Executive Summary of Results

Over 80% of the course has been placed on the Internet. I purchased animated graphics for many of the more complicated concepts and used animation technology to create other graphics. Most of the course presentations have been streamed to the Internet. We have two students taking the course entirely over the Internet in San Marcos Texas. Most of the guest speaker presentations have also been streamed to the Internet and will form the basis of a video to be produced for those taking the course via non-traditional means.

Need for the Project

Given the rarity of undergraduate courses on the Biology of Mental Illness, I felt it was essential to increase access to this course. The most viable method for doing so was transforming the course from a traditional lecture format to an Internet format. I have used the latest technology to stream the course to the Internet, to add animated graphics, and to place links to special sites where students can practice with the material. This has allowed various students with a variety of background preparation to proceed through the course at various paces.

Use of Technology

This project incorporated the latest technology on streaming video, animated graphics, and multi-tiered Internet access. By layering the course in this fashion, students with differing levels of preparation can proceed through the course at their own pace.

Instructional Design Plan

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

• What student learning outcomes were expected?

Students were expected to be more positive about the course because they could proceed at a pace comparable to their background and level of preparation. Prior to implementing the technology, we had students from undergraduate to physicians taking the course. There was little we could do to teach at all these levels. By layering the information on the Internet, students can access only the information they need and as often as they need it.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

Animated graphics, interactive websites, written materials, streaming video, and a textbook were all used to reach all possible learning styles. Guest speakers were used to build collaboration across disciplines and the course was team-taught by a biologist and a psychologist.

• What resources were used? (campus technology support services, etc.)

We used the teaching/learning center, Information Technology staff, and media support services extensively in completing this project.

• Would your project be easily understood and executed by other faculty?

es. Now that we have worked with IT staff to stream videos and have taught students how to use the Internet site for course support, it could easily be recreated by other faculty.

Potential to Impact Student Learning

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

• Fostered depth of learning

Because students could access the material as often as necessary (and only if necessary), student learning was enhanced by allowing us to teach to a variety of student levels and to teach all students regardless of background preparation.

• Supported efforts to improve retention

Because students had access to class assignments and information on the Internet, we were able to retain students who’s life circumstances would have made it impossible for them to complete a traditional course. In comparison to previous semesters in which our retention rate has been 82%, our retention rate this semester is 96%.

• Fostered the learning of large numbers of students

By offering the course via the Internet, we were able to open it up beyond the seven campuses we have served via the Polycom system. We have enrolled students from Texas for the first time.

• Has broader applications that will affect learning K-12 or community environments?

The Internet materials we have developed could easily be used by K-12 teachers.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?

We are still gathering assessment data. We will compare performance averages for in-class written work, take-home exams and course papers to previous semesters.

• How did your approach obtain measures of performance?

So far, student performance is about 10% higher then previous semesters.

• Did you feel your measurement was accurate and effective?

Yes. Because we are using comparable assessment measures to previous semesters, I feel we can make very sound comparisons of student performance and learning with the addition of the Internet platform.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?

We have been assisting other colleagues in transforming their courses to an Internet platform. One example is Dr. Kriese at Indiana University East who is now teaching a course on the Politics and Psychology of Hate via the Internet.

• How did you help to develop colleague's instructional technology skills?

We have held workshops in which we have demonstrated use of the technology and we have peer- mentored faculty who have adopted Internet technologies for their classes. In addition, we invited faculty to “sit in” on our class, and modeled use of the technology.

• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?

I believe we have demonstrated that there are efficient ways to design Internet courses. In addition, I believe we have proven that Internet courses can facilitate student access, enhance retention, and reach a wider audience than traditional courses.

• Is your project approach potentially applicable to other contexts or disciplines?

Yes. I do not believe that the project is discipline specific. With training and technical support, I believe all faculty could develop and teach Internet courses.

• What tips would you offer?

Do the footwork before the semester starts. The first offering of an Internet course requires a great deal of time. Be prepared to deal with student frustration. In addition, be prepared to help students maximize the Internet environment. They must use words carefully, they cannot see each other to gauge reactions, and they must learn to be very explicit with what they say. Additionally, faculty must assist students in carefully interpreting (not under or over-interpreting) what people post to the course.

Final Comments on Project Results

• Do you think you met the goals of your project?

Yes. I am very pleased with our product.

• What, if anything,would you do differently?

Nothing.

• Did you have any unexpected outcomes? (positive or negative)

Positive was our ability to reach out and bring in students from another state.

• Would you recommend this teaching approach to colleagues?

Yes. But be prepared for a difficult prep. Talk with colleagues about strategies for minimizing workload with the Internet format.

• What other comments or suggestions would you offer to complete this report?

None.

Return to Final Reports page

AT&T Fellows Home Page

Last updated: 18 May, 2007

Comments and Questions | (317) 278-4833
Copyright © 1999-2003, The Trustees of Indiana University