Executive Summary of Results

Our goal completion date is Fall 2003. We will meet that goal. We have already adapted a number of course assignments to the Oncourse format. We will work through the summer to complete these. I have completed one of several projects employing FLASH. I will continue work on those this summer. We have made arrangements for the interactive video portion of the course by the New Castle and Connersville sites in the class schedule, by working with technology to assure a three way interactive classroom, and by arranging for lab supplies on the two far sites of the course.

Need for the Project

This class has been taught in two three and one half hour sessions per week. It has become increasingly difficult to engage students in learning the material since a number have already been accepted into the nursing program and are overwhelmed with the demands of their nursing courses. Many of the students go to school full time, have family responsibilities and work full time jobs. Maintaining an effective learning environment with tired, burdened students for three and a half hours twice a week became increasingly discouraging.

Through teaching over interactive video and online, I have found students benefit by having the course offered closer to home (in the case of interactive video) and by being more actively engaged in the material in an asynchronous format (online). It was time to apply the use of these technologies to the Anatomy and Physiology class.

Use of Technology

I have developed an assignment format in which I break each topic into an assignment that is posted under the Schedule option in Oncourse. The student can use the assignment to connect to different sections of the assignment. I have also developed several exercises using animation.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?
• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?
• What resources were used? (campus technology support services, etc.)
• Would your project be easily understood and executed by other faculty?

1. Greater student engagement. This has already occurred in the pilot assignments that we have already presented for student use. The actual course will begin in the Fall 2003.
2. Students using the pilot assignments have been delighted with their effectiveness in helping them learn the material.
3. I have used the Teaching and Learning Center at IU East and The Center for Teaching and Learning at IUPUI.
4. This approach should be fully transferable.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning
• Supported efforts to improve retention
• Fostered the learning of large numbers of students
• Has broader applications that will affect learning K-12 or community environments?

1. Students can review difficult material
2. Students can take quizzes for review
3. We still make the modules available to nursing students for review when they enter the clinical phase
   of their program. Nursing faculty have communicated that students need such review. This should
   improve retention efforts in the nursing program.
4. We will be able to add students to the course from two additional sites via interactive video

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?
• How did your approach obtain measures of performance?
• Did you feel your measurement was accurate and effective?

1. Our assessment plan is to compare student performance in the new format with that in the traditional
   one.
2. We will be able to work with Nursing to determine perceptions of student readiness for clinical
   determinations.
3. We will monitor student feedback from each session so that we can correct problems as they arise
   (formative)

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?
• How did you help to develop colleague's instructional technology skills?
• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?
• Is your project approach potentially applicable to other contexts or disciplines?
• What tips would you offer?

1. I have worked with other faculty developing courses using distributive education technologies and
   provided peer review for them.
2. Our associate faculty will participate in the course delivery.
3. I certainly hope that my contributions will be helpful. My comments at various presentations seem to
   be well-received.
4. Yes, my approach is applicable to other contexts and disciplines. I have adapted it myself in two other
   courses before moving to this more ambitious project.
5. The best tip that I can offer to someone planning to teach such a course is to make friends with those of us who are currently doing this. We love to share what has worked for us and what has not

Final Comments on Project Results

• Do you think you met the goals of your project?
• What, if anything,would you do differently?
• Did you have any unexpected outcomes? (positive or negative)
• Would you recommend this teaching approach to colleagues?
• What other comments or suggestions would you offer to complete this report?

1. Yes, I believe that I met the goals of my project. I am right on schedule to be able to offer the
   Anatomy and Physiology (P262) as a course with in-class meeting time, interactive video and online
   (Oncourse) components.
2. Because I was able to work out problems by teaching a class via interactive video and another all
   online first via WebCt and then via Oncourse, I avoided some of the hassle that I might have
   encountered otherwise.
3. So far, I have not had unexpected outcomes.
4. Certainly, I would recommend this teaching approach to a colleague who is positive about trying it.
5. I would suggest that someone who is beginning to use distributive education consider seeking a mentor who has done it. It isn’t that it cannot be figured out, but there is no reason not to take advantage of what others have learned

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Last updated: 18 May, 2007

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