New Technology in an Old Profession

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Thursday, 21 July 2005
This presentation is part of 4: Poster Session
New Technology in an Old Profession

Description: Demonstration using e-technology and discussion of how a professor at a small professional college successfully designed a unique course for integrated delivery of curriculum. Time permitted, a question/answer session will be provided to assist participants seeking to make curriculum format delivery changes. Handouts and suggestions for success will be provided.
Presentation Format: Poster
Topic: Planning e-learning: Strategies for Institutional Change
Target Audience: Academic Technology Directors, Course Designers, E-learning Managers, Faculty and Other Instructors, K-12 Educational Staff, Senior Administrators
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: A novel curricular design integrated with advanced methods of delivery was recently launched at a small professional college. The program delivers features such as online learning, active learning sessions, and a hands-on approach that allows for student application of knowledge concurrent with exposure to the material delivered. This method of instruction, referred to as self-directed learning or E-Learning, has become ubiquitous among educational institutions. The diversity of these institutions demands that technology provide the highest level of flexibility to meet their needs.
In 2002 a new branch campus of an older institution was opened. With the opening came challanges of reorganizing and restructuring an age-old curriculum style to fit the perceived students' needs of today. When the doors first opened the college was launching a totally wireless campus. The implementation of the program required faculty not only develop new classes for the students but also require them to teach with the WebCT course management system and communications tools. With the advent of unforeseen obstacles that needed to be addressed the Instructional Technologist, in conjunction with supporting faculty and staff, tackled the numerous problems at hand.
The purpose of this paper is to provide guidance to others who may be considering incorporating an e-learning course management system such as WebCT for program instruction and to stress the absolute necessity of an Instructional Technologist on staff for faculty and student support.
Specifically the intent of this paper is to: 1. Introduce mechanisms by which faculty and students become adept with regard to the most effective uses of WebCT. 2. Delineate the means by which the use of electronic technology for course content delivery and assessment in a curriculum may be accomplished. 3. Offer suggestions to those interested in instituting a technology based curriculum for the purpose expediting the success of their programs(s).

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Description:	Demonstration using e-technology and discussion of how a professor at a small professional college successfully designed a unique course for integrated delivery of curriculum. Time permitted, a question/answer session will be provided to assist participants seeking to make curriculum format delivery changes. Handouts and suggestions for success will be provided.
Presentation Format:	Poster
Topic:	Planning e-learning: Strategies for Institutional Change
Target Audience:	Academic Technology Directors, Course Designers, E-learning Managers, Faculty and Other Instructors, K-12 Educational Staff, Senior Administrators
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	A novel curricular design integrated with advanced methods of delivery was recently launched at a small professional college. The program delivers features such as online learning, active learning sessions, and a hands-on approach that allows for student application of knowledge concurrent with exposure to the material delivered. This method of instruction, referred to as self-directed learning or E-Learning, has become ubiquitous among educational institutions. The diversity of these institutions demands that technology provide the highest level of flexibility to meet their needs. In 2002 a new branch campus of an older institution was opened. With the opening came challanges of reorganizing and restructuring an age-old curriculum style to fit the perceived students' needs of today. When the doors first opened the college was launching a totally wireless campus. The implementation of the program required faculty not only develop new classes for the students but also require them to teach with the WebCT course management system and communications tools. With the advent of unforeseen obstacles that needed to be addressed the Instructional Technologist, in conjunction with supporting faculty and staff, tackled the numerous problems at hand. The purpose of this paper is to provide guidance to others who may be considering incorporating an e-learning course management system such as WebCT for program instruction and to stress the absolute necessity of an Instructional Technologist on staff for faculty and student support. Specifically the intent of this paper is to: 1. Introduce mechanisms by which faculty and students become adept with regard to the most effective uses of WebCT. 2. Delineate the means by which the use of electronic technology for course content delivery and assessment in a curriculum may be accomplished. 3. Offer suggestions to those interested in instituting a technology based curriculum for the purpose expediting the success of their programs(s).