provost’s learning innovations grants 2015 … plig 2015.pdfgeigel (cs), that explores the...

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LAKIN_PLIG 2015_ApplicationRev.docx

PROVOST’S LEARNING INNOVATIONS GRANTS

2015 APPLICATION I. INSTRUCTIONS

Complete this form in its entirety and email it to [email protected] no later than January 26, 2015. Please note to save and rename this document substituting your name (in place of “NAME”) in the file name.

Ask your Department Head complete to complete the Department Head certification on page 12 and send a digitally-signed or printed, signed, and scanned copy with this application.

If you have any questions about completing this application, please email them to [email protected] or call Michael Starenko at 585-475-5035.

II. APPLICANT INFORMATION

Name: Susan Lakin/Tona Henderson Email: [email protected] Phone: X57401

College: CIAS/GCCIS Department: SPAS/IGM

Faculty rank: (full-time faculty only):

Susan Lakin-Associate Professor Chair Advertising Photo Program

Tona Henderson-Associate Professor Director of IGM

Department head name: Therese Mulligan, PhD

Proposed project name: Content Marketing in Gaming

Total funds requested: (requests of $1,000 to $5,000 will be considered): $4,500

Administrative use: ❏ Focus Grant ❏ Exploration Grant

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III. PLIG TYPES

Exploration Grants (approximately 30% of the funding pool for this cycle)

These grants provide seed funds for faculty to investigate an innovative mode or model of teaching and learning in terms of its potential to positively impact student outcomes and the student experience at RIT. These are funds for "proof of concept" investigations into the development, adaptation, or application of a new or different teaching approach, practice, or procedure.

Focus Grants (approximately 70% of the funding pool for this cycle)

Focus Grants provide funds for faculty to develop, apply, and/or research an innovative mode or model of teaching and learning that directly supports an RIT priority. These are funds for the development, adaptation, application, and/or research into a new or different teaching approach, practice, or procedure in the priority areas of focus.

The two focus areas for this cycle are:

Flipped Classroom

The flipped classroom model (sometimes called the inverted classroom) is one in which traditional in-class activity—the lecture—is delivered outside of class via recorded lectures and other web-based materials. In-class time is used for collaborative project work, small group problem-solving, and other such activities that allow students to engage at a deep level with the content they viewed outside of (and before) class. To learn more about the model, visit the Teaching and Learning Services webpage at rit.edu/tls/course-design/flipped-classroom.

Learning Analytics

According to the 2014 NMC Horizon Report, (http://www.nmc.org/publications/2014-horizon-report-higher-ed), “Learning analytics research uses data analysis to inform decisions made on every tier of the education system, leveraging student data to deliver personalized learning, enable adaptive pedagogies and practices, and identify learning issues in time for them to be solved.”

Simon Buckingham Shum notes: "Micro-level [learner-level] analytics support the tracking and interpretation of process-level data for individual learners. This data is of primary interest to learners themselves, and those responsible for their success, since it can provide the finest level of detail, ideally as rapidly as possible. Researchers are adapting techniques from fields including serious gaming, automated marking, educational data mining, computer-supported collaborative learning, recommender systems, intelligent tutoring systems/adaptive hypermedia, information visualization, computational linguistics and argumentation, and social network analysis." (http://iite.unesco.org/pics/publications/en/files/3214711.pdf).

Smaller sets of data are permitted in this PLIG focus area. The scope of a proposal may be on the order of a single course or a few courses.

For further background about learning analytics, please see: https://net.educause.edu/ir/library/pdf/ELI7059.pdf.

This application is for a: ❏ Focus Grant x Exploration Grant

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IV. BUDGET SUMMARY

There is a Microsoft Excel worksheet to calculate your budget

The total shown in this worksheet must match the “Total funds requested” on the first page of this application form.

• The worksheet will automatically calculate the appropriate benefit rate based on the salaries entered.

• This figure must be included in the total award request when any salary dollars are requested. Lastly, please do not override any formulas in the worksheet.

You can download the worksheet at https://www.rit.edu/academicaffairs/plig/index.php.

Note that any equipment or other materials purchased with grant funds are the property of your department and revert to the department after your project is completed.

V. TIMELINE

Please indicate any variances to the planned PLIG schedule and your reasons. If you do not intend to deviate from the schedule, you may leave this section blank.

Task Date Proposed variance and reason

Full project plan submitted Aug. 24, 2015

Preliminary findings submitted Jan. 25, 2016

Summary of final findings submitted Aug. 22, 2016

Final budget accounting submitted Aug. 22, 2016

Faculty Teaching and Learning Commons posting (a summary of findings, examples of teaching designs or materials, etc.) due

On or before Oct. 2, 2016

Participation in Teaching and Learning Services PLIG dissemination event

On or before Nov. 21,

2016

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VI. STATEMENT OF UTILITY (two pages maximum)

Using the proposal evaluation criteria provided in Evaluation section of the Call for Proposals document, provide an overview of the project you are proposing, including: • Project objectives • An explanation of the teaching/learning problem(s) it is designed to address • An explanation of the significance of the project to student outcomes and/or the student

experience.

• A brief description of how the project integrates with activity already underway at RIT in the priority area and/or how this approach has been successfully used at RIT already.

• Project objectives

Marketing strategies are shifting as digital technology is evolving. Content is distributed on multiple platforms, such as social media, live streaming talk shows, YouTube channels, eBooks, online company magazines, interactive online communities, iPad and mobile apps. One contemporary marketing approach uses a gaming model to engage an audience with content in a two-way interactive communication instead of a one-way delivery system through mass communication. This type of non-interruptive marketing approach communicates relevant information to customers without selling a specific product. Our project objective is to create an interdisciplinary course in the School of Photographic Arts and Sciences (SPAS) and the School of Interactive Games & Media (IGM), to bring the visual arts and game development together in one classroom working collaboratively on content marketing gaming projects. One of the leaders in content gaming is IBM, which developed a business simulation game titled City One: A Smarter Planet Game. Based off the successful video game SimCity, City One players solve real-world water, energy, banking, and retail problems to demonstrate how clients can apply technology in new ways to address complex issues in industry and municipalities. SPAS Advertising Photography Program Chair, Susan Lakin, and Director of IGM, Tona Henderson, will co-teach this class, set up as two simultaneous courses in each college, working collaboratively in one classroom with cross-disciplinary teams of students developing and implementing a content marketing digital game campaign. The goal of the course is to give students an authentic classroom experience to help transition our students into the marketplace. We will reach out to the Rochester community to recruit local non-profit organizations to engage with our students as clients. The students will contribute the skills from their discipline to the team group project, collectively producing a content gaming experience for the client. • An explanation of the teaching/learning problem(s) it is designed to address

This proposed interdisciplinary content marketing course will bridge disciplines across colleges, building on the foundation of students’ field of study to provide practical experience working as a real world interdisciplinary unit, culminating with a useful project. Campus-wide colleges offer excellent marketing courses from Saunders College of Business to the College of Liberal Arts, and a variety of courses target specialized fields such as the wine industry in the College of Applied Science and Technology. This course will bring together students from

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STATEMENT OF UTILITY (continued)

different disciplines across two colleges to work on a team project learning content marketing, a new marketing strategy, delivered in a gaming project for a non-profit organization.

The course will be designed to address: -Collaboration between colleges -New delivery systems in the changing marketplace -Practical applications of interactive technologies -Ideation techniques in the developing of a creative project -Communication between diverse disciplines -Execution of a directed intent to create a content marketing strategy for a client in a gaming context -Gathering academic experiences together in an authentic environment to transition students into the job market • An explanation of the significance of the project to student outcomes and/or the student

experience.

This course will give students an authentic working experience by establishing interdisciplinary teams with a real client. The student outcome and experience include: -Gaining practical experience communicating across disciplines -Apply marketing research to a serviceable project -Achieve valuable experience working with a real client -Develop dynamic content for an in-depth project -Expand experience working with new markets -Empowerment through completion of a practical project -Demonstrate a working knowledge of students’ discipline -Practical experience organizing and structuring the project timeline to meet delivery deadlines • A brief description of how the project integrates with activity already underway at RIT in

the priority area and/or how this approach has been successfully used at RIT already.

As described above, the course will expand upon existing visual art, gaming, and marketing courses offered in different colleges. Additionally, this proposed course will model a current interdisciplinary course between CIAS and GCCIS taught by Susan Lakin (SPAS) and Joe Geigel (CS), that explores the intersection between music, art, and technology. The existing class runs as two simultaneous classes in each college, meeting and working together in one classroom, executing team online interactive music video projects with up-and-coming musicians in the community. An example of student projects can be found on YouTube at this link: https://www.youtube.com/watch?v=G8o3P5mi-qE This course has successfully ran for two terms and the results of the course have been disseminated at presentations at the Society for Photographic Educators National Conference in Baltimore, MD and at the Siggraph International Conference on Computer Graphics and interactive Techniques in Anaheim, CA.

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VII. STATEMENT OF CREATIVITY (three paragraphs maximum)

Provide a brief description of how this is a novel approach, or a new application of an existing mode or model of teaching and learning, and/or research about teaching and learning represents an entirely new paradigm. (Please note that special consideration will be given to proposals that demonstrate a new use/application of a model, system, or technology already in use at RIT.)

The proposed course will model the structure of an existing interdisciplinary interactive music video class between CIAS and GCCIS, yet introduce new topics in content marketing and gaming. The course design exemplifies the RIT mission statement: “Internal and external partnerships expand our students’ experiential learning.” It is an interdisciplinary course that sets the foundation for students to produce creative innovative work and provides an experience that fosters communication between diverse disciplines, while gaining practical experience working with emerging technologies. The course will enrich student experience by collaborating with a real client and help prepare students in their careers. Content marketing is a new marketing strategy that will be introduced in this course. In a shared learning environment, the visual art students will gain experience developing creative content for a new delivery system and the course will expand marketing applications in gaming. Individually students will advance techniques, methods, and content in their own discipline, together students will combine aesthetics with technical functionality, contributing equally to the completion of their team projects. Working with community non-profits students can explore how content gaming can be an innovative tool for marketing charitable organizations. The students will complete the course with real practical experience that can be used as a job reference in portfolios and resumes.

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VIII. STATEMENT OF EFFICACY (two pages maximum)

Provide a brief description of the experiment/research design, methodology, and methods of data collection you will use to gauge efficacy.

The course will begin with individual student research in content marketing to gain an understanding of its usefulness as a marketing strategy. Looking at existing campaigns, students will analyze how content is created to bring a customer to a brand, identify target audience, and evaluate content for consistency and relevance. They will examine what tools are used, such as quizzes or challenges, to create incentives to share content, and consider the effectiveness of the delivery platform. A survey will be given to the students for the purpose of grouping them into interdisciplinary teams by skills and client preferences. The course projects will be structured as an agency would organize a content marketing campaign. The students will: -Be assigned into team groups based on survey -Choose individual team roles and a team leader Each team will: -Meet with their client to discuss their target audience, gather relevant content, set goals, and brainstorm ideas - Pitch three project concepts in class critique and to their client -Analyze feedback, then further develop and storyboard one concept -Create a production book that includes a timeline for course work deliverables -Present concept via storyboard and timeline for further feedback -Execute their project -Present work critiques throughout process The final project will be assessed by: -Completion of the project -Peer, faculty, and client critique of the technical functionality and aesthetics, as well as content relevance and engagement of the project -Success of each component of the project and the student’s respective individual roles -Team feedback on each teammate’s performance -Evaluation from the client as to the effectiveness of the game -The success of sharing content

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STATEMENT OF EFFICACY (continued)

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IX. DISSEMINATION PLAN (optional)

Provide details about the journal, conference, show, other external vehicle with strong potential for dissemination of your results. Include supporting documentation such as preliminary interest or acceptance with your application, if available. (Please note that special consideration will be given to proposals that have a defined opportunity for external dissemination, such as an academic journal or professional conference.)

Teaching and Learning Services will arrange channels for disseminating results within RIT.

The results of this interdisciplinary collaboration has potential to be presented at professional conferences such as: -Society for Photographic Education -Siggraph International Conference on Computer Graphics and Interactive Techniques -Intetain, Int’l Conference on Intelligent Technologies for Interactive Entertainment -TCC Worldwide Online Conference

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X. ADDITIONAL CONSIDERATIONS

Please address these questions, if needed. • Will your project require assistance for extensive or unusual media, multimedia, simulation,

and/or software development? If so, please explain?

• All courses offered by RIT must be accessible to students with disabilities, according to

Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (rit.edu/studentaffairs/disabilityservices/info). Is your proposed teaching approach accessible to all students, with reasonable accommodation? If not, please explain.

• RIT abides by the Family Educational Rights and Privacy Act of 1974 (FERPA), which

prohibits instructors from making students' identities, course work, and educational records public without their consent (rit.edu/xVzNE). Will any data gathering or sharing for your project raise any FERPA issues? If so, please explain.

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XI. DISSEMINATION AGREEMENT

By completing this grant application, I agree to provide the materials described here, in support of disseminating what is learned from this project to other faculty at RIT.

I also agree to return all/a portion of the funds that I receive for this project to RIT if I fail to complete or provide the materials described here. • Full project plan (including roles and responsibilities, milestone dates, and pertinent project

details)

• Overview of preliminary findings (may include experiment/study design, lessons learned, initial data collection, and/or literature review summary)

• Final project summary (including data collection, lessons learned, implications for further study, and which may be in the form of an article abstract, conference presentation outline, or short report)

• Faculty Teaching & Learning Commons posting (a summary of findings, examples of teaching designs or materials)

• Participation in a faculty dissemination event • Final budget accounting (reconciliation of budget provided with your application and the

actual project expenses)

By submitting this application, I accept this agreement.

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XII. DEPARTMENT HEAD CERTIFICATION

I support this PLIG application and budget, and verify that _Susan Lakin_ is a full-time faculty member in good standing in my department.

Department head name: Therese Mulligan, PhD Date: Jan 30, 2015

Department head signature:

Phone: 585-475-2762 Email: [email protected]

PLIG 2015 Budget WorksheetApplicant's Name: Susan Lakin

Personnel Purpose/JustificationFull time Faculty/Staff

123 As Advertising Program Chair, I have an 80% teaching load Adjuncts/Part time Faculty/Staff in addition to my administrative duties, committee work,

1 Adjunct and scholarship. I am requesting funds to hire an adjunct2 to cover one of my courses in the fall term, 2151 so that I3 can work with my collaborator to develop our proposed

course and offer it in the spring 2155.T Personnel Total

T Benefits -‐ Calculated Automatically

Equipment Purpose/Justification123

T Equipment Total

Licenses Purpose/Justification123

T Licenses Total

Travel Purpose/Justification123

T Travel Total

Other (Specify) Purpose/Justification123

T Other Expenses Total

Total Award Request

PLIG 2015 Budget Worksheet

Amount

-‐$ -‐$ -‐$

4,500$ -‐$ -‐$

4,500$

360$

Amount-‐$ -‐$ -‐$

-‐$

Amount-‐$ -‐$ -‐$

-‐$

Amount-‐$ -‐$ -‐$

-‐$

Amount-‐$ -‐$ -‐$

-‐$

4,860$

provost’s learning innovations grants 2015 … plig 2015.pdfgeigel (cs), that explores the...

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