OID: Scholarship in a New Media Environment

Moderator

Kelly Stack, Visiting Assistant Professor, Linguistics, and Manager of Classroom Services, Office of Instructional Development

Panel

Kimberly Jansma, Lecturer, French
For a third year French course, had her students participate in a term-long web-based exercise involving role-playing and imulations which were discussed in class.
Christopher Brown, Lecturer, Geography
Had students in lower-level geography class research, collect data, and publish them online.
William Roy, Professor, Sociology
Had students record observations in a bulletin board journal which formed a basis of discussions in class.

Faculty who use the web as an integral part of their curriculum often are surprised to find that doing so alters the way they structure traditional activities in their class. In this forum, faculty who have made this discovery will discuss and demonstrate what they have done online as well as what changes they made in the way they teach.

Moderator

Margo Reveil, Coordinator, Visualization Portal

Panel

Philip Ender, Adjunct Associate Professor, Education. Will discuss how the Portal has been used as a statistical teaching tool.
Bernard Frischer, Professor, Classics, Director of the Cultural VR Lab. Will discuss his lab and the "Rome Reborn" project.

UCLA's Academic Technology Services has developed, engineered, and built one of the truly unique facilities in the nation: the Visualization Portal. The Portal is a 3D multimedia presentation theater in which anything from virtual reality reconstructions of ancient buildings to 3D renderings of molecular structures can be displayed, explored, and manipulated before an assemblage of up to forty-three participants. The Visualization Portal was completed in March and the adjacent development lab is expected to open this fall. Because it is new, the Portal is not widely known by the broad campus community. This month's SIANME forum will offer a good opportunity to get familiar with its capabilities, view some of the applications faculty have developed for it, and discuss some of the ways it can be used by others.

Moderator

Dwayne Washington, Manager, Instructional Multimedia Production Lab (IMPL)

Panel

Andrew Corin, Adjunct Associate Professor, Slavic Languages and Literatures. Taught language course in which students translated from English to Serbo-Croatian, then created new subtitles for the edited video.
William Epps, Director, Instructional Technology, UCLA Extension. Co-taught course in Communication Studies in which students studied the art of narrative interpretation by assembling unique videos using the same original footage.
John Esaki, Lecturer, Asian-American Studies, Ethnocommunications Program. Teaches course in which student collect information in the field, then assemble and edit it into documentaries.

The video camera and the VCR are as much a part of contemporary life as word processors and web browsers. Yet, despite their familiarity, they are often overlooked as instructional tools, enabling students to document and evaluate data. In this forum, three faculty who have made innovative use of video in their courses will discuss their experiences and present some of the videos the students have made.

Moderator

Kathleen McGuire (kmcguire@unex.ucla.edu), Director, Distance Education, University Extension

Panel

Theresa Corbett (tcorb30767@aol.com ), Instructor, English and Education. Teaches online and on-campus courses at UCLA for CLAD, TEFL, and TESOL certificates. Designs staff development programs, both online and on-campus.
Robert Cousins (cousins@physics.ucla.edu), Professor, Physics. Has made extensive use of online testing to enhance instruction.
Dale Maeder (dmaeder@ucla.edu), Coordinator, Test Preparation Program, University Extension. Teaches Teaching and Learning Models for Online Courses, Distance Learning Assessment Theory, and College Algebra Online, both online and on-campus.
Mary Woo (mwoo@sonnet.ucla.edu), Assistant Professor, School of Nursing. Developed Masters research course, which she taught both on the web and in class. Compared results of two classes over a period of three years.

Web-Based teaching raises, for some instructors, a number of doubts and concerns. Is it more or less effective than traditional instruction? Do students really learn? And what teaching strategies and tools have proved most effective?

The panelists in this forum are all faculty who have either taught or learned online, or have used the web to significantly enhance what they do in class.

Moderator

Elissa Tognozzi, Lecturer, Italian

Panel

Olga Kagan, Lecturer, Slavic Languages and Literature
Creating web-based language comprehension modules.
Chris LaBelle, TA, Applied Linguistics and ESL
Created web-based program to assist in improving reading and comprehension skills.
Christopher Mott, Lecturer, English
Used web-based program to annotate and critique text passages.
Emanuel Schegloff, Professor, Sociology
Created and used self-grading multimedia exercises.

Faculty often secure grants or request on-campus aid to design software programs to solve particular instructional needs. Some projects succeed while others seem to require too much effort and resources to justify their development. In this SIANME forum four instructors with extensive experience creating and/or using custom-made applications will demonstrate their applications and discuss their relative pros and cons.

Presenters

Steve Rossen, Supervisor, Faculty New Media Center
Andrew Thomas, Coordinator, Technology Assistance Program at the Faculty New Media Center
Chris LaBelle,PhD Candidate, Language and Literacy; Technology Assistant in the Faculty New Media Center

This year's series of forums about technology and education begins with a show-and-tell peek at some web-based teaching tools we thought you might enjoy learning about. The tools are:

Real Slideshow: The newest, and perhaps the coolest, tool from RealNetworks. With RealSlideshow, which is free, you can make narrated slideshows viewable by your students at home. No fancy computer, no high-tech modem connection required. No high-tech knowledge is required to make the slideshows. Import some graphics, make a narration, add a music track, and presto, you have a streaming narrated slideshow. Better still, you can post it on a free server on the web, then have your students link to it from your website.

Third Voice: An innovative program which allows you post yellow post-it notes, annotated, on any website that only you or your class can read when they visit it. Efficient, quick way for you or your students to evaluate, comment, or discuss any site on the web. You visit the website, then join in a threaded discussion of its content while still viewing the material. Free, secure, and password-protected.

WebEx: Great way to do virtual office hours. Exciting conferencing tool, totally web-based, that lets you use your desktop as a "virtual whiteboard" while conferencing with a student or students. You can demonstrate techniques using any software system on your harddisk, then hand off control to your student to let them show what they are working on while chatting with them online. Also free, also password-protected.