are also
provided to aid in understanding. Finally, the interactive exercise has three
problems for the student to work themselves, with hints and solutions.
Department of Finance
module (PDF)
Ronald Shrieves
Capital Budgeting: Fin 450 Class Notes, January 2000 is a set of class notes
that covers a six-section module on corporate investment decisions, within
a broader course in corporate finance. The audience will be seniors in the
College of Business Administration, primarily Finance majors. Numerical problems
illustrating the various concepts discussed are presented as appendices.
Department of Finance
module
John Wachowicz
The purpose of Annuities: Ordinary? Due? What do I do? is to help you better
identify, understand, and calculate future and present values of both ordinary
annuities and annuities due. The tutorial assumes that you have a basic understanding
of the time value of money, but might still need a little extra help with annuities.
Human Resource Development Program
module unavailable
Doo Lim
The module, Employee retention case study, includes a case study to solve
employee retention problems in a real work environment. The case is comprised
of several sectional information of a real organization (Light Fandango Incorporated)
such as: finance, marketing, production, and human resources. The case also
presents the organization’s
problem through a series of interview audio clips and scripts to better provide
the real look of the problem situation.
School of Journalism and Electronic Media
module
Dorothy Bowles
The objective of Defamation: A self-paced tutorial is to teach journalists
and other communicators how to avoid defamation (libel and slander). The module
teaches the appropriate steps to take during the information-gathering and
presentation stages of communications to avoid falsely harming the reputations
of people in the news, while at the same time performing the public watchdog
function of the media without self-censorship.
School of Journalism and Electronic Media
module
Mark D. Harmon
The module, Mass Media Ethics, reviews applied ethics in various aspects of
mass communications. It first describes applied ethics. Then it takes the reader
through various case studies. It summarizes three major commissions related
to media ethics (Hutchins, Kerner, and Many Voices/One World). It links both
to media ethics codes and to media criticism sites. It also has an extensive
bibliography (books, videos, journals, popular press, and quotes) related to
media ethics. The module is intended as a drop-in component for one to three
days of class work on media ethics in a broad range of media courses.
School of Journalism and Electronic Media
module
Robert Heller
The creative typography primer introduces students to the world of letterforms
and typefaces. Type history, definitions, categories, and examples are included.
While this module is intended for students in the School of Journalism, it
may also be beneficial to beginning graphic design students.
School of Journalism and Electronic Media
module unavailable
M. Mark Miller
The module, Finding surveys on the Web, using and evaluating
them, descibes
uses of sample survey research, where to find them on the World Wide Web, and
how to evaluate them. Emphasis is placed on issues of sampling, questionnaire
design, and analysis. Ethical standards promulgated by associations of survey
researchers are used as the basis for discussion.
Department of Marketing, Logistics and Transportation
module
unavailable
Frank Davis
Welcome to the DLA's Interactive
Business Process Mapping Web Site. This Web site enables you to provide useful
feedback on the processes being executed within your organization.
Department of Mechanical, Aerospace and Biomedical Engineering
module
unavailable
Jack Wasserman
The Process Education Module provides students with the basic concepts behind
process education philoshophy. Since the tools can be used for both education
and personal growth, there are examples of how to develop and use each tool.
The first tool is the development of a methodology. A methodology is a series
of guided steps that insure the person has a clear reason for the methodology,
the key attributes needed, the measureable outcomes and a plan for assessment
of effectiveness. The second tool is the construction of rubrics that can allow
for good assessment. The rubric construction requires the development of key
attributes of performance, a set of descriptive names for levels of performance,
and statements which can be used to separate the levels of perfomance between
different levels of performance. The final tool is an assessment strategy for
performance. The SII assessment is explained for use for general application.
This requires the identification of two strengths and why they are strengths,
two areas for improvement with both a short-term and long-term plan for the
improvement, and insights obtained from the assessment.
Department of Modern Foreign Languages and Literatures
module
unavailable
John Romeiser
Between 1936 and 1939, Spain was torn apart by a massive and bloody conflict
that eventually drew in Nazi Germany, Fascist Italy, the Soviet Union, and
tore at the conscience of the liberal democracies -- Great Britain, France,
the United States. The Spanish Civil War module is intended to provide
an overview of that struggle and the impact the war had on the rest of the
world. The intended audience includes undergraduate and graduate students in
Spanish, history, political science, and the Normandy Scholars Program.
Department of Modern Foreign Languages and Literatures
module unavailable
Dolly Young
This module, Welcome to Spanish, has two purposes. One is to offer all lower-division
Spanish students access to important information about the program, such as
a list of course offerings with instructor names, a Spanish tutor list, a list
of textbooks for each section of lower-division Spanish, course syllabi, and
more. Second, it attempts to educate students about and motivate students to
learn Spanish.
School of Music
module
Mark Boling
Triad ID offers drill and practice on aural identification of triads. The
student hears a triad played by the computer, then selects an appropriate label
to identify the sound that was heard. Immediate feedback is given after each
triad is identified. If a triad is misidentified, the module gives tutorial
help by allowing the student to compare the sound of the correct answer to
their answer, and to see a comparative graphic representation of the interval
structure of the correct and incorrect triads.
School of Music
module
Barbara Murphy
Triad practice provides students with the opportunity to practice spelling
and notating triads. Triads included are Major, minor, diminished and augmented
in all positions. The student is given a bass note (picked at random) and
is asked to notate the other two notes of a given triad (picked at random).
The student can check their answer at any time; if three notes are not
provided, the student will be asked to provide all three notes before any
checking is done. The student can see the correct answer and may then go
on to the next question. The student can also get information on triads
by linking to an information page.
School of Music
module unavailable
Don Pederson
Interval ID offers drill and practice on aural identification of intervals.
The student hears an interval played by the computer, then selects an appropriate
label to identify the sound t hat was heard. Immediate feedback is given after
each interval is identified. If an interval is misidentified, the module gives
tutorial help by allowing the student to compare the sound of the correct answer
to their answer, and to see a comparative graphic representation of the correct
and incorrect intervals.
College of Nursing
abstract
Kathy Jo Ellison
Overview of case management process enables the student to gain an overview
of the case management process and apply the principles to case situations.
Content will include the development of case management models, the use of
basic tools for case management, and basic principles in the measurement and
evaluation of case mangement outcomes.
Department of Philosophy
module (PDF)
Glenn C. Graber
Research ethics explores federal and campus guidelines for research involving
human subjects in several interrelated ways - (a) a series of Frequently Asked
Questions about these guidelines, with links to the guidebook of the campus
Institutional Review Board (IRB) to allow further exploration, (b) an interactive
guide to determine whether a proposed project qualifies as human subject research
for purposes of the guidelines, (c) an interactive guide to determine whether
one's project might be exempt from IRB review, (d) an interactive guide to
determine whether one's project might be eligible for expedited review.
Department of Physics and Astronomy
module
Marienne Breinig
Many physical qualities are vectors. Introductory physics, physical science
and engineering courses must introduce students to vectors. Vector addition
and subtraction is part of the curriculum of all these classes. Most classes
also require students to work with the scalar product and the cross product
of two vectors. Working with Vectors is an interactive, Web-based module, which
introduces students to vectors, vector addition and subtraction, the scalar
and cross products of two vectors and alternative ways of evaluating these
products. Students learn about physical quantities, which are vectors and work
with alternative representations of vectors.
Department of Physics and Astronomy
module available on CD
William Blass
Stellar Accretion, a module using Visual Python (Vpython)
from CMU (cil.andrew.cmu.edu), is a primitive simulation of stellar accretion
from a pre-solar nebula. Simply watching the process can be instructional
for astronomy students and since the parameterization of the limited size
pre-solar nebula is stochastic (using a random number generator), successive
runs of the module give a variety of results. For the upper division students,
the module may be modified, changing the initial conditions of the pre-solar
nebula. These students can "learn
by doing" and at the same time generate interesting questions for class
discussion. The intention is to further develop Bpython modules for Astrophysics
411 and 190.
Department of Political Science
module (Powerpoint
file)
Janet Kelly
This faculty member is no longer associated with the University of Tennessee,
and the ITC cannot guarantee the currency of this module's content.
Financing public capital projects includes a fairly detailed description
of the public debt process, from the decision to borrow to planning to execution,
with an illustration from the new Knoxville Convention Center.
College of Social Work
module
David Patterson
This project, Using spreadsheets for data collection, statistical analysis
and graphical
representation, contains nine linked modules that demonstrate the application
of spreadsheets in commonly used data collection procedures, statistical analysis,
and the graphical representation of data. The modules include text, graphics,
and video clips with audio that describe and illustrate the skills presented
in the modules. The project was developed for the web, though it can also run
from a CD-ROM. The intended audience of this project is graduate and upper
level undergraduates in social work, human services, and other social service
professionals.
Department of Statistics
abstract
Hamparsum Bozdogan
Computational modeling elements and underlying concepts is a joint project
of Prof. H. Bozdogan, Statistics and Prof W. E. Blass, Physics. We plan to
build a computational modeling shell (CMS) which will accept "plug-in" educational
unit modules which use computational modeling to teach both the elements of
computational modeling and the concepts underlying the specific computational
modeling example. We will base the CMS on Java, Tcl/Tk or Python and the CMS
as well as the example plug-ins will have a very central visualization component.
The plug-in modules will have an introduction segment introducing the aspect
of the target discipline being modeled. Next the plug-in module will treat
the model constraints which will be mathematical (i.e. governing equations)
, logical constraints, or parametric constraints. This is the segment which
will be the computational modeling teaching segment. Finally, a dynamic visualization
segment will display the modeling results. Most plug-ins, as envisioned, will
allow for or require student selection of model parameters thus making "experimentation" possible.
Department of Urban and Regional Planning
module (Excel
file)
Cecilia Zanetta
Cost-Benefit analysis is a tool used to assess the relative attractiveness
of a project from an economic perspective. It compares the stream of costs
that are associated to a project with its stream of benefits. To compare costs
and benefits that occur at different time periods, these are discounted to
the present time. The net present value of a project represents the difference
between the discounted benefits and the discounted costs. When comparing various
alternatives, the alternative with the highest net present value is the most
attractive one from an economic perspective assuming, all other factors being
equal. This toolkit makes cost-benefit analysis much easier, as it estimates
the net present value of a project automatically as well as its economic rate
of return. Also, the toolkit allows the user to run alternative scenarios using
different discount rates and scaling costs and benefits just by changing the
content of a single cell.
UT Libraries
module
Gayle Baker
Teresa Berry
The University of Tennessee Libraries Web
of Science tutorial provides
a basic introduction to the Web of Science database. The user will learn how
to search the database, including cited reference searches, and how to obtain
search results in several different formats.
UT Libraries
module
Thura Mack
MLA and APA basics contains an overview of the most commonly used citation
formats for the Modern Language Association (MLA) and American Psychological
Association (APA) citation styles. Included for each citation style is an overview
and examples, exercises, and a quiz intended to challenge the user. The intended
audience is students in an academic environment.
UT Libraries
module
Jane Row
Linda Sammataro
Marie Garrett
Facts, figures and statistics introduces undergraduates in basic speech and
journalism classes to fundamental resources useful in finding factual information
needed to support course work dealing with contemporary issues of public concern.
Four basic web-based titles are demonstrated, along with the logic needed to
formulate effective search strategies.
To view the summary of the 2000 Teaching With Technology grant,
navigate through the FlashPaper document below:
2000 Teaching With Technology Grant Summary
In March 2000, The Innovative Technology Center implemented the Teaching
With Technology (TWT) program by awarding grants to 40 faculty members
representing 25 departments. Each grantee was provided a choice of either a
laptop computer or a digital camera and a $2000 one-time salary supplement to
develop an interdisciplinary instructional module for delivery via the World
Wide Web.
Grantees recently completed a follow-up questionnaire. The questionnaire was
designed to assess a variety of items related to module use, student reaction to
modules, faculty attitudes toward modular instructional development, and
overall attitudes toward using technology for instructional purposes. In addition,
grantees were asked to elaborate on how the grant impacted other areas of their
responsibilities (teaching, research, service). Of the 40 grant recipients, 80%
provided complete questionnaires. Following is a summary of their responses.
Specific information is referenced at the end of this report.
Seventy-eight percent of the grant recipients indicated that they had used their
instructional module with students in one or more of their courses. As a direct
result, more than 4,000 UT students experienced the instructional modules in the
online environment. Nineteen grant recipients also indicated that other
colleagues, both internal and external to the University, had used their module.
One module was used in a demonstration to the United States Defense Logistics
Agency. Another has been adopted by the UT Office of Research as a permanent,
required piece of instruction for faculty and students. Several modules have been
shared at national conferences, while others have been linked to from various
popular, discipline specific websites. Several grantees stated that they did not use
their module with students due to classroom technology limitations (no access to
technology enhanced classrooms) that impeded their use of the module.
While only 28% of the grantees collected formal student feedback, most collected
at least anecdotal feedback from students. Given that such a low number of
grantees gathered formal student feedback, a requirement of the grant, grantees
may be more encouraged to gather it if they are provided with a standard tool.
Overall, students expressed few reservations about online modular instruction.
Students rated their interaction with the modules as generally positive and
helpful. Students reported that the modules were efficient, provided them with
additional practice and review, and helped them to better understand complex
and difficult material.
When grantees were asked to describe their personal experiences with
instructional module development, their responses were mixed. By and large,
grantees viewed the process as very challenging, worthwhile, and extremely
enriching. One grantee described the experience as one of the best in his/her 12
years at UT. Others described the experience as tedious, time-consuming,
intellectually challenging, and overwhelming. A number of grantees reported
that their project challenged them to expand their knowledge, motivated them to
review literature in many fields and to see new possibilities for the use of
technology in their instructional practices.
One common thread among the responses was that the module development
took more time and required more technical skills than they anticipated. Several
grantees specifically noted that the training, inspiration, and ongoing support
they received from the ITC greatly contributed to their success. Others
commented that ITC should provide content design and development services
instead of training faculty how to do it. One grantee suggested, ?Few educators
have the time to acquire what is essentially a set of skills for a second job, or time
to do that second job.? Another grantee stated that he/she didn?t believe the
credit he/she would receive from his/her Department made the time spent on
the project beneficial. These are issues worthy of further thought and discussion.
Sixty-six percent of the TWT grantees stated affirmatively that their participation
in the TWT grant made them more positive toward using technology in their
instruction. Interestingly, the remaining grantees indicated that they already had
a positive view of technology, so the grant did not change their attitude. While
several grantees possessed some technology acumen, many of the grantees had
little experience using technology for instructional purposes. Grantees reported
that they are committed to exploring further how technology can enhance their
teaching. One grantee remarked that he/she could now clearly see the potential
for enhancing student learning through effective use of technology.
When asked if they had created any additional instructional modules since their
TWT grant project, 63% responded that they had. One grantee indicated that
he/she and his/her students had developed an online tour of the UT campus.
The project is now posted on the UT web site. Many grantees reported that they
had used the TWT project as a springboard for online course development. One
grantee reported that he/she had developed modular tutorials for the library,
which increased the number of web visitors 100%. Another grantee reported that
he had developed additional modules and had offered them to colleagues inside
and outside of his Department. Clearly, grantees have used their TWT project
experiences to further their professional development and use of online
instructional modules. Their continued development of instructional modules
has benefited student, colleagues, academic Departments, and the University at
large.
Grantees (63%) also indicated that they had explored other technology uses for
instruction outside of those used in their TWT grant projects. Other technology
applications reportedly explored include wireless instructional strategies,
streaming video, online assessment of student learning, online simulations,
collaborative teaching with colleagues from other campuses, use of the
Smartboard in technology-enhanced classrooms, and migration of course
materials to Online@UT. One grantee suggested that his TWT project has helped
him more fully develop the website for the Normandy Scholars.
Finally, 47% of the 2000 TWT grant recipients reported that they had successfully
leveraged their experience of developing an instructional module to obtain other
grants or professional opportunities. One grantee reported that he/she had
obtained a 75K contract from the State of Tennessee. Others indicated that they
had been invited to present their modules at professional meetings. Others
received recognition external to the University from entities such as Pacific Bell
Knowledge Network. One grantee reported that a publisher interested in using
her modules for a CD-ROM book supplement contacted her. Yet another grantee
reported that his/her TWT grant experience has contributed to his/her work on
a USDA Challenge Grant.
2000 Teaching with Technology Grant (TWT) Questionnaire
1. Have you used your module with students? : 25 -Yes, 7 -No
2. Have your module been used by other colleagues? : 19 -Yes, 13-No
If yes, how? :
? Module was distributed in Stat 662 Computational Methods in Statistics, Stat 677:
Statistical Modeling, and in Stat 679: Multivariate Modeling.
? Faculty in the Finance and Political Sciences departments have used the module in
their classes.
? In support of a graduate class in research.
? Other instructor of HRD department has been using this case study for his class.
? 1) Used in sections of Communications Law class taught by other instructors; (2)
Used in multiple sections of beginning and advanced editing (Journalism 203 and
Journalism 433).
? I don't know about this.
? I am presenting a brown bag this fall and want to use it to illustrate how we might
teach supply chain management as I see it evolving. We also used it to demonstrate
to the Defense Logistics Agency.
? It is on the web site of the Compliances Section of the campus Office of Research as a
part of the instruction for faculty and students that is required by federal regulations.
? At least, I'm guessing colleagues have used it; I've made it available on the web.
? My colleagues in Spanish have used it in several of their undergraduate classes.
? I have a link to the module on my "Wachowicz's Web World" web site. My web site
is quite popular, literally around the world. And, people have found the module in
through my web site. In addition, a number of sites have linked to my module.
? Online reference.
? Colleagues at four universities have reported using it. Each has praised it.
? We have shared the URL with colleagues at several national presentations.
? Speech and Hearing -- exploratory studies for training people with head injuries.
? They have referred faculty and students to it.
? My module was developed for McNair and First Year Study students but, the
English dept. has been the population to use this tool more than McNair or FYS.
? Colleagues were informed of the module. I cannot say whether they used it or not. It
is accessible via link. Since consultation is a widely applicable skill, other faculty sees
its utility. Accreditation body demanded my course, and developing it was my first
assignment when I came three years ago.
3. How many students went through your module? (Range 0-1800)
4. Did you collect student feedback? : 9-Yes, 23-No
If yes, please generalize the responses or email:
? I did not collect student feedback. But there were general comments such as as:
"We have learned the most recent updated statistics."
"MATLAB programming and learning the theories."
"Practical programming and examples."
"This course utilizes the theoretic knowledge we learned before and stretches into
new direction of thinking very rewarding."
? Students report that using the module has helped them to be more efficient (time
saver in doing the calculations), to better understand cost-benefit analysis, and to
improve their analysis of alternatives of different investment problems. Detailed
survey results can be made available upon request.
? I collected feedback only during the first semester that I used it. On the whole, the
feedback was very positive. Several students complained about the "inconvenience"
of having to locate a computer with Internet access and thought that I should have
printed all of the individual Web pages and provided a handout. While I have not
collected written feedback in subsequent semesters, I have not heard that complaint.
I think Internet-linked computers are more widely available now.
? I did not collect student responses systematically, but we used the material in a class
discussion and from my standpoint it was very useful as a resource to prepare
students for that discussion.
? Not yet, I will be using it in my BA 331.
? Very positive - students say that the form of presentation is clear and lively and helps
them to understand this complex and difficult material.
? Students have responded very positively. They like having my style tutorials
available on the web, they like having my answers available, and they like the way
we're able to review my material on the web using a data projector in an HSS smart
classroom.
? No emailed responses. Just informal comments in class and from the other professors
who used it.
? For the most part the responses were positive. Feedback was collected in Spring,
2001. Since then, we have continued to develop the module.
? Only oral. Students in finance viewed it a typically too easy, but that was by design.
The idea was for the module to serve as a review for students who had little grasp of
the material, and as an introduction for some others. It was optional. Of course, when
strong students did the module, they thought it was easy.
? Generally favorable responses.
? The responses were positive with regard to content. The students did make some
suggestions regarding the "look" of the module. They felt some of the background
colors should be changed and fewer words per screen would have been helpful on a
few of the beginning screens. Overall students felt they learned a great deal from the
content information and enjoyed learning it in an on-line format.
? The module was set up with a quiz and the answers to the quiz are directly emailed
to me but I do not save the results. In response to question #6 once my module was
placed on the library homepage the use increased 100% I am sure there will be even
more use of the module this Fall!
? Several of the students were impressed enough with the module that they have made
major modifications -- this from Astron 490 students.
? Once the students went through the course and developed a consultation project,
they could apply the module with a good deal of understanding. The module was
clear, and the examples well suited to the skill development.
5. Overall, please describe your experience in regards to developing your module:
? The experience was great.
? It was a good idea we had such an opportunity. I have been doing this for almost 10
years now.
? The grant challenged me to expand my knowledge of the software programs I used
in the development, as well as designing an electronic tool that was user friendly
while being complex. ITC support was key in my succeeding with the project.
? It was a long and tedious process that ultimately resulted in a very useful set of
modules for the class.
? The module has helped cut down on student questions and call to the office staff. The
module contains information regarding textbooks for each of the courses offered in
first and second-year Spanish, a list of Spanish tutors, office hours of all
GTAs/instructors, information about the GTAs/instructors, etc.
? Developing the case study provided me a good chance to utilize technology into
online course development. We could use flash and java script to create interactive
learning activities enhancing students' learning. For me, this opportunity offered a
good experience that online technology can make positive effect to increase my
instructional potentials.
? It took much more time to develop the module than I anticipated. I had to learn some
of the more advanced PowerPoint techniques and find appropriate graphics. Then, I
could never get the PowerPoint presentation to load properly to a Web site.
PowerPoint experts at ITC were unable to get it loaded either. So I essentially had to
start over on figuring out a way for students to access the material. I made individual
Web pages, which in some cases weren't as inviting as the PowerPoint presentation.
Other than these mechanical difficulties, the experience was good.
? The design and development of the module was very worthwhile--I was more
interested in the ideas than in the logistics of the development. I worked
collaboratively with my colleague Tim Hiles and I feel that I learned a lot from my
conversations with him about the design and each of our various parts of the
module. We also found ourselves brainstorming a lot about technology and teaching,
how and when to use technology most effectively, etc.
? Excellent. We are developing several other modules, which will include record
keeping.
? I was pleased with its development and will plan on continuing to evolve the
concept.
? Very positive - students say that the form of presentation is clear and lively and helps
them to understand this complex and difficult material.
? Very good. Got lots of good help, instruction, and inspiration from ITC instructors
and colleagues taking instruction with me.
? Extremely enriching. I learned that my topic lent itself quite well to a multimedia
format using Blackboard.
? It was a good motivation to get the task done.
? I did learn about some features of the software package that I was unaware of before,
and also about some aspects of using it in a classroom setting that were
unanticipated. It was a worthwhile project, and it has helped me in designing other
class modules since.
? It was an overwhelming experience since I had no experience constructing a web
page and it was much more work that I expected. I had to hire an assistant (and paid
him 500 dollars) to help me. I am however, pleased with the final result. Overall it
was a good experience and opportunity.
? I develop on-line classes, so developing this module was fairly routine.
? The module development motivated me to review literature from many fields. The
experience using the module was quite encouraging. Students quickly fell into good
discussions, especially in the case study section. The self-directed program allowed
for different speeds of learning.
? A faculty member who was not very experienced in computer technology has been
greatly encouraged by this project. He has really come a long way in the last 12-18
months. We are not through yet.
? It was a very positive experience. We have developed a module that provides a basic
introduction to self-directed learning and some links that are likely to be of value to
those interested in self-directed learning. We have linked the module with a database
of literature on self-directed learning that we were involved in creating.
? Outstanding experience. One of my best in 12 years at UT. I am building a couple of
other modules that should have some success, and the training I received was
wonderful. I now use CourseInfo regularly, distribute acrobat documents, and use
the laptop I received almost exclusively. I'm planning to add a few more tweaks next
term.
? It gave me the time and resources to give more thought to my course materials.
? I would say that this has been a learning experience. I feel that I have significantly
updated my software skills and understanding of the possibilities and limits of online
learning experiences. I understand considerably more about design of on-line
curriculum and web environments than I did at the beginning of the process.
However, the process of getting content into an on-line format was much more
difficult, and I think the product I've actually transferred to web-format (which is a
fraction of what was planned) and the research credit I will get for it in no way
reflects the amount of time invested. Developing content was not difficult. I finished
content and graphics for the site by the initial deadline. (The process for content
design I developed was used as a best practices example) On my first consult the
consultant suggested I use the Dreamweaver software. I did not own the software (it
is expensive) and had to learn it before starting work on the module. Finding
sufficiently large blocks of time during the ITC 9-5pm hours to work on the project
was difficult ? my schedule is such that my largest blocks of working time occur late
night. In order to finish the module I obtained a personal copy of a web-publishing
program from my department. However, my department did not use Dreamweaver,
so I had to transfer what I learned to Go Live (which is similar enough). In the end, I
constructed one module from a planned site and had to simplify that module to fit
the beginning level web-publishing skills I acquired over the course of the project. I
have no interest in finishing the rest of the site myself, because it diverts far too much
time away from research activities that are far more productive. I also found that the
limits of web-page format and on-line viewing required that I simplify single page
content (particularly text) to the point that I really don't consider the module I
submitted to be a college level learning experience ? in my own opinion it had been
so simplified to fit web pages it is of limited value to my students. Not to say I don't
use computers in courses --I do. I use pdf files organized simply into folders on our
college server to deliver information to students. This does not require a lot of time to
produce. Students print and read. My format stays in place. It may not have pushbutton
ease but it works.
Recommendation:
Assembly of a sophisticated interactive web page (with frames, navigation bars, etc)
is not a quickly acquired skill. Faculties are teachers, not graphic designers. In my
opinion ITC needs to provide trained personnel to assemble content, not training in
content assembly. Few educators have the time to acquire what is essentially a set of
skills for a second job, or time to do that second job.
? It took a huge amount of time to experiment with various methods, learn the
software and create the module.
? I enjoyed the experience, but wished I had more technical knowledge to give the
module an "upgraded" look.
? This was an excellent learning opportunity for me. I am so thankful for the support
of ITC in helping me complete and update this benchmark instructional tool. I am in
the process of updating this tool and communicating with the English dept. for their
input on how to more effectively design the module to meet their teaching/student
needs.
? Satisfying experience. Since it is not readily possible to run python directly on the
web, it has been difficult to expand the applications. However, this fall in Ast 151 I
plan to make more extensive use of the module and several others produced by one
of our graduate students as demonstrations of stellar accretion and possibly MOND,
modified Newtonian dynamics.
? I had provided mental health consultation for years. It was fun breaking the process
down with examples from my own practice, and I found my own experience, which
was much more expansive than any examples in texts. Students were able to use the
module to develop their own approaches to particular problems.
6. What obstacles prevented you from using your module with students? :
? The module was not used yet because it needed some revision before I could use it.
? None. I have been very successful in using the module. I have also presented it at
several professional conferences, where it received significant attention. Also, the
module has been included in a list of tools for policy analysis prepared by the
Transportation Center at ORNL.
? The amount of budget was not enough to hire external narrator to record audio clips
required for the case study.
? Most semesters I do not teach this course in a "wired" classroom, so I can't
demonstrate the features of the module and show them how to get started. When I
do have access to a wired classroom, it is great to go through some preliminary steps
and give students an overview of the rather elaborate Web site before sending them
out on their own to go through all the subject matter in the module.
? Time and programmer assistance.
? Its relevance will increase as we transition to new 2002 textbooks and stop using the
1996 text.
? Jane Row (one of our 3-member team receiving the TWT grant) accomplished this
part.
? My assistant and I (he co-authors the website now, whose name has been changed to
Indigenous Peoples and Human Rights in South America) have just finished
producing it). Therefore, we will use it with students in the Fall.
? During its first use, the module was still in preliminary form and, thus, did not have
as much information as we would have hoped for.
? The class the module was designed for no longer exists except in name and number
in the catalog. The course has been entirely restructured. I am currently adapting the
module for use in the class as the information is now presented to veterinary
students.
? Class I intended to use the module in was never taught.
? It became outdated within a few months because of database interface changes.
? Problems with my links--technology.
? Our module was to be refined by ITC. The last information I received was that a
graduate student was working on it. That was several months ago.
? The classroom did not have ready access to video projection from a laptop. This is
now resolved.
? The only problem I had in class was with a student who did not understand the
module because he had not examined it. He was working full time at night, and
going to school full time, had small children and a stay-at-home wife, showed up
sleepy most classes, and really was not able to follow the course at all until I worked
through all the snags in his thinking during class time. It was difficult for the rest of
the students to put up with his lack of class prep, but we all learn from each other?s
conditions.
7. Where you able to leverage the experience of developing your module to obtain other grants
or professional opportunities? : 15-Yes, 17-No
If yes, please list:
? Was able to use it for a presentation at a meeting.
? Partially, yes. As I indicated above, I have been using the technology for almost 10
years now in my delivery of teaching and pedagogy.
? Based on this experience and other training received at ITC, I have subsequently
obtained a $75,000 contract from the State of TN to develop an electronic object
aimed at promoting the exchange of opinions in relation to TN Public Chapter 1101,
a policy management piece of legislation that was recently enacted.
? Two publishers are interested in the modules for a CD-ROM.
? Not sure. Possibly this helped me get a small grant to buy a couple of software
programs.
? Not yet though it was used to illustrate the concept to a grant we were just receiving.
? Partly on the basis of this module, I was accepted into a distinguished online seminar
this summer (2002) conducted through the Poynter Center at Indiana University
under the sponsorship of National Institutes of Health. A dozen faculty from across
the country were selected for this seminar, entitled "Scientists and Subjects."
? WISH grant last year.
? I did get external recognition -- site received 2 web awards: 1) Pacific Bell Knowledge
Network Blue Web'N Site; and 2) The Scout Report for Business & Economics
Selection.
? I was able to educate myself better on the topic and to realize that violations to my
own human rights, and to the indigenous peoples' human rights that I work with are
more common than I imagined in South America. The opportunity enhanced my
professional capabilities with Amnesty Intl.
? But we are still making progress with a steep learning curve.
? We have made presentations at several conferences where we have been able to
discuss the module and share the URL with other adult education researchers and
students.
? In fact, this was the one problem. Last year the department made me skip an upgrade
via the faculty upgrade program because I had the laptop (then one year old) from
ITC. Someone else got the one I was scheduled to receive and I had to keep the older
one. I was essentially penalized for getting the ITC grant. Didn't make sense to me. I
did get a new one this year, though.
? I am currently working on a USDA Challenge grant with others to produce a
teaching CD on the respiratory system of large animals.
? Faculty promotion --development of new relationship with the English dept.
? I have been developing an interactive text.
8. Have you created any other modules since you were awarded the 2000 TWT grant? : 20-Yes,
12-No. If yes, please list:
? This is a long this. Please see my forthcoming books on the courses I have listed
above.
? Yes, Have also worked with my students on an online with my students, we have
developed an online tour of campus, which has been adopted by UT admissions and
is currently posted on UT's main page.
URL: http://www.utk.edu/experience/walkingtour/
I have also created electronic module on online resources on different development
issues, which have made available to students both in TN and in Peru, where we
teach a course on planning for developing countries.
? Yes, Motivational Enhancement Interviewing.
? Yes, Have created online courses, not so much modules. Modules within the courses.
Spanish 512, Spanish for Business, for example. Currently creating course for Spanish
430-Spanish Applied Linguistics.
? Yes, Online modules for HRD courses.
? Not as elaborate modules, but some more related to communications law and to an
editing class I teach occasionally.
? Yes, in progress.
? Yes, Class web sites continually.
? Yes, through a "Faculty First" grant in 2001-2002, we developed a module on ethical
theory, which I plan to use in all my applied ethics courses and have offered to
colleges in my own and other departments. With the support of a 2-day seminar this
summer, I began development (still not quite finished) of a module on "Limits to
Life-Sustaining Treatment: An Overview" which I will incorporate into my online
Bioethics course.
? Yes, Completed the entire series of 12 tutorials for professional writing style.
? http://web.utk.edu/~jwachowi/hr3090.html Special Report: Job Creation and
Worker Assistance Act of 2002.
? Sp Comm 210 web site (under "Tutorials" on the Libraries' homepage), finished May
2002.
? Yes, Thinking Visually (complete).
Measuring Audiences (in progress).
? In process.
? Yes - Cost of Capital, International Finance, and Financial Planning, all for the same
course.
? No, Library Guide for new employees---"Guide for Library Employees."
? In collaboration with one of my A490 students, we have generated several MOND
modules, which we are refining.
? Yes, The Islamic Community: Myth v. Reality.
9. Have you explored any other technology uses for instruction? : 22-Yes, 9-No, 1-Blank Answer
If yes, please explain:
? I teach all my courses with technology. We have looked at other types of modules
and integrating other available programs into the curriculum.
? Computer becomes a live laboratory. For example, students are versed in Matlab
Programming and utilize Maple in their symbolic computing withing Scientific
Notebook.
? Technology plays an important role in my teaching. All my courses have an online
Blackboard version. In the case of my International Planning course, all reading
materials are online. Through different assignments, I also make sure my students
are familiarized with various electronic sources (US census, electronic databases,
electronic journals, other electronic tools such as the ones from the HBS, etc.).
? I have used discussion boards to enhance,interaction in group psychotherapy, and
classes, streaming video to teach interviewing skills and web-based testing for
graduate research classes.
? Wireless technology.
? I teach all my courses with technology. Database enabled online interaction
- synchronous and asynchronous methods
- Javascripts
- Flash shockwave
- Online quiz generator
? Also a lot more PowerPoint presentations that I use frequently if classroom facilities
are available.
? I have used Courseinfo off and on since developing the module.
? MIT beer game for this fall.
? I taught in one of the smart classrooms in HSS both Fall 2001 and Spring 2002, and I
taught in a classroom in Perkins with a "Smart Board" in Spring 2002. These
facilitated the use of Power Point presentations (by both me and students in their
presentations), integrating web sites into lectures, bits of video (in HSS), and other
resources. I have made use of the service at the Hodges library that digitizes bits of
video and makes it available on the web.
? Wireless instructional strategies (WISH).
? I continue to develop the web site for Normandy Scholars
(http://web.utk.edu/~nscholar/) so that it can be integrated into instruction every
Spring term when the seminar is offered.
? Power Point and Adobe Acrobat for presentations, photo exhibits and publications.
? Joint UT-UTSI classes with video and data over the Internet.
? I continue to expand class web sites, develop Power Point presentations, and seek
web-based modules developed elsewhere. I also have used a video camcorder and
IMovie to develop videos for class. I also use a digital still camera to demonstrate
shot composition.
? CD programs, web programs.
? I teach all my courses with technology. I have developed several PowerPoint
presentations for use in class and at professional conferences. Prior to TWT, I had not
used PowerPoint.
? CourseInfo, PowerPoint and other projections systems. I might try something audio
this time.
? I continue to explore collaborative teaching and learning with colleagues around the
country.
? The situation in Glocker building, where I teach, discourages innovation.
? Currently use a web site for instruction.
? I teach all my courses with technology. Many of my lectures are PowerPoint based.
This is particularly useful in Ast151, which has much striking visual material. In
addition, last term, using the search engine vivisimo.com (as well as others), I
assigned about 8 web-projects. I assigned the topic or stated the query I wanted them
to pursue and produce a short report. For example, the first one asked them to
develop a personal view of the cosmos (universe) and their place in it. (Very
successful in opening "eyes".) The second asked the question: What is humanity's
motivation for studying the cosmos? Secondly, what is your motivation? Generally
they responded well to the web projects and it turned out to be a good motivator and
mind expander.
? Video production; counseling interactions; counselor-client interaction training.
10. Did the experience of participating in the TWT grant change your attitude towards using
technology in teaching? : 21-Yes, 8-No, 3-Blank Answers
If no, please explain? :
? No -- I already liked using technology.
? Not really. Since I am a technology based researcher.
? ITC's support has been key in presenting to me opportunities in the use of
technology in a way that is not intimidating and geared toward teaching. I consider it
one of the most valuable resources on this campus and my current involvement with
technology in teaching and research is to their credit. Thanks.
? I have long been a strong advocate of using technology for teaching.
? Absolutely! Before this module, I had NO experience with online learning or the
potential of technology and learning.
? Yes, it affected my attitude in using technology in teaching. I could see various
potentials that technology could enhance students' learning.
? I was already "sold" on using technology in the classroom. I am assigned to teach in
rooms all over campus. Slowly, more classrooms are being equipped to make the use
of technology more feasible.
I use PowerPoint a lot more and more Web site materials.
? I think they did; I was leery going into the module project and I still have misgivings-
-especially about the eagerness of students to deal with me electronically instead of
having a face-to-face conversation or relationship with me as a teacher. For this
reason I feel that technology has a place in a course but only as a support for students
in their independent work outside the classroom.
? Not really, because we were already committed to use of technology.
? I was already positive but I learned a lot from the classes and the experience.
? It gave me the background skills - and, even more important, the courage to try to
incorporate technology. I would never have ventured it without knowing I had the
back-up of the very able and supportive ITC staff; and I wouldn't have known how
to begin without their instruction.
? It didn't much change my attitude towards teaching with technology; my attitude in
this regard was already positive, and the TWT grant experience confirmed my
impressions about the value of this tool.
? I wouldn't say that it changed me to the extent that I was suddenly more committed
to using technology in the classroom. I still am committed and will continue to
explore new ways to do this.
? Reinforced what I already believed.
? No. I had earlier done a computer-assisted instruction tutorial for Sp Comm 210.
? It made me want to explore these and other technologies more thoroughly.
? I have always been interested in using technology in the classroom.
? The TWT grant motivated me to explore existing web-based items, create more of my
own, and design digital editing exercises.
? It did not change my attitude, but it was an encouragement to the other faculty
member working with me. He has learned a lot and the project provided me with an
opportunity to learn a program that I may not have otherwise learned.
? The TWT grant program was a very positive experience for me that helped increase
my confidence in using technology in teaching. In the next year, I hope to create a
web page that will offer links to a host of sites, including the module we developed
for this program.
? My attitude has always been positive. The change is that the incentive ITC provided
overcame the inertia and got me moving.
? Because I'm already enthusiastic about teaching with technology. This grant helped
to feed my enthusiasm. Please keep it up!
? Yes. If producing a module for a course, wait until the course is somewhat settled as
far as delivery to students is concerned. I decided to produce my module for a newly
organized course that I knew would cause students trouble. The course did not work
as planned, as I had predicted, so it was scrapped.
? It had a positive influence, and exposed me to resources and software that I did
know of previously.
? Yes, it definitely enhanced my understanding of technology.
? Because my attitudes towards technology in teaching are driven by my profession
and my colleagues.
? At first yes. I wanted to add more and more technology to my classes. However, the
lack of technology "smart" classrooms, the lack of resources, the lack of time, and the
lack of departmental support for the endeavor, caused the early enthusiasm to
disappear quickly.
? Yes-- I am not afraid of trying new technologies!
? The module was very time-consuming to construct. I do not believe I would tackle
another project unless I had more help. This is particularly important in art history
where scanning of images is crucial.
? No, I am a believer in technology in the educational process. It did however get me
up off the chair and moved me into the fray.
? Yes. Took away my thinking of myself as not able to learn the technology rapidly.
With assistance and guidance, I made a plunge, and found very helpful staff and
helpers.
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