OID: Scholarship in a New Media Environment

Moderator

Ruth Sabean, Assistant Director, Office of Instructional Development

Panel

Wyatt R. Hume, Executive Vice Chancellor, UCLA
Christine Borgman, Professor, GSEIS

For this forum we have been asking faculty to submit any questions they might like to have answered. Among the questions we have received so far are:

• How do I protect information I have posted to my online website?
  
• Who at UCLA can help me if I want know who owns the copyrigvht to a work I want to use?
  
• What is UCLA's official position on the question of intellectual ownership rights as it pertains to lecture materials I have posted online?
  
• Does UCLA have any plans to sell any material posted online for use in future distance learning classes?

Moderator

Ruth Sabean, Assistant Director, Office of Instructional Development

Susan Schaffer, Spanish and Portuguese: Collaboration to produce interdepartmental web-based courseware and website for Spanish and Portuguese
Dean L. Abernathy, School of Art and Architecture: Use of Virtual Reality models to teach architectural history
Adey Nyamathi, Nursing: Creation of online program for cross-campus delivery of courses in nursing administration
Guest: Paula Murphy, Editor, University of California's newly established webzine

The University of California is making a major effort to provide systemwide visibility to campus and faculty efforts in the development and use of teaching and learning technologies. To this end, a virtual UC Center for Teaching, Learning and Technology (TLtC) was created in Fall 2000.

The Center's first initiative was the establishment of collaborative grants to further the innovative uses of instructional technology through partnerships within and across campuses. The second initiative will be the creation of a UC webzine, an online magazine featuring the work of UC faculty who are integrating technology into their teaching. The first phase of the granting process, for planning mini-grants, has just been completed. Several of the grant recipients here at UCLA have agreed to discuss and/or demonstrate their applications.

Following the panel discussion, the managing editor of the UC Webzine, Paula Murphy, will lead a discussion on the webzine, to solicit your ideas about how to make it an effective vehicle for the sharing of information.

Moderator

David Rodes, English and Grunwald Center for the Graphic Arts

Panel

Deborah Banner, English, Distinguished Teaching Assistant Award 2000
George Bernard, Dentistry, Distinguished Teaching Award 1998
Nicole Dufresne, French, Distinguished Lecturer Award 2000
Emily Magruder, English, Distinguished Teaching Assistant Award 1998
David Sklansky, Law, Distinguished Teaching Award 2000

How does grading affect your teaching? What counts and what doesn't? And how do you decide? Is grade inflation a real or imagined problem? Does student concern over grades inhibit real engagement with the material? Have online teaching tools changed the way you grade participation? For this forum, we have assembled a panel of participants selected by their colleagues for distinguished teaching to help us search for some possible answers.

Moderator

Jill Stein, Department of Sociology

Panel

Veronica Cortinez, Spanish & Portuguese, Distinguished Teaching Award, 1998
Sandra P鲥z, Spanish & Portuguese, Distinguished Teaching Assistant Award, 2000
Giuseppe Cavatorta, Italian, Distinguished Teaching Assistant Award, 2000
Bernard Weiner, Psychology, Distinguished Teacher Award, 1999
Thomas Holm, Law, Distinguished Lecturer Award, 2000
Katherine Hayles, English, Distinguished Teaching Award, 1999

What are the elements that make up good teaching? Brilliant classroom style? Ability to motivate and inspire? Innovative teaching techniques?

Engaging course materials? For this forum, we have assembled a panel of participants selected by their colleagues for distinguished teaching to help us search for some possible answers.

Speaker

Harry R. Matthews, Professor, Biological Chemistry and Director, Instructional Technology & Digital Media Center, UC Davis

The University of California is preparing for an enormous enrollment increase in the coming decade. The use of technology in combination with changes in teaching strategies can be part of a solution to teach a greater number of students. But can this be done without compromising quality of instruction?

Over the next several faculty fora, we will be examining several ways in which instructors are using technology as a tool to teach large numbers of students. Professor Matthews will describe and show how UC Davis is transforming large general-education courses in a cost-effective way that maintains high academic standards in the face of rising student enrollments. Included in the session will be specifics concerning program evaluation by a multi-disciplinary group of faculty and staff funded by the Mellon Foundation.

Moderator

Peter Kreysa, Office of Instructional Development

Panel

Janice Reiff, Department of History
Ralph Robinson, Department of Microbiology Immunology and Molecular Genetics
Jill Stein, Department of Sociology
Wayne Miller, Department of Germanic Languages

The teaching toolkit available for instructors to use during lectures has increased significantly in the past few years. In addition to overhead and 35mm slides, videos, and sound recordings, instructors now often use the World Wide Web and presentation software, mixing and matching to fit the topic and class.

The first forum in the series will focus on this topic, with the goal of sharing experiences, exploring new ideas, and solving real problems associated with Teaching with Technology. The panel and attendees will discuss these and other questions: What is the value of using technology in lectures? Is it worth the extra work? How does the size of the class change what works and what doesn't? What is a good balance between lights down/lights up time? What do you do when the bulb blows? How do you prepare for the inevitable glitches? What works and what doesn't? and what do we know about why?