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Trends in Training College Faculty, Staff & Students in Computer Literacy
Primary Research Group, April 2007
This report looks closely at how nine institutions of higher education are approaching the question of training faculty, staff and students in the use of educationally oriented information technologies. The report helps answer questions such as: what is the most productive way to help faculty to master new information technologies? How much should be spent on such training? What are the best practices? How should distance learning instructors be trained? How formal, and how ad-hoc, should training efforts be? What should be computer literacy standards among students? How can subject specific computer literacy be integrated into curriculums? Should colleges develop their own training methods, buy packaged solutions, find them on the web?
Organizations profiled include: Brooklyn Law School, Florida State University College of Medicine, Indiana University Southeast, Texas Christian University, Clemson University, the Teaching & Learning Technology Group, the Applalachian College Association, Tuskegee Institute and the University of West Georgia.
SUMMARY OF MAIN FINDINGS
THE TEACHING LEARNING & TECHNOLOGY GROUP
COLLABORATIONS
THE KEY TECHNOLOGIES
ASSESSMENT
ONLINE COURSES
LOW THRESHOLD APPLICATIONS
PLANS FOR THE FUTURE
ADVICE
FLORIDA STATE UNIVERSITY, COLLEGE OF MEDICINE
GENERAL DESCRIPTION
FIVE MAIN COMPONENTS OF THE INFORMATICS LITERACY PROGRAM
EQUIPMENT COSTS
ORIENTATION & CLASSES
STAND ALONE TUTORIALS
ONLINE TUTORIALS
EVALUATION OF TRAINING
BUDGET
INFORMATION TECHNOLOGY HELP DESK
ADVICE
BROOKLYN LAW SCHOOL
BASIC DESCRIPTION OF BROOKLYN LAW SCHOOL
THE ACROBAT
INTERNAL MARKETING OF TRAINING SERVICES
FORMAL CLASSES
THE DEVELOPMENT OF THE TRAINING CENTER
BEYOND TRAINING AS CRISIS INTERVENTION
WORK TIME MANAGEMENT
COMPUTER LITERACY REQUIREMENTS
ASSESSMENT
ADVICE TO PEERS
TEXAS CHRISTIAN UNIVERSITY
BASIC DESCRIPTION OF TEXAS CHRISTIAN UNIVERSITY
FUNDING FOR THE PROJECT
THE NEW MEDIA WRITING CENTER
WORKSHOP IN NEW MEDIA FOR FACULTY
PLANS FOR THE FUTURE
MARKETING
STUDIO BUDGET
ADVICE FOR PEERS
INDIANA UNIVERSITY SOUTHEAST
BASIC DESCRIPTION OF INDIANA UIVERSITY SOUTHEAST
THE NEEDS OF THE RETURNING STUDENT
THE DEVELOPMENT OF THE NEW INFORMATICS MAJOR
PLANS FOR THE FUTURE
ADVICE FOR PEERS
THE SOUTH CAROLINA CENTER OF EXCELLENCE FOR INSTRUCTIONAL TECHNOLOGY TRAINING AT CLEMSON UNIVERSITY
STAFF
THE CENTER’S MISSION
OTHER ROLES ON CAMPUS
PLANS FOR THE FUTURE
MAC CENTER
ADVICE
TUSKEGEE INSTITUTE
BASIC DESCRIPTION OF TUSKEGEE INSTITUTE
ROLE OF THE E-LEARNING COORDINATOR AT TUSKEGEE
KEY TRAINING CONCEPTS
FIRST STEPS
ADVANTAGES
SURVEYING THE END USERS OF BLACKBOARD
FUTURE PLANS
ADVICE FOR PEERS
THE APPALACHIAN COLLEGE ASSOCIATION
BASIC DESCRIPTION OF THE APPALACHIAN COLLEGE ASSOCIATION
THE INSTRUCTIONAL TECHNOLOGY ASSISTANCE PROGRAM
PLANS FOR THE FUTURE
AN EMPHASIS ON USABLE TECHNOLOGY
ADJUSTING TO THE GEOGRAPHIC CONDITIONS OF APPALACHIA
FOLLOW UP
ADVICE FOR PEERS
THE UNIVERSITY OF WEST GEORGIA
BASIC DESCRIPTION OF THE UNIVERSITY OF WEST GEORGIA
DEVELOPMENT OF THE COLLEGE’S DISTANCE LEARNING EFFORTS
TRAINING INSTRUCTORS IN THE DISTANCE LEARNING PROGRAM
STAFF TIME SPENT IN TRAINING
ONLINE TRAINING MODULES
JUST-IN-TIME
TRAINING PRACTICES AND PREFERENCES OF FACULTY PREPARING TO TEACH ONLINE IN THE UNIVERSITY SYSTEM OF GEORGIA
REACHING THE AUDIENCE
ADVICE FOR PEERS
OTHER REPORTS FROM PRIMARY RESEARCH GROUP
Faculty, Staff & Students In Computer Literacy explores how technology trainers and educators at American colleges are plotting and scheming to improve the computer literacy skills of faculty, staff and students. The report presents case studies from nine institutions of higher education, including-- Brooklyn Law School, Florida State University College of Medical, The Tuskegee Institute, University of West Georgia, Clemson, Indiana University Southeast, Texas Christian, and others.
For the Teaching and Learning Technology Group, a non-profit corporation that counsels colleges in proper technology instruction and implementation, cross-departmental and administrative collaboration is a key factor. Technology literacy is a philosophy, not just a program of study, and continuous needs assessment, always focused on educational outcomes, followed up by action at all levels, is the key to success.
Indiana University Southeast has developed a new informatics major that fills a gap between casual information technology training, inadequate for many students, and the computer science major, insufficiently practical for some.
Florida State University College of Medicine has developed a highly detailed and integrated informatics program for medical students; the program is integrated into virtually every course offered by the College. For Florida State, the key has been broad institutional support, including the provision of laptops to students, as well as the necessary support personnel to service them.
At the South Carolina Center of Excellence for Instructional Technology Training at Clemson University, the mission is to support teacher training and teacher preparation.
Chris Peters, the director of the Center, notes that its mission, like that of the Indiana University Southeast informatics program, is to allow IT professionals to assume some of the load of teaching technology-related classes within a particular discipline, in this case, K-12 teacher training.
At the University of West Georgia, Melanie Clay, the Director of Distance Learning, has found success in training the hundreds of distance learning instructors employed by the college by taking a cue from Japanese auto manufacturers, whose just-in-time inventory management methods significantly improved efficiency in auto manufacturing.
The Appalachian College Association, an organization set up largely to improve the quality of instruction in higher education in Appalachia, developed a novel approach to computer literacy, by educating both instructor and student together. Martin Ramsay, Chief Technologist for the organization, won a grant to develop a special program that pairs professor and student in a three-day technology workshop
At the Tuskegee Institute in Alabama, technology coordinator Jacqueline McArthur has been able to increase the number of regular Blackboard users among faculty from twenty five to one hundred and twenty five in just a few months.
At Brooklyn Law School, the development of a training oriented computer laboratory, combined with discreet but timely marketing, has helped to break down the walls between technology end users and trainers. Lloyd Carew-Reid, a technology-training specialist at the School, believes that timely marketing - through brown bag lunches, scheduled visits, and short but highly focused drop in sessions - are keys to taking technology training to the end user.
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