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Virtual Case Study Competition

Virtual Case Study Competition. Challenges and (Technical) Support Telnet College Karla Mae Ayres, Matt Burns, Angie Cottrell, and Jayme Uden Iowa State University. Challenges and (Technical) Support.

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Virtual Case Study Competition

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  1. Virtual Case Study Competition Challenges and (Technical) Support Telnet College Karla Mae Ayres, Matt Burns, Angie Cottrell, and Jayme Uden Iowa State University

  2. Challenges and (Technical) Support • “A challenge for the future will be to balance ‘high tech’ with ‘high touch’ and to seek ways in which technology can complement the services the profession provides rather than replace them” (Komives, Woodard, & Associates, 1996, p. 482). • “The amount of challenge a person can tolerate is a function of the amount of support available” (Sanford, 1966 as cited in Evans, Forney, Guido-Dibrito, 1998, p. 26).

  3. Issues to Address • Technological Services • Classroom Use • Academic Concerns • Building Community • Technical Support • Conclusion

  4. Technological Services • Web-based Student Services • Accessed through the main web site, online services to students will be used as an alternate or supplemental form of delivering student services • For easy identification and navigation, student service departments will be indexed on the web site alphabetically and also located through a single “Student Services” link • Technology coordinators from the college’s IT department will integrate, develop, and maintain online initiatives for each academic and student services department

  5. Technological Services • Web-based Student Service Opportunities • Advantages to utilizing these sites include: greater efficiency, flexibility, and 24 hour resources • Prospective students access the site for virtual campus tours, contact information, and online applications. • Current students access the site to complete as much paperwork online as possible with access to a “real person” in our institution. • Parents/Alumni access the site for information on coming events and frequently asked questions. • Faculty/staff access the site for current information, events and resources.

  6. Technological Services • Web-based efficiency and effectiveness • Efficiency • Web-based student services do not replace actual student service staff; technology is used as a tool to improve and enhance efficiency. • Online forms empower students to manage paperwork efficiently and are also budget friendly. • Paper forms are available as an alternative to technology. • Effectiveness • Reach a larger audience • Offers a variety of communication methods

  7. Technological Services • Tech Savvy Parents • A rich technological environment can provide access to multiple ways a learner can absorb information. • Staff will be available to answer questions relating to technology. • Services offered to students ensure technological support on campus to ease parents’ concerns. • Teens spend less than half the time surfing the web than adults do—303 minutes a month compared to 656 (STAMATS, 2002).

  8. Classroom Use • Internet-Ready Student Work Stations (Use & Abuse) • According to Geri Gay, professor at Cornell University, “if we think it through, there could be terrific benefits” (Carlson, 2001, p. 2). • “People aren’t as engaged in class when they’re surfing the Internet . . . . There can be awkward moments when a professor asks a question and no one’s paying attention” (Mangan, 2001, p. 2). • Utilize lecture and recitation sessions to balance online classroom time. • Kolb’s Theory of Experiential Learning • “How one learns becomes a major determinant of the course of personal development” (Kolb, 1984 as cited in Evans, Forney, Guito-DiBrito, 1998, p. 212).

  9. Classroom Use • Kill Switches • Four Options for Bentley University Professors (Mangan, 2001) • Access the Internet, but not the student’s own e-mail account • Shut off access to Internet and student e-mail • Give access to all areas • Shut off Internet access entirely • ICN Classrooms and Distance Learning • Allows students to interact with classrooms throughout the world • Students studying Islamic history through an online course at University of California at Berkley (Read, 2002) • Technology to Teach-nology • Training and Support for Faculty and Staff • Online tutorials (www.teAch-nology.com) • Mandatory training sessions • Address student privacy concerns

  10. Academic Concerns • Academic Dishonesty • “Internet Paper Mills” (Fain, 2002, p. 1) • Over 225 websites available for students to download papers. • “Have students look at a weak paper and analyze its failures” (Leland, 2002, p. 1). • Access to Internet Can Help, Harm Students’ Grades • Internet use counted for 24 percent increase in grades for communication students at Cornell University (Carlson, 2001). • “The more time that computer-science students spent browsing during class, the worse they performed” (Carlson, p. 1).

  11. Academic Concerns • Dropouts • Instant Messaging, Chat Rooms, and Online Gaming • Students spending more time online and less time socializing, learning. • Need to develop intellectual as well as interpersonal competence (Chickering and Reisser, 1993). • “Interpersonal competence includes skills in communication, leadership, and working effectively with others” (Evans, Forney, Guito-DiBrito, 1998, p. 38).

  12. Building Community Online • Take advantage of the listserves, e-mails, chat rooms, and instant messaging (Sankin, 2002). • Require class reflection, discussions, and online research. • Encourage meeting reminders, minutes, and program evaluations to be sent online. • Professors and advisors can facilitate and track online discussion and communication. • Keep department, office, and student organization websites updated with current information. • Educate students on policies regarding on-line harassment, confidentiality, and censorship. • Have procedures and judicial codes in place. • Require students to read or test about such issues.

  13. Building Community Offline Astin defined involvement as “the amount of physical and psychological energy that the student devotes to the academic experience” (Evans, Forney, Guido-Dibrito, 1998, p. 26). • Plan more programming that encourages physical exercise, face-to-face communication, and social interaction. • Bring the “internet vampires” out into the light (DeLoughry, 1996). • Develop living and learning communities • Encourage more structured class attendance policies • Class meetings, in-class assignments, class participation • Evaluate learning strategies and the use of technology in the classes. • Differentiate between those students who enjoy the internet and those who have a possible addiction.

  14. Technology and Technical Support • As with anything on a college campus when a challenge is issued, the support needs to be available for the student, or faculty, to succeed. • The wave of the future - Technology on Campus. • Wireless Campuses, the Bandwidth of the Future • Technological advances on campus will allow instructors to utilize outside sources in the classroom. • Corporate sponsorships, such as the one between Morris Brown College and Toshiba, can aid institutions in going to a wireless network (Roach, 2002). • Personal Data Assistants (PDAs) are becoming important information technology tools on campus for both students and professors (Roach, 2001).

  15. Technology and Technical Support • Training staff and offering technical support will be the largest hurdle of utilizing technology on campus. • Through a program of faculty and staff empowerment, the institution will be able to better utilize and understand the available technology (Byers, Byers, Hoadley, & Pike, 2000). • Support services will need to be continually evaluated and updated in order to maintain the advantages gained through its use. • Technological security has become a high priority on college campuses, especially in light of current world events (Roach, 2001). • Institutions will need to be more aware of the students and faculty utilizing their resources and develop methods of dealing with these students.

  16. Technology and Technical Support • The Development, Training, and Support Division • Responsible for research and development of new ideas and technologies • Create and implement a training program for new and current staff. • Establish and maintain a campus wide support network.

  17. Conclusion • Karen Kitchener’s (1985) Five Ethical Principles • Respect Autonomy • Do No Harm • Benefit Others • Be Just • Be Faithful

  18. References • Byers, C., Byers, W. A., Hoadley, M. R., & Pike, J. M. (2000). Empowering faculty with technology. T H E Journal (Technological Horizons in Education), 27, 106. • Chickering, A. W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-bass. • Carlson, S. (2001, April 20). “Wireless Technology Is a Double-Edged Sword, Researchers Conclude.” [Electronic Version]. Chronicle of Higher Education, A55. • DeLoughry, T. J. (1996, March 1). Do students spend too much time on line? Chronicle of Higher Education. p. A25. (Downloaded text from Academe Today, The Chronicle of Higher Education, Inc.) • Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. • Fain, M. (2002, April 5). “Internet Paper Mills.” Kimball Library. Retrieved from http://www.coastal.edu/library/mills2.htm

  19. References • Komives, S. R., Woodward, D. B. Jr., & Associates. (1996). Student services: A handbook for the profession. San Francisco: Jossey- Bass. • Leland, B. (2002, Jan 29). “Plagiarism and the Web.” Western Illinois University. Retrieved from http://www.wiu.edu/users/mfbhl/wiu/plagiarism.htm • Mangan, K. S. (2001, September 7). “Business Schools, Fed Up With Internet Use During Classes, Force Students to Log Off.” [Electronic Version]. Chronicle of Higher Education, A55. • Read, B. (2002, April 5). “An Online Course Teaches Students About Islam’s History and Its Tumultuous Present.” [Electronic Version]. Chronicle of Higher Education, Daily News. • Roach, R. (2001). Public displays of affection for PDAs on campus. Community College Week, 14, 18. • Roach, R. (2001). Sounding the alarm on campus computer security. Community College Week, 14, 16.

  20. References • Roach, R. (2002). Morris Brown College wins MOBY award. Black Issues in Higher Education, 18, 36. • Sanford, N. (1966). Self and society. New York: Atherton Press. • Sankin, G. (2002, April 5). Many students depend on instant messaging for nonstop communication. U-Wire Today. Retrieved from http://www.uwiretoday.com/computing040502003.html • Sharp, W. (2001). Becoming a wireless campus. T H E Journal (Technological Horizons in Education), 28, 60. • STAMATS. (2002). Technology as a Tool: How do we know what we [think we] know. Paper presented at the ACT Regional Conference, Ames, IA. • Tolly, K. (2001, November 26). A few words on campus wireless. Network World, 12. • Western Cooperative of Educational Telecommunications (2002, April 7). Guide to developing online student services. Retrieved from http://www.wiche.edu/Telecom/resources/publications/ guide/guide.htm

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