Instructional Technology 5 Year Review

Kaua`i Community College

PROGRAM REVIEW

Non-Instructional Programs

Instructional Technology 5 Year Review

Program/Unit Name: Instructional Technology

Report Prepared/Edited by: Edward Coll, Instructional Technologist

Other Review Participants: none

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

The OODA Loop information processing cycle

PROGRAM DESCRIPTION AND BACKGROUND

Kaua`i Community College (KCC) Instructional Technology (KCCIT) is a unit of academic support staffed full time (since Spring 2011) by one person, the Instructional Technologist. KCCIT provides research, recommendations, training and support to faculty and students on hardware and software usage to integrate technology intensive instruction into courses at KCC. KCCIT also provides support services and coverage for Tutoring Services (TS) which is co-located near the KCCIT studio/office and in the Learning Commons. The Instructional Technologist also manages a small post production lab equipped with three high end graphic workstations serving the needs of digital arts, journalism, and general population students.

Mission:To enhance the use of educational technology and provide learning opportunities to acquire the skill sets necessary to effectively use educational technology.

The mission of Kaua`i Community College is toprovide open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

The Instructional Technology Mission Statement is toenhance faculty use of educational technology and provide learning opportunities to acquire the skill sets necessary to effectively use educational technology.

KCCIT’s program mission is consistent with the mission of Kauai Community College because understanding how to use and create mediated content and deliver it to increasing numbers of students, in various modalities, and on a variety of platforms is a necessary skill set if one is to provide open educational access and life long learning opportunities with anytime-anywhere access that is student centered and community focused.

PROGRAM GOALS

1. Access: To provide open access to educational excellence for a diverse student population.

The KCCIT goal is to provide research and recommendations to augment technology-intensive instruction with the outcome to facilitate faculty acquisition of technological skill sets needed in higher education and provide learning opportunities on hardware and software applications which promotes educational excellence for a diverse student population.

1.1 Outreach: Increase access to and participation in college programs through coordinated and continually improving marketing and recruitment activities.

The relationship between college goals and program goals include(s):KCCIT produced five public service announcements using digital technology for OCET to market courses to general public. KCCIT consulted with a variety of OCET personnel on application usage.

1.4 Support Services for Access: Strengthen support services processes to better meet student needs.

The relationship between college goals and program goals include(s):The Instructional Technologist specified the hardware and software and maintains both a multimedia studio and post production facility supporting a variety of student and faculty needs including design and layout for the student newspaper Ka Leo O KCC. This supports an enriching student experience.

2. Learning & Teaching- To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and life-long learning.

The relationship between college goals and program goals include(s):The Instructional Technologist maintains an Instructional Technology website, (see Supporting Documents links) which provides access to a variety of tutorials for students, faculty and the general public. The Instructional Technologist curates, publishes and maintains Technologia, a(see Supporting Documents links) weekly technology news online paper.

2.1 Articulation: Improve communication and articulation processes with other KCC programs as well as secondary and post secondary institutions.

The relationship between college goals and program goals include(s):The instructional Technologist serves as co-chair of the KCC Distance Education Committee, is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011. Working on these committees allows improved communication and articulation within the University of Hawaii and other post-secondary institutions.

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.

The relationship between college goals and program goals include(s):The Instructional Technologist frequently interacts with other instructional technologists, information technologists, and computer science administrators and faculty throughout the UH system to maintain currency on software applications, training and workshops provided by the UH system.

2.3 Remediation/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs.

The relationship between college goals and program goals include(s):The Instructional Technologist provided training sessions for student tutors in the use of audio/video/screen-sharing technology and real-time collaborative applications allowing live online tutoring sessions. The Instructional Technologist has identified and recommended interactive online tutorials on computer and Internet use to the College Success (CS103) instructor.

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level.

Instructional Technology does not deal directly deal directly with students and therefore does not have “Student Outcomes” but rather has Program Service Outcomes (PSOs) instead of Student Learning Outcomes (SLOs)

2.5 Academic Support: Support student success through accessible, reliable, and user-focused academic support services.

The relationship between college goals and program goals include(s):The Instructional Technologist provides the following support services to faculty and/or students;

Faculty Help Desk - The Instructional Technologist is the first point of contact for faculty seeking technical help. If the issue is network or hardware based the request is forwarded to Computer Services. If the issue is software usage the Instructional Technologist works with the faculty member to resolve the issue. Help is available 40 hours per week via phone, email and/or Internet based audio/video/screen-sharing.

Multimedia studio - The Instructional Technologist’s office serves dual use as a small multimedia studio serving the production needs of faculty and referred students. The studio is available by appointment. Both audio and video production is possible and the studio has a “green screen” which allows still and motion image to provide background for presenters. Speech student’s reenactments; journalism student’s video news reports; instructor introductions to online courses; instructional videos; and Public Service Announcements (PSAs) promoting registration in Office of Continuing Education and Training (OCETs) non-credit courses are all examples of what has been produced in this studio.

Consultations - The Instructional Technologist consults with faculty in an instructional designer/content specialist model to design/modify courses and help faculty members select appropriate applications for content creation, delivery, and management.

2.6 Faculty and Staff: Create an environment that attracts, retains, and supports qualified personnel.

The relationship between college goals and program goals include(s): Consultations are one-to-one with faculty members upon demand. When appropriate, coordinated group workshops are offered.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.

The relationship between college goals and program goals include(s): The Instructional Technologist created and maintains a three-station multimedia post-production facility, and small multimedia production studio available to both students and faculty.

3. Workforce Development - To provide a trained workforce by offering programs that prepare students for both employment and future career development.

The relationship between college goals and program goals include(s): The Instructional Technologist provides consultation and production services to OCET in support of this goal. For example, a PSA was produced for OCET to recruit students for the Federal Health Education and Technology program. The PSA was directed by the Instructional Technologist and produced in the KCCIT studio and lab.

3.1 Articulate educational programs with workforce needs by utilizing input from advisory groups and other relevant sources of information.

The relationship between college goals and program goals include(s): The Instructional Technologist worked with Ho'ouluwehi, The Sustainable Living Institute of Kauaiand OCET to direct and produce a series of five PSAs to recruit students for sustainability related OCET courses.

4. Personal Development -To provide life-long learning opportunities in the areas of personal and professional development.

The relationship between college goals and program goals include(s):

Instructional technology skill sets increasingly provide the basis for access to learning opportunities for both personal and professional development. The Instructional Technologist through consultations, tutorials, and workshops for faculty and students promotes acquisition of these instructional technology skill sets needed by people to avail themselves of technologically mediated personal and professional learning opportunities.

4.1 Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities.

The relationship between college goals and program goals include(s): The Instructional Technologist conducts educational software applications consultations, workshops, creates tutorials, and works on a project basis with faculty. Continuously upgraded software applications requires ongoing professional development activity and outreach by the Instructional Technologist.

4.2 Foster personal enrichment of students by providing opportunities that broaden their college experience.

Example:The Instructional Technologist created and maintains both a multimedia production studio and technology lab affording students the opportunity to use industry standard state-of-the-art multimedia workstations.

5. Community Development - To contribute to community development and enrichment through campus leadership and collaboration.

The Instructional Technologist serves on the Ho`ouluwehi Board board, the KCC Sustainability committee, the Faculty Senate, the KCC DL committee an serve in a variety of civic and nonprofit organizations.

5.1 Establish active collaborative arrangements to support community goals and needs.

The Instructional Technologist in collaboration with Ho`ouluwehi and OCET the Instructional Technologist produced a series of five PSAs to market OCET courses with a focus on sustainability.

6. Diversity - To foster global understanding and appreciation for diversity.

The Instructional Technologist has enabled the fostering of global understanding by training, facilitating, and moderating a synchronous real-time anthropology course taught by a KCC instructor doing field work in Nicaragua. Students at KCC could see, talk to, and interact with indigenous peoples of Nicaragua.

6.1 Support diversity and cultural awareness through campus programs.

The Instructional technologist supports cultural awareness and diversity by providing training on social media applications allowing access to peoples and cultures around the world via the Internet.

6.2 Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawaii.

The Instructional Technologist supports diversity and cultural awareness by serving as a presenter, moderator, or attendee at the yearly Technology, Colleges and Community Worldwide Online Conference (TCC Online Conference) which is a “virtual professional development event” held annually online. This event enables faculty, staff and administrators in higher education worldwide to share their expertise and engage in productive forums about innovations and practices that accompany the use of educational technology for teaching and learning. This link is provided:

The program’s key central functions and the services provided by the program are as follows

Helpdesk - The Instructional Technologist serves as central intake for faculty with technical issues or usage questions. If they are instructional software related, or application use issues, or mediated course design issues, the instructional technologist attempts to resolve the issue. If the issue is hardware or network related, the Instructional Technologist refers the issue to Information Technology (Computer Services). If the issue is UH system related and/or requires access to programs and applications at the system level, the Instructional Technologist refers the issue to the appropriate UH system personnel.

Consultations - The Instructional Technologist consults with faculty and faculty-referred students on instructional application(s) usage and issues through one-on-one training sessions; through demonstration and guided consultation to practice required skills; through the development of online tutorials; through audio/video/screen-sharing; and through workshops which are both face-to-face and computer mediated. If the consultation requires mediated course design, development, or is production related, the Instructional Technologist acts in the role of a producer/director and works with the faculty member(s) on a project basis from the beginning through work-product completion and deployment.

Training - TheInstructionalTechnologist provides training on the UH system-wide collaborative learning application platform Laulima, Google@UH applications, and the "Faculty Services" module of MyUH portal. The Instructional Technologist provides training and assistance for the campus-wide document management system Xythos. The Instructional Technologist provides a website and tutorials for faculty and students. The Instructional Technologist provides coordination, management of and training on a synchronous learning platform with a one class, 25-seat license shared among faculty members called “Blackboard Collaborate”. The Instructional Technologist provides training on applications by screen-sharing. The Instructional Technologist provides training workshops for faculty and students if requested to do so by faculty.

Studio - The Instructional Technologist researched, designed, and manages a multimedia studio for the production of media for faculty and faculty referred students. The studio has a “green screen” for moving image background insertion. This system is capable of capturing high definition video. Typical productions include PSAs, instructor introductions to course videos, step-by-step instructional video tutorials. Most of the final productions are placed online for distributing to students and the public. The studio applications, and equipment used were chosen to enable a rapid production (and post production) process while keeping the technical quality of the production as high as possible. The Instructional Technologist typically acts in the role of director/technical director during production sessions.

Multimedia Post-Production Lab - The post-production lab supports faculty, digital media arts students, journalism students, and general population students demand for professional media creation software and high quality graphic workstations. This walk-in lab is open whenever the Learning Commons (LC) is open. This lab allowed Ka Leo O KCC the campus student newspaper to be laid out for publication. The technical skills practiced enriches the student experience.

Research

When time permits the Instructional Technologist maintains currency in instructional technology and its exponentially expanding capabilities by using the technology itself to maintain currency, communicate with colleagues, follow technologies and technologists and curate, publish, and archive their writings. This personal learning network is published as an online technology newspaper to share with others.

PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL

1. Access: To provide open access to educational excellence for a diverse student population.

1Outreach: Increase access to and participation in college programs through coordinated and continually improving marketing and recruitment activities.

Students are referred to KCCIT services by faculty. The Instructional Technologist markets and recruits to faculty through a help desk, maintaining a instructional technology website and online technology newspaper, email, workshops and word of mouth.

1.2 Enrollment: Enhance educational success through retention initiatives.

Not Applicable (N/A)

1.3 Placement & Scheduling: Enhance utilization of placement testing and course scheduling processes.

The Instructional Technologist manages the use of Blackboard Collaborate allowing multiple faculty to share access this synchronous learning environment as needed in their course scheduling processes.

●Is enrollment in any required program course dependent upon student performance on assessment/placement tests or prerequisites/co-requisites? Have results of these assessment/placement tests or prerequisites/co-requisites been demonstrated to be related to student success in the program. What strategies will your program use to improve the effectiveness of placement testing practices.

N/A

●Does the current scheduling method adequately support access and completion needs of students? Describe your scheduling method. What other data and/or approaches would help in improving the course scheduling procedure?

N/A

●Does your schedule meet the needs of special populations (Running Start, Early Admits, Workforce)?

The Instructional Technologist is available to consult with faculty referred students from these special populations.