What the Chef has been up to: 2002

From: Anthony
Re.: Evaluation Objectives and results for 2002 eval plus some goals to shoot for in 2002/03

I deliberately moved into a more production driven mode this year and it reaped benefits.STAR methodology follows:

Situation 1.New LMS is online: End users must be trainied in not only its usage technical standpoint, but also trained in Best Practies for online instruction.

Task: Implement training sessions for district course management tool- Blackboard

Actions: Created and implemented training sessions for Blackboard and Photoshop Elements image editing software. This continues and currently includes one on one tutoring for individuals participating in the training sessions.In addition, online materials and peer mentoring supplemtn the training to form a blended solution.

Results: These sessions have been conducted primarily on our campus, but have been extended to district offerings as well. Results were highly successful and resulted in the creation of hundred of (432) new course resource sites. 76 faculty and staff have received training. New sessions have been organized at the other campuses, but my continued good reputation motivates participants from other campuses to travel to our site to receive training.

Sessions consist of an overview followed by hands on lab based training. Subsequently, The orientation has become a breakout session followed by intensive hands on sessions in a lab environment. This was also supplemented with one on one tutoring. The results have been exceptional with many participants who had no web experience being enabled to create and maintain their own course sites, thus eliminating the total dependence upon technologists to create these tools.

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Situation 2. Support special projects by faculty.

Task: Varies based on project but typically involved analysis of learning problem- audience, environment, pedagogical approach, followed by cause analysis and intervention . Design, Development continue the approach followed buy implementationand evaluation by the client faculty or staff member.

Action: Scenario based solutions implemented.

Results: Projects supported and implemented this year include

Chaya Gopalan’s Anatomy and Physiology lab manual which was eventually picked up for publication bu a publishing house. This project entailed the scanning and formatting of dozens of images and text into a published document which was sold in the bookstore.

Michael Fuller’s Web Archeology project- entailed the design and building of an educational website that was managed using Blackboard course management tool. The project was opened up to gradeschool children and we had 1700 hits during the week of the expedition.this included 7/18 support and twice daily updating during the expedition. Designed the web activities section of the site as well. The project continues as more images and commentary from the trip are being added to the site.

Finalized the ATT project with the English faculty foir delivery via CD Rom and Internet. (this was an incredibly work entensive project for me…) My part included training all faculty in the use of the authorian tools and then going back and undoing lots of what they did and turning it into an instructionally useful tool including design, programming and media production. Included 10 web based projects including the following:

http://www.stlcc.edu/fv/learnnet/FinalATT/StartHere.html

Author: Nancy Adams
Title: The English Language: A Voice for the World
Summary: This final project is multimedia production divided into seven parts: The Early Language, The Romans, Anglo Saxon Old English, Middle English, Early Modern English, Modern English, and Modern American English.This project traces the English language from its earliest known roots to modern times in order to give American students a better understanding of the importance of learning standard English and yet not undervalue their own dialectical or conversational use.
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Author: Flynn, Thomas W.
Title: Hyperlinked Videoclip Paragraph
Summary: This project is a webpage for Deaf students split into two windows. In the left-hand window is a typed paragraph; challenging vocabulary is highlighted in blue and underlined, indicating that that word (a total of 12 words in the paragraph) is hyperlinked to a videoclip. If the Deaf student knows the hyperlinked word, s/he can continue reading uninterrupted; if s/he does not know the word, s/he double-clicks on the hyperlinked word and a videoclip explanation in American Sign Language appears in the right-hand window. This ASL explanation may include acting out the word, but more frequently a sign is shown, representing the concept behind the English word.
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Author: Sharon Harris
Title: Pride & Prejudice in Historical Context: An Interdisciplinary and Multimedia Approach
Summary: This project uses Director software to provide text of several chapters of Jane Austen's Pride & Prejudice along with commentary and multimedia elements (pictures, drawings, clip art, sound.
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Author: Jocelyn Ladner
Title: Diversity in the Caribbean Basin
Summary: This project involves a visual representation of the peoples of the indigenous and diasporan cultures in three countries located in the Caribbean basin: Surinam, Guyana and Trinidad. This project focuses on how "diverse" cultures are created through various cultural interactions and disruptions. Students will view an "multicultural" model through photos, audio recordings, and video.
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Author: James Mense
Title: A Better Writing Process
Summary: This project tells the story of an improved writing process. Along the way, the steps and order of this process are detailed. Internet editing sources are offered.
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Author: Kelly Mueller-Ron Farson finished this one
Title: Viajando por Sudamérica
Summary: This project combines vocabulary and listening practice for the Spanish student in the cultural setting of Buenos Aires. It is interactive with listening and reading practice, done completely in Spanish. It will also be a type of "travel log" for the student as he/she embarks on an imaginary journey to Buenos Aires.
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Author: Vicki Perkins
Title: Much Ado
Summary:
"Much Ado" is a website devoted to understanding of Shakespeare's play. It combines audio and video with text to improve student reading of the play.
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Author: Regina Popper
Title: Logical Fallacies Exercise
Final Summary: This project provides a logical fallacy website that is appealing and engaging for students. The logical fallacy definitions are easy to access; the exercise page allows students choices; the list of possible answers is easily accessible and the video clips and animated right/wrong answers are a delight to watch. This exercise has some built-in flexibility so that students can practice using just the text if necessary, or (on a slow classroom network) students can each load a different video clip and then "computer hop" to complete the exercises.
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Author: Larry Skinner
Title: Argument
Summary: This project is an animated, interactive tutorial on how to support arguments. It uses the metaphor of columns supporting a beam. The methods of supporting an argument covered in the presentation include examples, statistics, and authorities. The interactive section involves multiple choice questions. If the student answers the questions incorrectly, he/she is sent back to the question to try again. If the student answers correctly, he/she is sent to the next question.
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Author: Jamie Spencer
Title: The Healthy Sentence
Summary: The focus of this project is on creating a complete sentence. It is designed to acquaint students with the skills need to understand and diagram a complete sentence, sometimes of considerable length.
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Digital Video Disc project production-
Media Services moved into the realm of DVD production as I learned how to create DVD’s from digital media. This included post production and optimization for DVD.

Completed DVD versions of
-Linda Mosley’s Clay techniques video
-FV Biotechnology project for 2001 League for Innovation
-Spring 2002 Sculpture Interactive Critique
-Access Disabilities Video for Teacher Ed

Internet Course development support

This is the other side of training- when I actually work one on one with individual faculty in designing educationally sound courseware. At any given time an average of ten projects are on my worklist.Faculty have made a quantum leap from where they were from when I implemented the training program here at FV in my estimation. As they progress, they need continued support at a higher level.

Other

Continued support for Mac based troubleshooting and software issues that go beyond the standard office configurations.
Maintenance of Media Services Macs
Just in Time support for faculty tech problems
Media Services PR machine-attend meetings, promote Media Services initiatives
Generate new projects for other instructional designersGoals for 2002/03
Implement and learn Maya 3D modeling/rendering technology
Design, program, produce media and Automate software training tools for Blackboard Basics for district
Continue to lend high quality support to enable faculty to complete exemplary projects.

I note that several Innovation of the Year award winners in the district have had me as their primary tech support and training. As an aside, the St. Louis Co Teacher of the year last year learned Director from me (took my class at FP).

Continue to build and implement just in time technologies training
Training will take on a new format as self paced tools will supplement the hands on in class training sessions. More advance features of BB will be taught in CTL training sessions.

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Situation: Create and implement training sessions for ongoing development needss in webpage and presentation creation and image editing.

Task: Instructional design development and implementation of just in time training in response to college needs.

Action: Training sessions were instructionally designed and implementation began in Summer of 2000. These have been conducted primarily on our campus, but have been extended to district offerings as well.

Result:Results were highly successful and resulted in the creation of hundreds of new course resource sites. Scores of faculty and staff have received training (L. Raguse is still pulling numbers together). We have developed a good reputation and participants from other campuses are traveling to our site to receive training. Sessions began with an overview followed by hands on lab based training. Subsequently, The orientation has become a breakout session followed by intensive hands on sessions in a lab environment. This was also supplemented with one on one tutoring. The results have been exceptional with many participants who had no web experience being enabled to create and maintain their own course sites, thus eliminating the total dependence upon technologists to create these tools.

Sessions included:

Building Photoshop training for summer 2001
Hum 113 Distance learning training for Humanities- 10 trained
Orientation sessions for students on Blackboard- 6
Served on evaluation committee for new online courses

EVALUATION commentary by Manager of Media Services:

"The faculty trained in these tools will drive demand for support in the classrooms and labs. Formalized course management tools appear to benefit both the teachers and the learners. This is important work for Media Services that then drives the demand for the materials and equipment to support the rest of the Instructional Design."

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OBJECTIVE 3: Assist faculty in the selection, development and use of technology to enhance teaching and learning.

In addition to the success the Blackboard training has enjoyed, I have also partnered with Kim Mosley, and more recently, Ron Farson to conduct Dreamweaver webpage creation training for faculty. This has enjoyed similar success. Dozens of instructors have learned to create and publish webpages to enhace the learning environment in their courses.

Additionally this has been a very busy year in the creation and implementation of offline learning resources. I worked with Skinner and Mense on several video projects and have trained them in the use of IMovie. I worked with Nancy Adams on the creation of a Multimedia project on the History of the English language.I provided individualized training solutions to the developers of these projects:

Jamie Spencer’s Sound writing practices Flash project
Jim Mense- The Process of Writing: Director/Quicktime application
Rich Unger – two more QTVR construction movies
Sharon Harris- Help with Jane Austen project
Vickie Perkins’ Video for Much Ado website
Jocelyn Ladner- Guyana Shockwave project
Tom Flynn- Soundbytes- Interpretation CD for Deaf Learning
Larry Skinner- help with 4 Director Sabbatical Projects
Mike Martin-I provided support for image capture and editing for The Innovation of the Year
Provided helpdesk type support for just in time solutions for faculty and staff in distress over technology implementation issues- too numerous to catalog here.

EVALUATION Commentary by Manager of Media Services:

"Anthony helps the leaders and the innovative instructors who will carry the College through the next period in its evolution. Again Anthony is important in equipping the faculty to use the tools and infrastructure that have been provided."

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Objective 4

Situation: Learn new techniques to keep abreast and up to date on new media solutions for instructional design. Continue to stay ahead of the curve on current technologies for the classroom.

Task: search, commit, complete professional development opportunities.This will entail continuing to train myself in software and best practices for instructional design and development.

Action: Attended several training sessions at Litton PRC

Authorware advanced
Director Advanced
Flash beginning/advanced
Coursebuilder and Ultradev
Dreamweaver beginning and advanced
Attended Blackboard train the trainer
Final Cut Pro (this month)
Finished Masters degree in Instructional Technology at SIUE
Working through several training CD’s as well on Non Linear Video
Attended ITV training workshop

Results: I am a popular guy. I have been able to enhance the abilities of my coworkers by sharing my vast knowldge of new media applications for teaching and learning. I provide just in time support in troubleshooting and helping navigate the technological landscape at every level of the College- District and Campus administration, professional staff, faculty, classified staff and students..

Evaluation commentary by Manager of Media services:

"There is much to be learned to keep abreast of an exploding discipline. The College’s investment in training and staff development reaps dividends in Anthony."

2002 Performance Evaluation comments

Forecasting and Planning-“Anthony has close contacts with many faculty and has his finger on the pedagogical pulse of the campus.”
Organization and Administration-“Keeps many activities in the air and in order at the same time”
Follow-Up and control-“Monitors activities and follows up with clients
Problem Solving-“Anthony seeks new creative and innovative solutions while keeping in mind the student user.”
Relationships with superiors-“Well respected throughout the college and has done much work on the other campuses.”
Relationships with Peers-“Works well with and is respected at all levels. Forges college wide relationships.”
Goal Orientation-“Hard working and dedicated, Anthony also continues to provide instruction for the Teacher education department.”
Training an development of Others-“His workshops and individual training efforts are well respected.”
Stimulating Motivation in Others- “He is a positive influence by his attitude and drive.”
Job knowledge- “Seeks out training and professional development. He is a production software expert.”

Tracking with the Magic Chef