ACADEMIC AFFAIRS COUNCIL

AGENDA ITEM: 6.W

DATE: September 9, 2010

****************************************************************************** SUBJECT: Mobile Computing Professional Development

During their March 2009 meeting, the Board of Regents approved a $6.00 increase to the student technology fee to facilitate the integration of mobile computing throughout the Regental System. This resulted in considerable backlash from the Student Federation, and the Board provided assurances that the funds would be used for new investments that ensure a greater integration of mobile computing into the teaching and learning process; whereby $4.00 of the fee would be devoted to infrastructure and the remainder to professional development activities. The Board also specified restrictions on those funds (i.e., purchasing of faculty hardware, departmental software, maintenance of current efforts, etc) and requested that each campus submit a plan that provided detail for how funds would be used during FY10. During their June 2009 meeting, the Board of Regents approved the infrastructure and professional development plans submitted by the campuses to account for this $6.00 increase in student technology fees.

As a part of the recommendations forwarded to the board, it was specified that campuses

were not allowed to allocate funds from this fee toward faculty stipends, and that approval of expenditures would be made annually by the Board. Clarity was later added noting that if a campus wishes to utilize a portion of the development funds for course or curriculum redesign, stipends may be made available to faculty under the assumption that deliverable outcomes are obtained. If campuses intended to take this approach with these funds, then they were asked to put together an institutional RFP process and asked that faculty submit proposal that would be reviewed by academic affairs personnel. These RFP guidelines were to first be reviewed in the Board office before seeking faculty participation. To provide assurances to the Board and the Student Federation related to the mobile computing program, AAC representatives were asked to submit: 1) a detailed list of the expenditures for the professional development activities on campus in FY10; 2) A brief summary of the outcomes from the professional development activities; and 3) The professional development plan for FY11. Monte Kramer has also asked representatives from TAC to submit similar materials for campus expenditures on infrastructure, and once these materials are available they will be sent to the Board of Regents along with professional development plans (see Attachment I) for their review. ******************************************************************************

RECOMMENDED ACTION

Information Only.

Black Hills State University

July 25, 2010

To: Paul Turman, Associate Vice President for Academic Affairs, SDBOR

From: Dave Haney, Provost and Vice President for Academic Affairs, BHSU

Subject: Instructional Design and Development Activities Using Mobile Computing Fee

1. Instructional Design and Development Expenditures 2009-2010 $5000 minigrants to support innovative uses of technology to support student learning (3)

$15,000

Instructional Technology specialist to support minigrant recipients (spring 2010)

2000

$300 stipends for 30 general education faculty to participate in 2-day workshop on using technology to integrate experiential learning into general education

9000

Summer contract for Teaching and Learning specialist to facilitate workshop and provide feedback with follow along to support fall implementation

1650

Instructional Design Staff—1.5 FTE 95,000 Instructional Design Staff OE ($3000 per FTE) 4500 Total Instructional Design and Development Expenses $127,150

2. Outcomes for Instructional Design and Development Activities:

$5000 Minigrants

The purpose of the minigrant awards was to support innovative uses of technology to improve student learning. Funds were used for software, hardware, travel, student assistance, and salary enhancement. The purpose of the award was to offer faculty members support in developing skills in using the scholarship of teaching & learning to experiment with new technologies or innovative applications of existing technology and assess its impact on student learning. Completed proposals were reviewed by the Associate Vice President for Academic Affairs, the Chief Information Officer, a faculty representative from the Academic Technology Committee, and a Student Tech Fellow using the following criteria:

• The proposal answered the Scholarship of Teaching research question: How does instructional technology impact student learning?

• The proposal included a relevant literature review of the selected instructional technology • The proposal included clearly stated (desired or expected) changes in student learning

outcomes • The proposal identified specific instructional technology to be used and described how it

would be integrated

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• The project used appropriate methodology (qualitative, quantitative, mixed measures) with detailed description of how data would be collected analyzed to assess impact on student learning

• The project was reviewed by the IRB committee • The proposal included presentation or publication plans

(See Johnson example; Attachment I) Spring contract for Instructional Technology Support An instructional technology specialist was hired to provide individualized support to the minigrant recipient. The Instructional Technology specialist is a graduate faculty member in the Master of Science in Curriculum and Instruction – Technology Integrationist program. She also serves on the University Instructional Technology Committee. This overload contract paid for her time to assist faculty in developing teacher education learner outcomes in using technology to assess impact of minigrant on K-12 learners. The project will be implemented during the 2010-11 school year with Science Education majors placed in area schools. $300 Faculty Stipends for Workshop Thirty general education faculty participated in a two day workshop to explore ways to use technology to integrate experiential learning into the general education curriculum. This workshop examined websites identified by a Student Tech Fellow to use the internet to design virtual experiential learning activities and assignments. Using Backwards Design, workshop participants developed lessons that utilized the Internet and Internet2 to integrate experiential learning into the general education curriculum. (See Keeter example; Attachment II) Summer Contract for Teaching & Learning Specialist A teaching & learning specialist was hired to facilitate the two day workshop and provide individualized follow-along to prepare the lessons for fall 2010 implementation. As a result of the summer workshops, 25 lesson plans were developed by individuals and teams of general education faculty. The teaching and learning specialist is reviewing each lesson plan during the summer to provide individualized feedback and support when the lesson plans are implemented in the fall. 1.5 FTE Instructional Designers

• Additional instructional design staff, housed in the office of Educational Outreach, provided support for faculty members who were developing on-line and hybrid courses. Eleven instructors were assisted for their hybrid courses. Fifty-six instructors were assisted for their fully online courses.

• A Course Agreement System was designed and developed. All the course information was transferred into this system to improve the quality assurance process and to inform the stakeholders efficiently

• Quality Assurance Reviews: Ten online courses were reviewed for fall semester, 2009. Twenty-four courses were reviewed for spring 2010. Twenty-five courses were reviewed for summer 2010.

• EUC course reviews: Fourteen online courses were reviewed for the system in fall 2009, spring 2010, and summer 2010.

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• A workshop registration and feedback system was developed. • Thirty workshops were presented to faculty covering 10 different themes. • Online student workshops were organized and moderated at the beginning of spring 2010 and

summer 2010. • With the upgrade of D2L, the self-paced video tutorials for faculty development are being

renewed. Four video tutorials have already been completed. The total number of the self-paced D2L video tutorials will be 51.

• A video repository project was started. Five videos have been shot with faculty. • Two Second Life projects were completed. A virtual library was created on the BHSU Island.

3. Instructional Design/Faculty Development Plan for 2010-2011

Faculty Development Activities $300 stipends for 30 general education faculty to participate in 2-day workshop on using technology to integrate experiential learning into general education

$9000

Honorarium for external speaker for workshop 2000 Support for faculty to attend conference(s) on integrating technology into teaching

5000

Summer contract for Teaching and Learning specialist to facilitate workshop and provide feedback with follow along to support fall implementation

2000

Stipends for development of online courses/programs using digitized resources of Case library

5000

Stipends and consultant fees for enhancement of on line academic support services (writing center, math assistance center)

5000

Instructional Design Instructional Design staff (1.5 FTE) 95,000 Instructional Design staff OE ($3000 per fte) 4500 Total $127,500

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Dakota State University Professional Development Expenditures Academic Year 2009-2010

VMWare / Virtualization: Expenditures:

• VM Ware / virtualization – on-campus training -- $21,000 • Virtual lab software training for Health Information Management faculty -- $1,300

Outcomes:

• On-campus VM Ware training: We hosted a train-the-trainer workshop for the campus personnel most involved with the virtualization project, including key Computing Services staff and faculty. It is our intention to follow this training with a series of additional training sessions for faculty who are considering integration of VMWare / virtualization into their campus and/or online courses

• Health Information Management software training: HIM faculty received training in use of virtual

lab software, so that the software can be better integrated into HIM online courses and also the certification training programs that are currently being developed

Information Assurance / Network Security Expenditures:

• Training at Black Hat 2010 conference -- $7,000 Outcomes:

• Two faculty attended Black Hat 2010 conference and participated in training workshops, etc. Knowledge gained is incorporated into information assurance and network security degree programs

Digital Arts and Design (DAD): Expenditures:

• Digital Tutors subscription and The Gnomon Workshop (online training) – $1,000 • Audio Production -- on campus workshop for faculty and students -- $2,130

Outcomes:

• Provided access to on-line training for 10 professional-level software packages that are taught in the DAD major. The training will help faculty upgrade their software skills relative to some of the newest software packages in the field.

• Provided students and faculty with an on-campus workshop in audio production; workshop was lead by an industry expert, who owns / operates a recording studio in Nashville

Usability / English for New Media: Expenditures:

• Faculty training for certification in usability testing -- $2,175 Outcomes:

5DSU

• Lead faculty member participated in training that lead to her certification in usability testing. These skills will be incorporated into coursework included in English for New Media degree program

Computer Game Design: Expenditures:

• Funding for Game Developers Conference –$8,000 Outcomes:

• Three game design faculty were able to attend the Game Developers conference, which included workshops, tutorials and lectures on current software and trends in computer game field.

TOTAL Expenditures – $42,600

6DSU

Professional Development Activities – FY2010

Professional Development Activities – FY2010

NSU will begin the first year of a campus-wide anytime, anywhere learning initiative in fall 2010.

For this initiative to successfully enhance teaching and learning, significant attention is given to

instructional strategies used inside and outside of the classroom. To address the needs of faculty

preparedness, NSU sponsored numerous professional development activities in FY2009 and continued

these activities in FY2010.

During the fall 2009 faculty orientation, twenty-two faculty conducted presentations outlining

their newly redesigned mobile courses to other NSU faculty. Additionally, two faculty presented during a

bi-annual faculty luncheon hosted by the Office of Instructional Services. Throughout the 2009-2010

academic year, a series of faculty developing training sessions were held to support faculty who are

incorporating mobile technologies into their curriculum. Topics covered during these sessions included:

• Mobile Computing Course Integration • Camtasia Screen Capture • Desire2Learn: Introduction and Advanced • Microsoft OneNote • Respondus Lockdown Browser • Desire2Learn Content Tool • Desire2Learn Dropbox Tool • Desire2Learn Quiz Tool • Desire2Learn Gradebook Tool • Audacity Sound Recorder • Advanced PowerPoint • Second Life Course Use • Google Docs • Google Apps • Blogs

In spring 2010, NSU again issued a request for proposals to faculty to support the redesign of

freshmen-level courses. Thirteen course redesign stipends were awarded (Table 1). Over the summer,

faculty are redesigning their courses and participating in ongoing faculty development workshops. The

faculty were also required to participate in a one-day faculty development workshop to learn ways to

integrate mobile computing into their redesigned courses. Topics for the workshop included:

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Professional Development Activities – FY2010

1) Introduction to tablet computing and tablet features

2) Introduction to tablet software including the Office suite, Journal, inking feature, and tablet

preferences;

3) Introduction to Desire2Learn ;

4) Advanced Desire2Learn features;

5) Hands-on course development sessions;

Table 1: Mobile Computing Course Redesign Stipend Recipients

Faculty Discipline Course Prefix/Number

Course Title

Lysbeth Benkert-Rasmussen English ENGL 101 Composition I Casey Black English ENGL 101 Composition I Vicki Evans English ENGL 101 Composition I Elizabeth Haller English ENGL 101 Composition I Tanya Vanderlinde English ENGL 101 Composition I Madia Droppers University College IDL 101 University Success Roseanne Rougemont University College IDL 101 University Success Jennifer Olson University College IDL 092/101 University Success Steven Usitalo History HIST 122 Western Civilization II Juan Gonzalez Spanish SPAN 101 Introductory Spanish I Jennifer Ell Speech SPCM 101 Fundamentals of Speech Candice Hollingsead Special Education SPED 100 Introduction to Persons

with Exceptions Kami Fischbach Math MATH 021 Basic Algebra

In addition to numerous development opportunities, an instructional design position was created

and filled and additional duties were assigned to an existing faculty member. Both of these positions

provide integration and curriculum development support to faculty implementing mobile technologies

into their classes. NSU also provided an opportunity for two faculty to attend the annual Collaboration

Conference in fall 2009. The theme for the conference was Bridging the Generational Divide: Working

Together to Teach Millennial Students. One faculty also attended the pre-conference workshop titled

“Exploring Academic Podcasting”.

Professional Development Expenditures – FY2010 The technology fee dedicated to faculty development continues to support faculty and curriculum

development. In addition, a new Instructional Design position was hired in early 2010 to support the

8NSU

Professional Development Activities – FY2010

efforts of the faculty. Table 2 provides expenditures for fiscal year 2010 that were directed towards

professional development. In addition, the table provides expected ongoing costs to support faculty.

Table 2: Detailed Expenditures

FY2010 Expenditure List Item FY2010 Ongoing Instructional Design Staff – New hire $22,059.07 $66,177.00 ID Operating Expenses $1,177.81 $2,000.00 Curriculum Development $20,471.82 $20,000.00 Faculty Development $8,214.74 $8,000.00 Tech Fellows $2,132.00 $2,132.00 Total Expenditures $54,055.44 $98,309.00 Outcomes from Professional Development Activities

The faculty development activities outlined above have prepared and assisted nearly forty percent

of NSU’s full-time faculty to integrate mobile technologies into their curriculum. These faculty who have

participated in the course redesign process have become invaluable mentors and resources to other

faculty. As a result of the ongoing faculty development opportunities, NSU will be integrating mobile

technologies into freshman level courses in the disciplines of English, speech, special education, history,

interdisciplinary studies, math, and foreign language.

Professional Development Plan for FY2011

NSU is committed to providing ongoing faculty development opportunities to support our

campus-wide anytime, anywhere learning initiative. In spring 2011, NSU will again issue a request for

proposals to support faculty during the redesign of their courses. The Center for Instructional Design will

continue to provide numerous workshops and training sessions throughout the academic year and will

develop an intensive workshop for May 2011. Working collaboratively with the Office of Instructional

Support, workshops and sharing sessions will also be scheduled during the academic year, utilizing

faculty and external consultants as resources.

9NSU

Professional Development Plans-Mobile Computing Fee FY10 Activity at the

South Dakota School of Mines and Technology

During FY10 the School of Mines had two objectives for the professional development portion of the mobile computing fee. • Engage in faculty-wide discussion and increased development in classroom mobile computing

options, assessment, and use to increase student learning; and • begin distribution of funds to faculty to complete projects that positively impact student learning.

To complete these objectives, the plan called for retaining a consultant with expertise in this area and launch an internal RFP to the faculty for the development of projects to enhance student learning using mobile computing technology. Summary of FY10 Activities The School of Mines brought in Dr. Krishna Madhavan from Purdue University to be the first mobile computing consultant. As part of his consultant duties, Dr. Madhavan came to campus in the spring where he gave a workshop titled “Mobile Learning – Challenges and Opportunities in Facilitating Learning where Time and Space Collide” which was attended by 15 faculty representing 9 departments. Additionally, Dr. Madhavan met with faculty members individually to provide guidance and recommendations on individual classroom mobile computing projects. A total of 8 faculty representing 4 departments participated in individual meetings. Dr. Madhavan also participated in the review of faculty proposals as discussed below. An internal request for proposals (RFP) was opened to the faculty for projects that would use mobile computing in the classroom to increase student learning. Proposal requirements included explicitly stating student learning goals and how the project will be assessed. Two projects are funded under this initial RFP: • Using Mobile Computing Strategies to Enhance Student Learning and Motivation in Probability

and Statistics – a project to expand on earlier work published by the faculty team by using elements of classroom inversion and mobile technologies to facilitate an interactive, content rich, open-ended problem solving classroom in probability and statistics.

• M-Learning at M – A developmental project to investigate the best practices of creating, assessing, and deploying mobile-device-friendly course support materials, particularly for large enrollment courses taken by most (if not all) SDSM&T students.

FY10 Expenditures

Expenses for Dr. Krishna Madhavan, mobile computing consultant, $13,000 Funded faculty proposals: “Using Mobile Computing Strategies to Enhance Student Learning and Motivation in Probability and Statistics”, $61,500

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“M-Learning at M”, $20,000 TOTAL Professional Development Expenditures $94,500

Activities Planned for FY11 During FY11, the School of Mines plans to continue the two-prong approach. Specific activities for the year include: • Continue raising the profile of mobile computing pedagogical options among the faculty and

provide development opportunities to the faculty to help them select appropriate technologies and opportunities for increasing student learning. This will include at least one external consultant who will conduct a workshop for faculty and hold one-on-one meetings with faculty on classroom mobile computing.

• Conduct another round of the internal proposal competition for classroom mobile computing projects and work with the PIs of the currently funded proposals to see that their projects make progress and are sufficiently assessed and reported.

11SDSM&T

South Dakota State University AL Cloud Professional Development Plan activities for FY10

Summary of Outcomes

During the 2009-2010 academic year the focus of the professional development activities at SDSU were to expand efforts related to Active Learning on the 21st Century Campus through the expansion of ubiquitous computing in the classroom. These efforts designed opportunities to empower faculty through in-service programs with the insight, tools and savvy to adopt cutting edge, discipline-specific pedagogies using instructional technologies that will ensure active learning environments. Faculty Outcomes include:

1. Increase knowledge base of available technology tools to enhance teaching and learning. Activities

• Fall and Spring Faculty Conference Day – produced 2 full day conferences and hosted national speakers from the Collaboration for the Advancement of College Teaching and Learning (new organizational name is The Collaboration for Learning)and the TLT Group to interact with faculty regarding instructional technology. (350 faculty and staff attended the fall conference; 154 attended the spring conference)

• Faculty Baseline Survey – conducted a baseline survey in the fall 2009 to measure knowledge base of how aware faculty are of technology tools and training opportunities available on campus to guide program implementation.

• Project Information Dissemination – Created a monthly newsletter to share information and highlight accomplishments. Project leadership team made visits to departments, meetings, and Open Houses to share project information. There was also a project site created on the university Intranet to highlight all the opportunities and accomplishments.

• Resources – provided access to consultants, publications, and conferences for faculty to seek best practices.

2. Increase knowledge base of current and cutting-edge internet systems and technology including the “Cloud”. Activities

• Exploration Sessions- Instructional Design Services provided consistent exploration and training opportunities to faculty through a series of face to face sessions, online web conferences (over 500 registrations were received for the audio/video conferences), and individual sessions with faculty working on specific applications.

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Over 100 scheduled sessions were offered. In addition to these opportunities, an Exemplary Online Course Open House was held at which select faculty shared their online course design, highlighting particularly effective strategies.

• Mentoring Program – The AL Cloud mentoring program was created in the fall of 2009 to make available one on one support and guidance to faculty as they implement Cloud technologies and establish active learning environments. While group sessions on a variety of Cloud related topics are available, the mentoring program allows for the specific needs of individual faculty to be addressed.

3. Adopt instructional technology in the teaching and learning environment. Activities

• Summer eLearning Academy - The Academy is a two week (one week in class; one week independent and consultant work) commitment during which teaching pedagogy is presented followed by an introduction to applications available in the SDSU Cloud that will support those teaching strategies. The Academy welcomed 132 faculty to work on redesigning their courses/programs. Faculty Mentors were selected from a group of names submitted by deans and department heads. These individuals researched and shared information on one of the five teaching pedagogies covered during the week. Along with participating throughout the week, mentors and IT specialists are available to participants after the Academy as they work on their course redesign plans.

• Instructional Designer – Added a full-time instructional designer to meet the increasing demands of faculty production and development.

4. Create and implement innovative instructional technology applications in identified courses and programs. Activities

• Developed Program based process - Moving faculty from individual course redesign proposals to program plan proposals is part of the AL Cloud Plan which requires departments to look at curriculum from a broader perspective. Departmental visits were conducted which included all faculty and focused on the opportunities such as the Summer Academy, trainings, and other resources available in the Cloud in order to help programs develop their redesign proposals and the first departments were started on the process.

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South Dakota State University

The AL Cloud: Active Learning on the 21st

Century Campus Professional Development Plan: Empowering Faculty

Through In-Service Programs FY 11 Plan (Year 2)

I. Introduction Creating learning environments that promote active and collaborative learning, critical thinking, problem‐solving and knowledge creation is critical in meeting the needs of today’s college students. Generation Y (individuals born between 1979 and 1995) is considered to be “free agent learners”, who are self‐directed, un‐tethered to traditional education or physical networks and value experiential learning (Manville & Schiel, 2008) ). In addition to building the technology infrastructure, establishing technology‐enhanced learning environments, securing the sustainable resource base, a multi‐faceted professional development plan is needed to facilitate faculty understanding and use of new teaching technologies to enhance learning.

II. Purpose and proposed outcomes The purpose of this professional development plan as related to Active Learning on the 21

st

Century Campus is to empower faculty through in‐service programs with the insight, tools and savvy to adopt cutting edge, discipline‐specific pedagogies that will ensure active learning environments.

Faculty Outcomes include: 1. Increase knowledge base of available technology tools to enhance teaching and learning. 2. Increase knowledge base of current and cutting‐edge internet systems and technology

including the “Cloud”. 3. Adopt instructional technology in the teaching and learning environment. 4. Create and implement innovative instructional technology pedagogies in identified courses

and programs.

III. SDSU Professional Development Plan (Note: In 2009-2010, the AL Cloud task force functioned as the entity charged with reviewing and approving the AL Cloud professional development plan and use of funds. Beginning in 2010-2011, a new joint administrative/ faculty senate committee entitled, Campus Technology Committee will assume these responsibilities. The committee includes faculty, students and administrators.) The following components will be included in the SDSU Professional Development Plan for FY11:

14SDSU

1. Faculty Exploration Sessions Topics will include:

a. Internet/Cloud Access Devices (laptop, netbooks, IPods, ITouch, etc.) b. Internet/Cloud Software (Turning Point, Microsoft Labs) c. Internet/Cloud Simulations (Second Life, Subject matter simulations) d. Internet/Cloud Computers (Aragon Labs, Oakridge Labs) e. Internet/Cloud Services (I Tunes U Podcasting, Elluminate web conferencing,

Question Pro Online Survey, etc. ) f. AL Cloud 101 (introduction to Cloud Computing and SDSU Cloud Computing) g. Others as identified

2. Faculty Development Workshops(Teaching, Learning and Technology Summer Academy) The primary opportunity for faculty to further develop their knowledge and skills in the use of technology to support teaching and learning is the TLT Summer Academy. Topics included during this two-week session are outlined below. For Summer 2010, SDSU is offering 9, 2-week sessions with 14-17 participants for each session

a. Teaching, Learning and Technology – characteristics of millennials, challenges, opportunities for teaching; different modes of learning with emphasis on active learning; course redesign rubric; new horizons in instructional applications to support teaching and learning.

b. Active Learning and Learning outcomes – focus on active learning, how to use National Educational Technology (NET) to create an effective course built around assessable learning outcomes. Writing learning objectives and assessment strategies.

c. Teaching content in multi‐media – multiple approaches to teaching and learning; Cloud Web 2.0 web services, obtaining and creating materials to effectively support teaching. Using the content tool in D2L, linking to the streaming server, Expression Web, PDF, PPT narration, Camtasia Studio, LectureScribe, Movie Maker, SDSU iTunes U, and other multimedia delivery such as CourseCast, Impatica delivery systems.

d. Learning interaction and group collaboration – effective use of class activities and group collaboration; how to use activities and group collaboration applications including clickers, IM, Chat, Elluminate, D2L discussion, Group Locker, WebQuest, Mind Mapping, online polling, MERLOT research, Live@EDU.

e. Assessment of student learning – principles of assessment and how to use D2L assessment tools. Respondus, StudyMate, ePortfolio, D2L dropbox, quizzes, LockDown Browser, discussion assessment, Snap Online, and other rubric/grading items.

f. New Cloud Devices in class (Kindle, Cloudbook, Multi‐touch Screen) – emerging technologies to support teaching and learning including laptops, tablets, SecondLife, PDA, iPod Touch, SmartBoard, etc. Classroom Presenter, DyKnow, and D2L user progress tools; Large class teaching pedagogies using technologies.

g. Special Topics: i. User discussion

ii. Course Redesign Models iii. Hybrid Learning iv. Teaching with Web 2.0 v. Group Based Learning

vi. Copyright, accessibility and class policies vii. Implementation of active learning pedagogy

15SDSU

The Teaching, Learning and Technology Summer Academy for Summer 2010 has utilized a team-taught approach with the instructional design team and one faculty member who serves as a Summer Academy mentor serving on the teaching team for each Summer Academy session.

3. AL Cloud Mentoring Program The purpose of the mentoring program is to make available one-on-one support and

guidance to faculty as they implement Cloud technology and establish active learning environments. While group sessions on a variety of Cloud related topics are available, the mentoring program allows for specific needs of individual faculty to be addressed. While the individual needs of faculty vary, so does the degree to which mentors and mentees may choose to be involved in the program. Time and depth of knowledge are two issues to be considered in deciding whether or not to participate as either a mentor or mentee. Due to variability in the amount of time available and knowledge base and skills related to the use of technology to enhance learning, a multi-level mentoring approach is available. The following structure has been established: Level I: A level I mentor is included on a directory of faculty who are willing to work one-on-one with another faculty member on a specific issue. These mentors identify the area(s) in which they are proficient. This information is available through the online directory on Insidestate. Faculty requesting a mentor can contact the potential mentor themselves or work with the TLC director to access a mentor. Level II: A level II mentor agrees to perform the duties of the level I mentor with the addition of making themselves available at a specified time and location where faculty can go to get assistants, ask questions, discuss teaching and technology issues, etc. Level III: A level III mentor agrees to perform all of the duties of the levels I and II mentors and also carry out more structured mentoring activities such as providing department specific sessions, work with IDS staff to prepare and deliver topic specific training/mentoring in groups of faculty. Mentors at all levels would agree to be in ongoing communication with the AL Cloud team and TLC director. They are expected to report specific needs/issues that may arise through their work with faculty and also submit a summary of their activity at the end of each semester.

16SDSU

4. Online Certification Program A training program focused on high quality online instruction will be piloted in Fall 2010. The program allows for instructors to become certified at one of three levels: basic, advanced and master. The certification levels will be obtained through a series of online courses designed to address issues critical to successful online teaching. The first online class begins on September 27th and ends on October 17th. Class One (Foundations) includes the following topics: a) quality assurance course review rubric, b) creating/writing measurable course objectives, c) alignment of goals, content and assessment, d) types of assessment, e) communication strategies, and f) course syllabi. Class Two (Collaboration) includes: a) collaboration strategies and activities, b) assessing discussions, c) assessment rubrics, d) social networking, e) Cloud Web 2.0 services and applications, and f) SDSU AL Cloud Program and Resources. Class Three (Special Issues/Topics includes: a) copyright, b) multi-media, c) student authentication, d) student-student mentoring, and e) emerging Cloud services and applications. Additional topics may be included depending on current needs and issues. See complete description of the Online Instructor Certification Program attached.

5. Discipline/Program specific plan development The AL Cloud team is working with department heads and faculty to develop discipline/program specific plans which outline the plan for integrating the use of technology to support teaching and learning for each major at SDSU.

6. Grants to colleges Based on number of faculty and student enrollment colleges are allocated AL Cloud funds to support more targeted faculty development efforts with college departments and programs.

7. Spring Faculty Development Conference The Office of Academic Affairs and the Faculty Development Committee also plans and delivers an annual spring conference. The theme of technology‐enhanced active learning will be the focus of the spring 2011 conference. Specific sessions are yet to be determined.

8. Other activities as identified throughout the academic year

Webinars including: • Advanced Podcasting and other Web 2.0 Multimedia • Advanced Second Life • Google Wave in Education • Supporting and Engaging students through social media • Selection, incorporation, and assessment of new and emerging technologies for

online courses • Blended learning: Hyflex Course Design • Designed Blended Courses and Building a Blended Learning Community • Video and Audio tools for teaching and learning • Student Success Strategies: Teaching students techniques to utilize online

reference materials in their academic work • Academic integrity

17SDSU

IV. Establishing Active Learning Environments Six disciplines currently embrace a technology supported active learning environment. The table below identifies the years in which all other disciplines will enact AL pedagogy enabled and empowered by the wireless access. The Deans, in consultations with students and faculty, may modify the plan as appropriate, with all programs participating by Fall 2012.

Wireless Access/AL Cloud plan:

Program Exists Now

Fall Fall Fall Fall 2012 2009 2010 2011

College of Agriculture & Biological Sciences Ag Business X Ag Education, Comm, & Leadership X Ag Systems Technology X Agronomy X Animal Science X Dairy Manufacturing/ Production X General Agriculture X Horticulture X Landscape Architecture X Biology/Microbiology X Park & Recreation Management X Pre‐Veterinary Science X Range Science X Wildlife & Fisheries X College of Arts & Sciences Art X Chemistry/Biochemistry X Clinical & Laboratory Sciences X Communication Studies & Theatre X Economics X English X Graphic Design X Geography X History X Journalism & Mass Communication X Modern Languages X Music/Music Merchandising X Political Science X Psychology X Sociology X College of Education & Human Sciences Agricultural Education X Apparel Merchandising X Athletic Training X

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Consumer Affairs X Early Childhood Education X Family & Consumer Sciences Education X Health, Physical Education, & Recreation X Health Promotion X Hotel & Food Service Management X Human Development & Family Studies X Interior Design X Nutrition, Food Science, & Hospitality

X

Teacher Education (pedagogy & content areas) X

College of Engineering Ag & Biosystems Engineering

X

Civil Engineering X Computer Science X Construction Management X Electrical Engineering

X

Electronics Engineering Technology X Engineering Physics X Industrial Management

X

Manufacturing Engineering Technology X Mathematics X Mechanical Engineering X Physics X Safety Management X Software Engineering X

College of General Studies General Studies X College of Nursing Nursing X

College of Pharmacy Pharmacy X

V. Evaluation/Assessment Plan An external consultant was secured to conduct the evaluation/assessment. The assessment plan assesses the degree to which the program outcomes were attained:

1. Increase knowledge base of available technology tools to enhance teaching and learning. This outcome is assessed with a pre‐post test of faculty knowledge of technology tools and the evaluation of training provided through IDS. Assessment also includes an evaluation of the attendance at AL Cloud sponsored workshops and conferences.

2. Increase knowledge base of current and cutting‐edge internet systems and technology including the “Cloud”. This outcome is assessed with a pre‐post test of faculty knowledge of internet systems and technology.

19SDSU

3. Adopt instructional technology in the teaching and learning environment. This outcome is assessed via a selected review of course syllabi, faculty self‐assessment and classroom observations. Project initiatives including the Mentoring program and the Online Teaching Certificate will be evaluated for the benefits and limitations for assisting faculty and programs in the adoption of their defined goals.

4. Create and implement innovative instructional technology strategies in identified courses and programs. This outcome will be assessed via classroom observations and student surveys.

The effectiveness of workshops and other educational experiences is assessed via survey and interview methods. Focus groups are also used to collect relevant data. SD BOR required data has been and will continue to be collected and submitted. The assessment plan and data will be evaluated with feedback throughout the year and a summary evaluation will be presented on the project in August.

VI. AL Cloud FY 11 Proposed Budget

Personnel

: 1. Instructional Designer (1 FTE) $79,539 (includes benefits)

2. Instructional Designer (1FTE) $62,228 (includes benefits) 3. Training Specialist (1 FTE) $47,533 (includes benefits) 4. Instructional Design Manager (.5FTE) $42,012 (includes benefits) 5. Communications Maintenance Technician (1 FTE) $42,000 (includes benefits) 6. Faculty Development Coordinator (.5 FTE) $42,000 (includes benefits) 7. Graduate Administrative Assistant (.49 FTE) $17,000 (includes benefits) 8. External Evaluator (Consultant contract- flat fee) $30,000 (includes benefits) 9. Consultants $10,000

10. Faculty stipends for Summer Academy $198,000 132 participants @$1500 each

11. Faculty Mentor stipends a. Summer Academy mentors $22,250

o Per each 2 week session ($2500 stipend) b. Academic Year mentors $5,000

12. Online Certification stipends for completers $20,000 $2,000 for level 3 completers only

o Forecast 10 completers for year 1 13. Summer stipends for faculty to work on discipline specific program plans.

$20,000

Total Personnel: $637,562

Grants to Colleges: 1. Arts and Sciences $10,000 2. Agriculture and Biological Sciences $10,000 3. Nursing $7,000 4. Engineering $7,000 5. Education and Human Sciences $7,000 6. Pharmacy $5,000 7. Honors College $2,000 8. General Studies

$2,000 Total College Grants: $50,000

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OE: 1. OE for AL Cloud Project $2,500 2. Software $35,975 3. Office start-up for FDC

$500 Total OE: $38,975

Special Events:

1. Fall Faculty Development Conference costs covered by Academic and Student Affairs; focus will be Student Success $0

2. Spring Faculty Development Conference $4,000 3. Online workshops

$1,000 Total Special Events $5,000

Travel:

1. Travel for AL Cloud, TLC Director; IDS staff

$10,000 (To attend Teaching, Learning and Technology conferences)

Total Travel $10,000

Educational Materials (books, videos, Educause ELI, etc. :

$8,000 Total Educational Materials $8,000

GRAND TOTAL

$749,537

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1. Budget Narrative Personnel:

1-4. Instructional Designers, Training Specialist and Instructional Design Manager - Two full‐time instructional designers, one training specialist and one-half of the Instructional Design Manager will be funded with AL Cloud funds to work directly with faculty on integrating technology into the classroom environment. These instructional designers and the training specialist will assist with the delivery of the faculty exploration sessions, faculty development workshops, training faculty mentors, discipline‐specific sessions, and one‐on‐one sessions with faculty. These individuals will work with the Director of the Teaching Learning Center to collaborate on educational opportunities for faculty and other professional staff. The Instructional Design Manager serves on the coordinating team in the management of the overall AL Cloud faculty development program.

5. Communications Maintenance Technician - This individual assists faculty and students within the classroom setting on maintaining and using the “Smart classroom” technology.

6. Faculty Development Coordinator: Half of the Teaching Learning Center Director salary will be funded by AL Cloud funds. Half of the TLC director position will be dedicated to the on-going development and implementation of the overall professional development plan as presented in this document.

7. Graduate Administrative Assistant – The GAA position is responsible for assisting the TLC Director with planning and implementing AL Cloud activities, tracking participation in events, scheduling and organizing department and college meetings/activities, assisting with assessment activities and reporting.

8. External Evaluator: A half‐time external evaluator will continue work on the AL Cloud assessment plan. The use of an external evaluator helps ensure the conduct of an objective assessment. Lisa Star will continue to serve in this capacity.

9. Consultants: Consultants will be secured from organizations including The Collaboration for the Advancement of College Teaching and Learning as well as Teaching, Learning and Technology (TTL), National Center for Academic Transformation (NCAT), Educause, Sloan Consortium, other BOR institution, etc. These consultants will work with discipline‐specific groups.

10. Faculty Stipends for Summer Academy participation and discipline specific workshops: Faculty who participate in the discipline‐specific workshops will be granted a $1500 stipend. 132 faculty registered for the Summer 2010 Summer Academy.

11. Faculty mentor stipends: Faculty who have extensive knowledge and experience in the use of technology to enhance teaching and learning as well as online teaching serve as co-facilitators to the IDS staff during the summer academy. Academic Year mentors – faculty with expertise in the use of classroom technology will serve as mentors. See description of the Mentoring program.

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12. Online Certification stipends for completers - faculty who complete all classes in the certification program will be awarded a $2,000 award. We anticipate 10 completers during FY11.

13. Summer stipends for faculty to work on discipline specific program plans.

Grants to Colleges:

Colleges will receive a small fund to help support college specific faculty development efforts specifically focused on increasing faculty expertise and use in classroom technology to enhance student learning.

OE: 1. OE for AL Cloud project – port charges, telephone, supplies

2. Software – three specific software packages are needed by faculty to support their AL Cloud

technology integration for course and program redesign: Turnitin, Camtasia Studio, and VoiceThread. During the SDSU summer academy, these three emerging technologies are introduced and explored. These are new to faculty. Participants show very strong interest in integrating these technologies into on-campus courses and online teaching. Among the 132 participants in Summer 2010, it is estimated that approximately 50 will adopt Turnitin to reinforce students’ academic integrity and online collaboration. The English department would implement the use of Turnitin for all faculty. Of the summer academic participants (just for summer 2010), about 110 will use Camtasia Studio to enhance teaching with interactive audio and video teaching content. Camtasia is becoming a commonly used multimedia production tool. We anticipate approximately 60 participants will incorporate the use of VoiceThread in their teaching to foster online communication and collaboration and engage students through multiple channels enabled by VoiceThread.

a. Turnitin – Turnitin Originality Checking allows instructors to check students; work for improper citation or potential plagiarism by comparing it against continuously updated databases. Turnitin PeerMark, an online peer reviewing tool, provides instructors with the ability to create peer review assignments that students use to evaluate and learn from one another’s work. Turnitin GradeMark is an innovative paperless grading tool that allows instructors to grade students’ work without using red ink and stacks of papers.

b. Voicethread – a collaborative multimedia slide show that holds images, documents, and videos and allows students to navigate pages and leave comments in 4 ways: using voice, text, audio file, or video (via webcam). A VoiceThread can be shared among students or colleagues to record comments.

c. Camtasia Studio – a video-baesd screen capturing software program. Common use of Camtasia include: tutorials; Web site tours, Narrated PowerPoint presentation; Narrated explanation of lecture notes, homework solutions or other materials; Video and audio podcast production.

3. Office Start- Up for FDC – a new TLC director (faculty development coordinator) was hired beginning FY11. These funds will be used to assist in the establishment of the office.

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Special Events

Spring Faculty Development Conference - tentative plans include brining in 1‐2 consultants to present on technology related topics in addition to scheduled time to work in program groups.

Online Workshops

These online workshops are available through Magma, etc. and are made available to all who want to attend.

• Using Technology to Facilitate Group Projects • Bringing Language Learning in Life through the Evolving Web • Integrating Web 2.0 Technologies • Enhancing Social Presence through using video • Virtual Field Trips • The Convergence of Lecture Capture and Social Media • Others as identified.

Travel TLC Director, IDS Staff

Travel funds will be used to support staff directly involved in AL Cloud activities to attend teaching, learning and technology-focused conferences

Educational Materials

• Educause ELI – The EDUCAUSE Learning Initiative is a community of higher education institutions and organizations committed to advancing learning through IT innovation. ELI is a strategic initiative of EDUCAUSE. ELI specifically explores innovative technologies and practices that advance learning. By understanding learners and learning principles and how to use technology to appropriately support them, institutions can ensure successful learning. ELI stresses the role of technology to support learning.

VII. Reference Manville, G., & Schiel, G. (2008). Times Higher Education – Generation Y is wired up and ready for action so what’ the problem? Times Higher Education, Retrieved July 06, 2010 from http://www.timeshighereducation.co.uk/story.asp?storyCode=403177ioncode-26

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Description AmountSalaries 95,071.02In State Auto Exp 52.91Non-employment travel 1,507.58Out of state travel exp 145.78Private Owned low mileage rate 314.40Private Owned high mileage rate 23.20Air - Commercial 9,289.63Other Public Carrier 622.31Per Diem/Meals & Lodging 6,113.78Incidentals to Travel 1,460.50Non Taxable Meals out of state 2,366.58Consultant fees - Education & Training 10,020.00Consultant Fees - Other 30,000.00Workshop Registation Fees 13,641.00Central Services 33.84Equipment Service & Maint 18.75Equipment Rental 320.00Rents - Other 279.00Basic Telecom Services 12.95Mandatory Empl Insur. (Pepl) 322.12Other Contractual Services 704.00Office Supplies-PA 1,094.06Office Supplies 794.21Education & Inst Supplies 15,000.00Buildings & Grounds Supplies 6.00Printing & Dup - State 1,069.46Postage 2.79Office Furniture & Fixtures 1,843.00Computer Hardware-PA 2,990.00Computer Hardware 111.12

TOTAL 195,229.99$

SDSU FY10 AL Cloud Summary of Expenses

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THE UNIVERSITY OF SOUTH DAKOTA Mobile Computing Initiative

Faculty Development Budget Narrative July 2010

Instructional Design Staff & Faculty Integration Support, Benefits Two positions have currently been hired in support of faculty development. One is housed in ITS, and one in the Center for Teaching and Learning. Together, the two positions support faculty use of laptops in the classroom. In addition, MCI is paying partial salaries to the secretary and director of the Center for Teaching and Learning. These payments reflect the amount of time as a percentage of workload that each spends on MCI-related work. Instructional Design Staff O&E The funding in this area is related to the searches conducted for the positions above, including advertising, travel and hospitality costs for applicants, and furniture for the new hires once they were on campus. Curriculum Development: Funds in this area have gone to support travel to visit model programs that use some facet of mobile computing. This area has also supported capital assets for the CTL that will enable the new Educational Technology Integrationist to better serve the faculty. One of the tangible results from the funds spent in this area is the development of a brand new mobile-technology centered classroom based on a model we observed at the University of Minnesota. Faculty Development Funds in this area have enabled faculty to attend relevant conferences, conduct MCI-related research, bring speakers to campus, and purchase software to support MCI. For example, the funds have been used to pay for:

• Dues for membership in the Teaching, Learning, and Technology group; • Fees to bring in Mickie Piatt, an expert on how copyright laws interact with

digital data sources; • Fees to bring in Lisa Starr, a consultant from the Teaching, Learning, and

Technology group, to provide a two-day workshop on mobile computing for our faculty members; and

• Fees to bring in Roni Linser, a premier simulations developer, to work with our faculty in incorporating digital simulations into their courses.

Funds in this area were also used to purchase a laptop cart, which is used by the CTL to train faculty who do not own (or do not bring) laptops, and to support the Center for Teaching and Learning in the day-to-day costs related to mobile computing.

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THE UNIVERSITY OF SOUTH DAKOTA Mobile Computing Initiative (MCI) Professional Development Report

July 2010 Faculty development opportunities related to mobile computing have been generally focused around two goals: 1) providing technological training and one-on-one mentoring for faculty; and 2) providing funds that support specific faculty initiatives related to mobile computing. The Center for Teaching and Learning (CTL) has taken the lead role in faculty development for MCI, but many units on campus have provided crucial support for this initiative. Technological training and mentoring: The Mobile Computing Initiative Workshops and focus groups were designed to enable our faculty to effectively incorporate mobile computing into their teaching.

• Mobile Computing Focus Groups: The MCI focus groups allowed faculty who were implementing MCI principles in their courses for the fall and spring of 2009-2010 to collaborate on their use of technology in the classroom. The focus groups met July 9, July 23, August 6, and August 20 of 2009, and July 6, 2010. Twenty-five faculty and staff participated in these groups, which have been very instructive for helping us adjust to faculty needs. For example, the most recent focus group identified the following challenges we need to address in our second year:

o It is very time intensive to redesign the courses to include mobile computing elements. Faculty members are being asked to do this without compensation.

o Students often cannot get on the network in a timely fashion. This is especially true the first day students use their laptops (where anywhere from 1/3 to ½ of the students could not get on).

o Updates from the security system can wreak havoc with class timing. o Interestingly, it was noted that students often indicated that they were

uncomfortable with the new technology because it was forcing them to think in new ways. There was also often a steep learning curve for some students, but in time many came to really like the new way of teaching; and in the end, some faculty felt that student responses were more positive than they expected.

o Students do have different technological backgrounds and have different skill sets. Not everyone knows how to do even some of the basic things.

o Faculty members are wary of receiving bad IDEA evaluations because they are implementing new teaching techniques that stretch students—a combination that often initially leads to poorer evaluations.

• Mobile Computing Fundamentals (MCI 1): September 17, 2:00-3:15. This workshop outlined the philosophy of the BOR proposal and examined some basic classroom technologies that could be easily adapted to a wide range of content areas. Fifteen registrants participated in this workshop. On a scale of 1 (not useful) to 5 (extremely useful) the participants rated this workshop a 3.5 (mean average, mode and median

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averages were 4). Faculty comments from this workshop generally fell into three categories: 1) the technology can be difficult to use if one is starting from scratch; 2) it was very helpful to explore how D2L and Elluminate, which many faculty members are already familiar with, can be effectively used in face-to-face settings; and 3) it is good to connect with colleagues who are facing the same challenges.

• Teaching Excellence Academy: This two-day workshop (January 7-8) featured Dr. Lisa Starr, of the Teaching, Learning and Technology Group, and focused on mobile computing. Fifty-seven registrants participated in this workshop, despite the blizzard that struck January 7. The workshop was offered online, which allowed registrants who were snowed in to still participate. On a scale of 1 (not useful) to 5 (extremely useful) the participants rated this workshop an average of 4.0. Faculty comments were quite varied; however, many mentioned that the variety of mobile computing resources the speaker brought to the faculty was the highlight of the academy.

Significant resources are going to fund personnel to support this program. One position is housed in ITS, This person supports faculty in the laptop programs and those teaching classes that are laptop-enabled. The activities include support of the hardware, software, and network connectivity in smart classrooms, and support for audiovisual equipment, laptops and laptop carts used for instructional and complementary academic activities. Software is evaluated as requested by faculty. The other position is an Educational Technology Integrationist (ETI), who started at the Center for Teaching and Learning June 1, 2010. This person, who is specifically trained in the appropriate application of mobile technologies in the classroom, has had an immediate impact. He has assisted nine individuals in one-on-one mentoring in preparation for the fall semester, and he has led the following workshops: Title of Event Please rate the content of

this session Please rate the usefulness of this session

Podcasting (1) Podcasting (2) Desire2Learn basics (1) Desire2Learn basics (2) Desire2Learn basics (3)

4.6 4.4 4.4 4.1 4.7

4.4 4.4 4.4 3.9 4.7

Ratings are based on a 5-point scale, where 1 = “Not Valuable/Useful” and 5 = “Extremely Valuable/Useful”. These sessions have had 40 participants. The assessment also asked faculty “Do you plan to implement at least one item you learned in this session?” Of 38 survey responses 37 said ‘yes’, the one ‘no’ made the comment “I would need to retake this a few times to gain confidence with the system.” Direct Funding for MCI: The Center for Teaching and Learning oversees the direct funding of activities that support the MCI, primarily through a grants application process. A copy of the spring 2010 call for proposals is attached for reference. CTL grants are generally awarded through a task force that includes representatives from each school and college (except for Law, which declined representation on the task force) and is chaired by the CTL director. These grants are described below. The budget narrative provides information on other sources of direct funding in support of MCI.

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MCI Pre-Approved Travel Grants: MCI Pre-Approved Travel Grants provided funds for faculty to attend conferences directly related to the use of technology in the classroom. These conferences included the following:

WCET Annual Conference October 21-24, 2009, Denver, CO.

EDUCAUSE 2009 Annual Conference

November 3-6, 2009. Denver, CO.

Collaboration Fall 2009 Meeting

November 13-14, 2009, Bloomington, MN. “Bridging the Generational Divide: Working Together to Teach Millennial Students.”

ELI 2010 Meeting Jan 19-21, 2010, Austin, TX, “Learning Environments for a Web 2.0 World”.

Handheld Librarian Online Conference

February 17-18, 2010. Online.

The Teaching Professor Conference

May 21-23, 2010. Cambridge, MA. One of the main topical areas is “Teaching and Learning with Technology.”

Four faculty members received grants to go to one of these conferences (the Handheld Librarian Online Conference was attended by eleven of the library faculty). MCI Faculty Travel Grants: MCI Faculty Travel Grants were awarded to faculty members who sought funds to travel to conferences or other venues to support the integration of mobile computing in their teaching, including summer workshops or institutes. These grants were awarded as follows:

Aldrich, Alan: Travel to the American Libraries Association Meeting to attend a half-day workshop on developing mobile technology friendly websites for academic libraries, and to participate in a site visit of the Massachusetts Institute of Technology, whose Mobile Web project makes both library and campus information resources available via mobile computing devices. Bosse, Sherrie: Travel to the National Academic Advising Association’s annual conference, which featured 29 sessions on using technology generally, and Web 2.0 tools specifically, including Google Docs, Wikispaces, and Moodle. These sessions generated strategies for incorporating technology into EDFN 338 and A&S 100.

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Kaufman, Roberta: Travel to attend the Council for Exceptional Children convention to participate in a roundtable that focuses on instructional methods that incorporate service learning and digital media. Loftus, Danielle: Travel to the Ubiquitous Learning Conference, which investigated the uses of technologies in learning, including devices with sophisticated computing and networking capacities, and which explored the possibilities of new forms of learning using mobile computing devices both in the classroom and in a wide range of places and times. Reins, Kevin: Travel to attend the Workshop on the Impact of Pen-based Technology on Education (WIPTE). WIPTE introduces faculty to software, projects, and researched best-practices that leverage pen-based technology (such as that commonly found on the PC tablets). Sorensen, Aimee: Travel to attend the 2010 Basic Course Director’s Conference, which is centered on the intersection of technology with program development, digital course content, and online course deliveries. Van Peursem, Dan: Travel to attend the National Center for Academic Transfer workshop entitled “Increasing Student Success in Developmental Math.” This workshop explored instructional models that allow students to work individually on math programs using computer learning software such as MathXL.

MCI Best Practices Grants: Best Practices grants were awarded to those individuals, departments, divisions, or other units that wished to either bring to campus a noted disciplinary expert/s in mobile computing or send faculty/administrative teams to visit specific programs (within the United States) that are successfully using mobile computing.

Allgrun, Mike & Shane Nordyke: Funds to bring noted computer simulation expert, Roni Linser, to the USD campus for a presentation and demonstration of a role-playing simulation he has designed to be implemented in a connected face-to-face classroom. Manning, Kathy: Funding to purchase 30 hours of faculty development webinars from Nurse Tim, Inc., which examines the following topics in the context of nursing education: Web 2.0 tools, simulations, informatics, iPods, e-learning, audience response systems, technology and generational learning styles, flexcams, PDAs, smart phones, blogs, twitter, virtual worlds, and more. Staben, Chuck: Funds to travel to the University of Minnesota’s College of Biological Sciences with members of the Biology Department and the MCI task force to examine their interactive classroom for biology, which facilitates the use of laptops in a large learning environment.

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Keller, Mike: Funds to travel to Minnesota State University Mankato to examine the laptop program in place for their College of Business.

MCI Scholarship of Teaching and Learning Grants: Scholarship of Teaching and Learning (SOTL) grants were awarded to those individuals, departments, divisions, or other units that wished to present or publish scholarship related to the implementation of mobile computing in the classroom. These grants may not be used to fund stipends of any sort, but they may be used to fund travel to present research, to fund software or other technological upgrades, to fund supplies and photocopying, to cover relevant publishing costs, or other relevant expenditures in line with the goals of the MCI. These grants were awarded as follows:

Schweinle, Amy: Funds to examine the relationship between MCI and student learning and motivation in mathematics classes. The research will be framed in the context of Expectancy-Value Theory, which explains motivation and performance as a function of students’ expectation for success and value for the material. Tracy, Dan: Funds to support research that will identify relationships between student perspectives on the MCI and two fields of study related to course design and personality profiles.

These grants have had an impact on the faculty members that have received them. Alan Aldrich, who received a travel grant, stated the following: “The CTL travel grant I received for travel this January in support of the mobile computing initiative led to an article in EDUCAUSE Quarterly (supposed to be out before the end of June) as I indicated in my report. This article led to a recent invitation (which I accepted) to serve as a reviewer for EDUCAUSE Quarterly. The CTL grants work in wonderful ways...” The trip taken to the Minnesota State University Mankato by members of the Business School (along with members of the mobile computing task force) informed their implementation of MCI throughout the school, and the trip taken by members of the mobile computing task force to the University of Minnesota’s College of Biological Sciences has resulted in the creation of a new classroom space that will allow large classes to efficiently use mobile computing. MCI Assessment: Forty-one courses participated fully in the mobile computing initiative during the 2009-2010 academic year, and from these courses we were able to gather 1,387 student evaluations of the MCI. Overall, students felt that mobile computing was having a positive impact on their learning. For example, on a five-point scale, where 1 = “strongly disagree” and 5 = “strongly agree”, students reported that on average: The use of laptops/tablets/smartboards was directly linked to the learning objectives of this course: Fall 2009 3.90 Spring 2010 3.90

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The laptops/tablets/smartboards we used in class enhanced the classroom experience: Fall 2009 3.84 Spring 2010 3.87 Use of the laptops/tablets/smartboards allowed me to learn more effectively or more efficiently: Fall 2009 3.63 Fall 2010 3.70 THE PROFESSIONAL DEVELOPMENT PLAN FOR FY11. Faculty Development for the Mobile Computing Initiative will again be coordinated through the Center for Teaching and Learning. The Center’s staff consists of a curriculum design expert (the Director), two technology experts (the Coordinator of E-learning and the Educational Technology Integrationist), and 2-4 GTAs. In addition, the TechFellow program is administered through the CTL. The Center for Teaching and Learning’s mission is to develop at all career stages a diverse faculty of teacher/scholar/citizens dedicated to great teaching and mentoring. As such, the Center for Teaching and Learning currently offers a wide array of activities for faculty that are designed to improve teaching and to encourage the meaningful use of technology in our classrooms. USD will use the expertise of the center to offer an integrated and progressive series of development activities designed to enable faculty to successfully implement the goals of the Mobile Computing Initiative. Now that the educational technology integrationist is in place in the CTL, we expect to be able to greatly expand our faculty development for FY11. Sixty sessions are planned over the next academic year, which will include these topics: Desire2Learn Basics Desire2Learn Communication and Discussions Desire2Learn Grading and Assessment Audio content creation (e.g. Podcasting) Image content creation Video content creation (e.g. Video Podcasting and Slidecasting) Animation content creation Interactive content creation Collaborative writing Group projects and assignments using mobile computing Audience Response Systems SmartBoard use Lecture Recording (e.g. Accordant) Screen Capture (e.g. Elluminate) These specific workshops will replace the four broadly focused workshops we envisioned in earlier plans. Faculty focus groups have indicated that they need access to and information on specific applications of mobile technology in the classroom, as opposed to broad topics. We intend to record these sessions so that faculty can access them at their

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convenience, either as refresher or because they were unable to attend a session. We are also creating a group of faculty who will meet every other week to share their experiences with mobile computing to foster greater collaboration and sharing of ideas. The ETI will also provide one-on-one assistance to faculty and provide teaching consultations (classroom visits) for faculty who express an interest in this resource. Grants will again be offered next year, and a second technology integrationist will begin working specifically within the School of Education. Assessment will continue, and we plan to fully automate the assessment process by December. Overall, the process of faculty development, grounded in assessment and collaboration, will continue to adjust to the needs of faculty and students as emerging technologies continue to bring even greater pedagogical promise into the classroom. Together, all of these programs critically support excellent teaching and exceptional learning.

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Instructional Design Staff & Faculty Integration Support $47,455.00(Laptop Support position, Integrationist Support position)

Benefits $13,244.50

Operating ExpensesInstructional Design Staff OE

Travel $1,924.00Contractual Services $2,154.66Capital Assets $1,357.50

Curriculum DevelopmentTravel $2,125.26Capital Assets $3,386.45

Faculty DevelopmentTravel $8,808.52Contractual Services $15,487.33Supplies & Materials $1,072.71Capital Assets $46,442.03

Total Personnel Services $60,699.50Total Operating Expense $82,758.46

Total Professional Development Expenses $143,457.96

USD - MCI Professional Development - FY2010

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