Humanities Division Mobilization Plan Summary
Instructor
Bock
Course
PHIL 1020
iPads
1
Mitrik
SPAN 1010/20
1 (Mitrik)
30 (Morristown)
Stevens
SPAN 1010/20
1 (Stevens)
30 (Sevier)
Jacobs
ENGL 1010
1
30
Heck/Sellers
ENGL 1010
Dual Enrollment
2
28
Justice
DSPW 0700/0800
DSPR 0700/0800
1
30
McAvoy
SPCH 1010
5 (instructor)
McAvoy
SPCH 2030 (Debate) /
Speech Lab
COMM 2020
10
Roberts
MUS 1020 / 1045 /
1120
ART 2010/20
1
20
1
Evans
ART 2210/20
Evans
ARTH 2010/20
ART 1030
1 (adjunct)
20
1
30
McAvoy
Ritter
1 (instructor)
12
1
Other
Bluetooth keyboard
iPad case
Philosophy Bites (app)
Small projector
Miscellaneous apps
Speakers, stylus, case
Small projector
Miscellaneous apps
Speakers, stylus, case
Bluetooth keyboard
Stylus
Small projector
Popplet app
Bluetooth keyboard
Stylus
iClicker
Small projector
Miscellaneous apps
Bluetooth keyboard
Stylus
Small projector
Popplet & other misc. apps.
Bluetooth keyboard
Small projector
Popplet app
Bluetooth keyboard
Cases
VGA adapter
Digital AV adapter
HDTV
Miscellaneous apps
Small projector
Miscellaneous apps
Paintbrush stylus
Camera conversion kit
Miscellaneous apps
Miscellaneous apps
Miscellaneous apps
Humanities Division Mobilization Plan
History
The Humanities Division has a long and rich history of recognizing the efficacy of technology in
teaching. In 1985, the English Department’s Writing Lab was one of the earliest computer labs
established on our campus. Equipped with Macintosh computers and using MacWrite and
MacProof software, English students learned to compose and edit at the computer. These
computers were linked in one of the earliest networks established on campus. An unexpected
ancillary benefit of this process was the discovery that the configuration of workstations
contributed to collaboration regarding both the writing process and the operation of the
computers among the students.
The WSCC Writing Lab was one of the first to be established in the state and attracted many
visitors from other colleges. Many local public school administrators received their computer
training in this lab. For many WSCC students the Writing Lab provided their earliest training in
how to use a computer. Innovation continues today with the delivery of online classes to dual
enrollment students and with the development of online tutoring to ensure availability of tutorial
services to students who are unable to visit the lab on the Morristown campus.
The Humanities Division’s history of technological innovation includes the development of
numerous web courses, especially in English, some of which, e.g., Composition II and World
Literature, were re-developed for RODP, after it was created. As the division providing courses
in communication skills, including presentations, the Humanities Division was also among the
earliest to use and to teach presentation software such as PowerPoint and Keynote.
Other technological innovations have included the development of a literary/arts magazine
workstation for layout, which has both accelerated and reduced the cost of the publication
process for Gallery. Spanish classes have incorporated Rosetta Stone software to improve
student listening and speaking mastery. Some faculty have experimented with podcasting and
have experience with software like Respondus, Study Mate, Audacity, and Camtasia.
The Art Department has moved from wet process photography to digital imaging and processing,
limited only by budgetary constraints. At present the department has just one workstation loaded
with Adobe Creative Suite, which is being shared by four different classes.
Despite their comfort with technology in teaching, Humanities faculty have not benefited from
the same level of classroom technology enjoyed by their peers in other buildings. Most
classrooms have computers, document cameras, and projectors, but lack smart boards. For this
reason, faculty do not complain when, due to limited space, they are asked to move a class to
another building. Now, however, with the advent of the iPad, which provides numerous
advantages for only a fraction of the cost of the other technology, many faculty members are
eager to implement fresh ideas that have the potential to improve mastery of student learning
outcomes. Reflecting this is the fact that several faculty members purchased iPads with their own
funds and already have almost a year of experience using them. Their experience and enthusiasm
will no doubt enhance the training process for the rest of the division.
2
Tech History for Humanities 2006-2011
DSPW 0700
DSPW 0800
X
X
r/d
X
DSPR 0700 and 0800
ENGL Dual Enrollment
ENGL 1010 and 1020
O
O
O
X
ENGL 2410 and 2420
PHIL 1030
SPAN 1010 and 1020
SPAN 2010 and 2020
X
O
SPCH 1010 Fund SP COMM
ART 1030 and ARTH 2010 and studio
classes
r/d
redesign
X
O
O
O
O X
frequently
X
X
X
X
X
X
X
X
X
X
X
X
O
O
O
X
X
O
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
O
O
X
X
X
X
X
O
X
X
X
X
X
X
X
X
X
O
O
X
X
O
X
X
X
X
X
X
O
X
X
O
X X X
sometimes
X
X
n/a
n/a
n/a
n/a
n/a
n/a
X
X
X
n/a
O
O
X
O
n/a
X
O
X
O
X
X
X
X
X
X
X
X
X
X
X
X
X X
not used
r/d
r/d
r/d
O
O
X
X
X
n/a
n/a
n/a
X
X
X
X
X
X
O
O
O
n/a
n/a
n/a
n/a
n/a
X
X
O
O
X
X
X
X
X
X
X
X
X
X
X
X
X
n/a
n/a
n/a
n/a
n/a
X
n/a
iPads
Audio clips
Computer
Document camera
Clickers
In-class technology:
Smartboard
Camtasia
Office (Word, Excel, PPT)
Other (Rosetta, My Labs, Adobe)
Audacity&Podcasting
StudyMate
Calendar and Dropbox
Email
Quizzes & Surveys
Discussions
Content
Respondus
Software used to support
instruction
eLearn functions:
On ground
Skype
Online
Hybrid
Class Name and Number
Videostream
Types of course
delivery:
r/d
r/d
r/d
n/a
n/a
n/a
n/a
X
X
n/a
n/a
n/a
X X X
not available
Focusing on the courses of faculty interested in mobilization, it is clear from our summary table that efforts have been made to use technology in
course delivery and to support instruction. Another highlight is the number of technologies unavailable (n/a) to Humanities courses, especially in
dual enrollment settings and the Morristown campus.
3
Overview of Divisional Plan
Surveys were administered to over 100 students in Humanities classes in May 2011. Some
results from the students surveyed (complete results in appendix):
 9% have READY or SOME access to an iPad.
 49% have NEVER used an app.
 78% have never used clickers.
 93% and higher of those surveyed have READY or SOME access to high speed internet
connection and computers.
 90% of all students affirmed that understanding technology will be important in the
career.
 48% believe that understanding technology will be VERY important in their career.
 98% of students anticipate that their ENGAGEMENT would remain the SAME or
INCREASE by incorporating more technology into the class.
What was learned from our student survey?
They want technology.
They anticipate increased engagement.
They don´t have access to iPads.
We already have a pre/post test system in place with our QEP reporting tied to student
engagement. We anticipate that our student scores will remain the same or increase.
Moreover, for 2011-2012 we will document mobilization methods used and demonstrate which
general education competency is met. The subjective student satisfaction of using technology
will be collected.
To respond to student interest in technology, to potentially increase engagement in the classroom
and to meet the state-wide incentives to increase access, many Humanities faculty at Walters
State want to mobilize.
Divisional Mobilization Committee- This committee was formed on the basis of interest and
knowledge of technology in the classroom. Many representatives from the various departments
also serve on the eLearn Mentor Committee.
a. Dr. James Crawford-Dean
b. Laura Ritter- Music
c. Michelle Mitrik- Foreign Language
d. Lori McCallister-English (Greeneville)
e. Kathy Cannon-English (Greeneville)
f. Kay Heck-English—Dual Enrollment (Sevier County)
4
g. Candace Daniel Justice –Developmental Studies
h. Susan Roberts- Art
i. Greg Bock-Philosophy
j. Malcolm McAvoy- Communications
Divisional Vision- The Humanities Division seeks to enhance students’ success by encouraging
faculty to incorporate the use of mobile devices in the classroom in order to increase engagement
and to expose students to current technologies that could be relevant to their professions.
Division Timeline
Spring 2011
Summer 2011
Fall 2011
Establish mobilization Philosophy, Spanish,
English, Music, and
pilots and a plan for and Speech pilots
Developmental
assessing the success begin in May
Studies begin in
of the pilots
August.
*These pilots last
TWO semesters
Spring 2012
All pilots end.
Collect assessment
data, evaluate pilots,
present findings, and
develop further goals.
Instructional Design Team Training- Training by the instructional design team should be
scheduled by department since each pilot has different technology needs. Some possibilities
include one-on-one training, training for a particular pilot class, training for a department,
Camtasia training sessions, and even video-streaming training for different campuses.
*It is the recommendation of this committee that general iPad training sessions be offered
in May, June, and July to allow faculty to become more familiar with pilot technology.
Current training scheduled includes:
May 19, 2011—Camtasia Training on the Sevier County Campus
June 6-10, 2011—eLearn Training
June 14, 2011—eLearn Meeting
June 20-24, 2011—Tentative Mobilization Conference
Phase I of Divisional Plan:
Timeline
Summer 2011
Fall 2011
• Philosophy
• Spanish
• Speech
• Pilot Faculty Ipads
• Continuation of Summer Pilots
• English
• Developmental Studies
• Music
5
Summer 2011-Pilot Faculty iPad Request
Faculty Requesting iPads:
 Michelle Mitrik
 Greg Bock
 Laura Ritter
 Sandra Kay Heck
 Malcolm McAvoy
 Candace Daniel Justice
 Rachel Sellers
 Sherri Jacobs
 Amy Evans
Each committee member proposing a pilot project also requests an iPad 2 for instructional and
management use beginning Summer 2011. Faculty are requesting this for summer in order to use
these iPads for training with the Instructional Design Team and to develop course content for
Fall 2011. Additionally, requested applications/hardware include the following:
Tubular Wireless Speakers $59.13
VGA Connector $5.88
Elmo Projector (2)
eClickers $9.99
InClass-Free
Calendar-Included
Mail-Included
Contacts-Included
Evernote-Free
TeacherPal-Free
Numbers $9.99
eLearn-Free
DragonDictation-Free
Print-n-Share
Keynote-$9.99
MiFi Access
Faculty Member Pilots
Greg Bock-Philosophy
Course
SLO
Rationale
PHIL 1030 Human Nature and Life
SLO 2: explain the theories of human nature of some of history’s most influential
philosophers
SLO 3: compare and contrast different philosophical view points.
The textbook exposes students to many philosophers and philosophies, but
comprehension and retention of the diverse number of facts and theories can be
difficult. It would be greatly helpful to have the information presented in a
different format not only to reinforce the printed page, but also to reach students
6
whose learning styles are different. iPad apps such as Philosophy Bites have the
potential to bring philosophy alive for students who would struggle in the course.
Technology Required Technology: ONE iPad. ONE application: Philosophy Bites ($2.99),
&
which is an application for iPad that contains bite-size interviews with top notch
Engagement philosophers. ONE iPad case with Bluetooth keyboard ($69).
Assessment The regular midterm and final exam will contain questions based on material
covered in Philosophy Bites, in addition to regular textbook material.
Timeline
This application will be used to complement the material in each unit.
Michelle Mitrik-Foreign Language Department
Courses
SLO
Rationale
SPAN 1010 and 1020
1010- 6. Manipulate vocabulary orally and in a written form.
1020-6. Manipulate vocabulary orally and in a written form.
Memorization of vocabulary is a foundational skill for meaningful
communication.
Mobl21: allows students to study vocabulary on the go.
Technology
&
Engagement
Assessment Vocabulary test scores should maintain or improve. Amount of time students
used StudyMate compared to Mobl21 will be compared.
Timeline
Pilot for 2 modules in SPAN 1010 and 1020 in summer 2011 and continue use for
all ten modules in fall 2011.
Michelle Mitrik and Erika Stevens-Foreign Language Department
Courses
SLO
SPAN 1010 and 1020
1010-1. Conjugate regular verbs –ar, -er, and –ir verbs in the present tense.
1010-2. Conjugate irregular verbs in the present tense.
1010-11. Become familiar with information resources.
1020-1. Conjugate verbs in the present tense.
1020-2. Conjugate verbs in the preterite tense.
1020-9. Become familiar with information resources.
Rationale
Students struggle with appropriate uses of translators and dictionaries. Additional
training is needed in the critical thinking skills necessary to translate a word or
phrase. By using these in an in-class setting.
Technology 1. Word Magic compact English Spanish dictionary – free- includes
&
pronunciation.
Engagement 2. LangPal: Espanola – Free OR Verb Forms Espanola – Free OR Conjugation
Nation 2.99 – helps student navigate verb charts
3. iTranslate Spanish – 99c – explore errors in translating when depending solely
on technology.
Assessment Journaling and writing assignments should maintain or improve scores. We will
document the number of cases of students cheating by use of translator.
Timeline
Pilot in summer 2011 and continue use in fall 2011.
7
Michelle Mitrik and Erika Stevens-Foreign Language Department
Course
SLO
SPAN 1010
4. Observe and follow the influence of nouns.
5. Provide and gather information in Spanish.
6. Manipulate vocabulary orally and in a written form.
Rationale
Oral production is the most difficult of the four language skills. These visual
conversation prompts will spur students to take in input of the modelled language
and speak to classmates, the instructor and people in other parts of the world.
Technology 1. Aventuletras – timed word search in Spanish Words - Espanola (the rotating
&
word puzzle game) - 1.99
Engagement 2. ispell Spanish – 99c OR Word Fu – like Boggle… spell as many words as
possible with a time limit. OR Tabela periodico 1.99 – will engage students in
spelling words.
3. Mr. Spud Head 99c & Funny Pics – free – descriptions & Cake Maestro &
FREE & Madrid metro & Maplets – 2.99
4. Calavera Abecedario – 6.99 – can voice over book, content specific to Day of
the Dead & Nanostories – 99c – Zoo and school stories good for Module 2 &
Newspapers – 1.99 & Ana Lomba bilingual stories & Rye Studio multilingual
stories & StoryPatch & Skype
Assessment Oral exam scores should maintain or improve.
Timeline
Pilot in summer 2011 and continue use in fall 2011.
Michelle Mitrik and Erika Stevens-Foreign Language Department
Course
SLO
SPAN 1020
4. Employ comparatives and superlatives.
6. Manipulate vocabulary orally and in a written form.
Rationale
Oral production is the most difficult of the four language skills. Visual
conversation prompts will spur students to take in input of the modelled language
and speak to classmates, the instructor and people in other parts of the world.
Technology 1. YMM – Free & Ah! Fashion Girl – free & Nutrition – Univ of Oregon – free &
&
Mercado & Foodie Flash 99c & MindBlowing - mind map/Ruminate 2.99
Engagement 2. Rory´s story cubes 1.99 & Storychimes bilinugal books 99c each
3. Mexico – Estado por Estado, Frida´s world – 2.99
Assessment Oral exam scores should maintain or improve.
Timeline
Pilot in summer 2011 and continue use in fall 2011.
Sherri Mahoney Jacobs-English Department
Course
SLO
ENGL 1010
SLO 1:
Distill a primary purpose into a single compelling statement by


[students] selecting and narrowing their own topics.
identifying and writing argumentative thesis statements.
8
Rationale
Students need this SLO first and foremost before any of the other goals or SLO
listings, since all others depend on this basis for a persuasive essay. Students are
not, despite multiple attempts at the same thesis, coming up with a workable,
arguable thesis. Additionally, students are not looking in their own writing
assignments for these errors.
Technology Required Technology: ONE set of 30: iPads, Bluetooth keyboard, stylus.
&
Additionally, one small Elmo projector is needed.
Engagement Use of: Popplet app (paid)
Assessment Scores on MSV SLO 1—Pre and Post tests comparison.
Timeline
Writing Assignment 3- The prewriting assignment will use iPads and will allow
students class time to see examples of and work on thesis statements for the
research essay. The pilot will last two weeks.
Kay Heck & Rachel Sellers- English Department
Course
SLO
ENGL 1010 Dual Enrollment
SLO 3: “develop ideas using appropriate argumentative rhetorical patterns by
employing reasonable, logical argumentative strategies to support fully the thesis”
and “synthesizing source materials with original thought.”
Rationale
Department MSV pretest and posttest scores reveal students are not meeting the
benchmark for this goal. For dual enrollment particularly, it is difficult to cover
rhetorical patterns such as narration, example, comparison/contrast, classification,
cause/effect, exposition, or definition in an accelerated 9-week course. Also
challenging is little to no access to any technology for off-campus locations. Most
professors are limited to just a whiteboard.
Technology Required technology: One set of 30: iPad, iClickers, Bluetooth keyboard, stylus,
Achiever’s Writing Center App, Sign-N-Send App, and national news Apps such
as CNN and NPR. In addition, one portable “baby” Elmo projector and MiFi are
needed.
Engagement 1. Mobilization would convert a dual enrollment classroom into a SmartRoom
and computer lab.
2. The free Achievers Writing Center App would allow students to take notes,
review essay definitions and tips, compose essays, and email their work to eLearn.
It also includes tutoring advice.
3. With the free Sign-N-Send App, the professor could divide the students into
groups and give them a topic to organize into one of the rhetorical patterns. Each
group could use the iPad to type or draw their plans. Each group could then use
the portable projection to show their results. The results could be saved with the
Sign-N-Send App and put into a discussion board in eLearn. In addition, this App
would allow students to do in-class guided editing of their own work and the work
of peers. It could also be used for live in-class feedback from the professor.
4. Free news Apps sites like CNN and NPR could be accessed for discussion and
argumentative topics with rhetorical patterns.
5. Students could access the WSCC library databases through eLearn widgets or
directly through the library site. The professor could also show the iPod library
9
Assessment
Timeline
orientation and have students do live research in class.
6. Students could do reviews for quizzes over rhetorical patterns and review for
the MSV posttest with iClickers. They could also use the clickers to vote on
which pattern would best suit a certain topic. Students could take rhetorical
pattern quizzes in eLearn, engage in rhetorical pattern discussion boards, and
submit rhetorical pattern essays to the dropbox.
Qualitative: iClickers could be utilized for students to rate the effectiveness of
mobile technology and apps. In addition, students would take a survey rating the
effectiveness of mobilization and its impact on their learning.
Quantitative: The pretest scores relative to rhetorical patterns can be compared to
posttest scores. These scores can be compared to the English Department data
from previous semesters.
Fall 2011: Kay Heck will pilot mobilization at Sevier County High School, and
Rachel Sellers will pilot at Seymour High School. Each professor is expected to
teach 2 dual enrollment classes at each school with approximately 25-28 students
per class (ENGL 1010 and 1020) for a projected total of 100 or more students.
Spring 2011: Heck and Branch will continue mobilization for dual enrollment if
ENGL 2410 & 2420 make at respective schools.
Candace Daniel Justice-Developmental Studies
Course
SLO
DSPW 0700
SLO 3: Identify and convert comma splices to sentences
SLO 2: Identify and convert fused sentences to sentences
Rationale
Students did not meet benchmark on either of these goals. Part of the reason is
that book exercises do not allow immediate feedback, students are not self
monitoring their learning, and students have problems remembering grammar
rules involving comma splices and fused sentences. Additionally, students are not
looking in their own writing assignments for these errors.
Technology Required Technology: ONE set of 30: iPad, Bluetooth keyboard, stylus, Grammar
&
App, and Essay Writing Wizard App. Additionally, one small Elmo projector is
Engagement needed.
1. Grammar App ($1.99) will allow students self-paced learning. The application
will allow students to do exercises, receiving immediate feedback. Additionally,
students will be able to monitor their progress as well as review the rules
whenever needed. This will engage students because the application appeals to a
wide variety of learning styles.
2. Essay Writing Wizard (5.99) This application is for writing essays and has an
edit function. The instructor or student can create a list of editing criteria, which
could include detailed information about comma rules. This application will
engage students because it allows each student to create his or her own writing
process that adheres to individual learning styles.
Assessment 1. Grammar App Quantitative- Exercises completed inside the application will
receive graded credit. The scores will be compiled into data.
2. Essay Writing Wizard- Qualitative- Written essays will be graded looking to
see if students were able to edit their essays using the Essay Writing Wizard
10
Timeline
editing function to find comma splices and fused sentences. The actual number of
each error will be counted for each student and complied into data.
*Additionally, after completing the writing assignment, student will take a survey
on using iPad technology in the classroom.
Writing Assignment 3- The entire writing assignment will use iPads and will
allow students biweekly practice with comma splices and fused sentences. The
pilot will last two weeks.
Candace Daniel Justice-Developmental Studies
Course
SLO
DSPW 0800
SLO#1: Identify and use several techniques of prewriting to generate and organize
ideas
Rationale
Students have a terrible time with prewriting and outlines because they simply do
not all learn or write in a structured “fill in the blank” format. Outlines and the
writing process in general is a fluid activity that is always changing and being
modified according to student learning and experience
Technology Required Technology: ONE set of 30- iPad, Bluetooth keyboard, stylus, Popplet
&
App, and Essay Writing Wizard App. Additionally one small Elmo projector is
Engagement needed.
1. Popplet App ($4.99)- This application allows student to visually capture ideas
by creating “popplets,” notes which can include text, pictures, videos, and even
web links. This application takes prewriting activities (one of the most important
parts of the writing process) to a whole new level. For example, a student writing
a descriptive essay could include pictures in his or her popplet prewrite along with
text and videos. This is the best idea generator I have ever seen. Additionally,
students can even share popplets via online accounts. This will increase retention
because it allows students to complete an activity using multiple media and allows
students to choose which media works best for them. Students will look forward
to prewriting with this application because the activity will open a world of
possibilities, rather than limiting their ideas to a list on a sheet of paper.
2. Essay Writing Wizard App.-This application will enhance students’ ability to
organize ideas because the Essay Writing Wizard allows students to pull up the
outline within the paper. Students can rearrange ideas in the outline quickly while
actually writing the essay. This promotes the fluidity of the writing process by
allowing students to modify organization at any point in the writing process.
Assessment 1. Qualitative- The popplet application, which enhances idea generation, will be
evaluated by the student’s individual prewriting popplet activity. This will count
as a participation grade. Additionally, student popplets will be saved, so the
instructor may share with other faculty members during stage II of the
mobilization plan.
2. Quantitative- Organization will be graded via the final outline and essay, which
are subject to a rubric that defines points available for each topic. These numbers
will be compiled into data. Additionally, essays and outlines will be kept to share
with faculty.
Timeline
The pilot project will be for one essay writing assignment and should
11
consequently span two weeks.
Candace Daniel Justice-Developmental Studies
Course
SLO
DSPR 0700
*Redesign Guideline- Learning support in reading should include texts from a
variety of genres and disciplines and instruction in discipline specific
comprehension strategies.
Rationale
One problem dealing with retention for many students is the lack of direction and
goals. If students do not have a career goal in mind, attending classes loses much
of its value. Additionally, a reading class seeks to have students reading in a
variety of genres, which could also expose them to many career paths. Assigning
assignments that incorporate reading, learning, and exploring different career
paths will not only help with reading, but it will also help students learn about
different career options and make an informed and thoughtful decision about their
career paths, increasing retention and graduation.
Technology Required Technology: ONE set of 30- iPad, Bluetooth keyboard, stylus, one
&
Small Elmo Projector, Major Dczion application, presentation application (yet to
Engagement be determined)
1. Major Dczion ($5.99) allows students to look at a day in the life of various
career paths. This application incorporates readings from a variety of fields as
well as other multimedia. Students will learn, take notes, and research a career
path. Then, students will create a presentation on that career path for the other
students to see.
2. Presentation Application- Students will show multimedia presentations on their
career path to the class.
Assessment 1. Qualitative- Students will submit their final presentation along with notes and
any part of the process for a grade. Additionally, students will complete a survey
on the presentations. Then they will create a career path that details career goals
and steps for achieving those goals.
2. Quantitative- Students will complete a survey on their career choices. The MSV
will measure improvements in reading skills.
Timeline
Two weeks
Malcolm McAvoy-Communications Department
Course
SLO
Rationale
Technology &
Speech 1010
SLO 1: Students are able to distill a primary purpose into a single,
compelling statement.
SLO 2: Students are able to order major points in a reasonable and
convincing manner based on that purpose.
Students often have trouble combining their many ideas into one compelling
statement and creating a unified organization that fulfills the purpose of a
speech.
One set of 30 iPads, Bluetooth keyboards, one small Elmo projector, and the
12
Engagement
Popplet Application for each iPad.
Assessment
The popplet application allows students to visually organize material using
text, videos, pictures, and even weblinks. This not only expands the quality
of brainstorming, but it allows students to put ideas into a specific order.
Since many students are visual learners, this type of iPad activity would
engage many students. Additionally, they can share their popplet activities
with each other for feedback and suggestions.
The popplet activity will be graded in conjunction with individual speech
presentations. This qualitative assessment puts brainstorming and outlining
into a larger context where the organization of the actual speech, which is
the product of “poppleting” will be evaluated.
The quantitative assessment will be completed via a modified QEP Survey
Fall 2011- Integrate technology into the classroom.
Spring 2012- Evaluate pilots and make further recommendations.
Timeline
Malcolm McAvoy- Communications Department
Course
SLO
Speech 1010 / Speech Lab
Speech Lab Project serving student research, outlining and presentation
needs for SPCH 1010 and other departmental offerings
Lab will be staffed by debate team members on Academic Performance
Scholarships.
SLO’s 3-5 have been identified as needing improvement in student
outcomes—
SLO 3:Students are able to develop their ideas using appropriate rhetorical
patterns (e.g., narration, example, comparison/contrast, classification,
cause/effect, definition).
SLO 4: Students are able to employ correct diction, syntax, usage,
grammar, and mechanics
SLO 5: Students are able to manage and coordinate basic information
gathered from multiple sources.
Our plan for improvement includes the use of more remediation activities
which include students taping and viewing their speeches outside of class.
Rationale
Technology &
Engagement
Also, our QEP surveys identify that our students are primarily visual
learners and therefore need to see images and role-play experince. iPads
would allow us to do these more readily—they have timers and cameras for
videoing, etc.
This laboratory will allow students greater opportunity for learning by
remediation and student-to-student tutoring.
5 iPad 2 and 5 bluetooth keyboards.
.
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Assessment
Timeline
POSSIBLE APPS FOR INSTRUCTIONAL LAB
CourseSmart e-Textbooks (free)
With a internet connection, this app can be used to access digital copies of
textbooks. Instructors and students can highlight passages in the text, make
notes which can be accessed from the iPad and/or computer, and search for
terms or a certain page number. The current Speech text is available for use.
Keynote (paid)
This presentation software can be utilized to show presentations in class
complete with graphs, etc. With the optional VGA or HD connector, these
presentations can be shown with the classroom projectors or with HDTVs.
GiantTimer (free)
A free app which acts as a giant timer. This app can be used to show
debate/speech students how much time is left during a debate or speech.
Body Language (free)
A very general app that basically discusses different body language facts.
This could be used when teaching nonverbals.
Body Talk (paid)
A body language reference guide that teaches people to read body language
in situations. This app is filled with videos, text, and photos to demonstrate
key nonverbal motions, movements, and reactions. This could be used
when teaching nonverbals as well.
Access My Library (free)
A app that allows for access to the WSCC databases instantly with an
Internet connection. Those databases could be used for
speech/debate/research/mass communication classes.
Popplet (paid)
An app that allows students/instructors to perform
brainstorming/mindmapping in the application via
brainstorming/mindmapping diagrams. This could be used by instructors to
discuss brainstorming/mindmapping and could be used by students to help
them plan out their speeches, especially in panel discussion groups. This
also could be used by mass communication
Quantitative Assessments will be completed by expanding the QEP survey.
Fall 2011 iPads for faculty to use in the lab
Spring 2012 Reporting on specific student activities utilizing iPad
technology in the lab.
Malcolm McAvoy- Communications Department
Course
SLO
Speech 2030
SLO 4 Student should be able to present a documented speech of
argumentation in an extemporaneous style using sketch notes.
SLO 5 Student should be able to use the internet and other electronic
research media in the college Library to research debate topics.
Rationale
The use of iPad 2 for the debate team and course is limitless.
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Technology &
Engagement
One set of 10 iPad 2
The iPad 2 includes an app that allows video recording, which could allow
the instructor to record students’ debate cases. Students can review their
cases and reflect on effective and ineffective speaking strategies in
preparation for debates. Additionally, students could use the iPad 2 to
organize debates. They could quickly do research during debates.
Assessment
Timeline
Students would be engaged in this technology because it would offer tools
to increase success in debates.
Qualitative Assessment is simply measured by the success of the student’s
debate.
A quantitative assessment will be a modified QEP survey that includes
questions on engagement with technology.
Fall 2011- Integrate technology into the classroom.
Spring 2012- Evaluate pilots and make further recommendations.
Malcolm McAvoy- Communications Department
Course
SLO
COMM 1010, SPCH 1010, SPCH 1210, SPCH 2000, SPCH 2020, SPCH
2030, SPCH 2040, SPCH 2440, SPCH 2550, SPCH 2900
SLO’s 3-5 have been identified as needing improvement in the achievement
of student outcomes—
SLO 3:Students are able to develop their ideas using appropriate rhetorical
patterns (e.g., narration, example, comparison/contrast, classification,
cause/effect, definition).
SLO 4: Students are able to employ correct diction, syntax, usage,
grammar, and mechanics
SLO 5: Students are able to manage and coordinate basic information
gathered from multiple sources.
Our plan for improvement includes the use of more remediation activities
which include students taping and viewing their speeches outside of class.
Rationale
Technology &
Engagement
Also, our QEP surveys identify that our students are primarily visual
learners and therefore need to see images and role—plays of what they must
learn and also more visuals imbedded in PPT notes. iPads would allow us to
do these more readily—they have timers and cameras for videoing, etc.
Engagement can be measured by incorporating iPad technology into course
lecture, class discussion, and even assessment. For this reason, this request
is for full time speech faculty to receive iPads in order incorporate usage
into all classes.
5 iPad 2, 5 MiFi connections, 5 baby Elmo projectors, 5 bluetooth
keyboards, and 5 styluses.
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Calendar (included)
Can be used to keep track of class schedules, student office appointments,
and any dates and times associated with classes. Can be synched to Google
Calendar to make sure changes on the calendar are synched with the iPad
calendar.
Mail (included)
Can be tied in with personal e-mail account and eLearn mail accounts to
give easy access to mail on the iPad.
Contacts (included)
Could be used to keep track of important contact information of
students/faculty
Evernote (free in App store)
Could be used for jotting down or voice recording quick notes and keeping
those notes synched between iPad and the computer.
TeacherPal (free) or Attendance (paid)
These two apps can be used for many things. One of the functions of these
apps is to keep a digital attendance record, therefore eliminating the need
for attendance books to be carried.
Numbers (paid)
Attendance taking is very quick using the tabbed forms within Numbers'
attendance templates.
POSSIBLE APPS FOR INSTRUCTION/LEARNING IN
SPEECH/DEBATE/MASS COMMUNICATION CLASSES
CourseSmart e-Textbooks (free)
With an internet connection, this app can be used to access digital copies of
textbooks. Instructors and students can highlight passages in the text, make
notes which can be accessed from the iPad and/or computer, and search for
terms or a certain page number. The current Speech text is available for use.
Keynote (paid)
This presentation software can be utilized to show presentations in class
complete with graphs, etc. With the optional VGA or HD connector, these
presentations can be shown with the classroom projectors or with HDTVs.
GiantTimer (free)
A free app which acts as a giant timer. This app can be used to show
debate/speech students how much time is left during a debate or speech.
Body Language (free)
A very general app that basically discusses different body language facts.
This could be used when teaching nonverbals.
Body Talk (paid)
A body language reference guide that teaches people to read body language
in situations. This app is filled with videos, text, and photos to demonstrate
key nonverbal motions, movements, and reactions. This could be used
when teaching nonverbals as well.
Access My Library (free)
An app that allows for access to the WSCC databases instantly with an
Internet connection. Those databases could be used for
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speech/debate/research/mass communication classes.
Popplet (paid)
An app that allows students/instructors to perform brainstorming/
mindmapping in the application via brainstorming/mindmapping diagrams.
This could be used by instructors to discuss brainstorming/mindmapping
and could be used by students to help them plan out their speeches,
especially in panel discussion groups. This also could be used by mass
communication students when planning their student films.
Essay Grader (paid)
If essays or papers are required in the course, this app can be used to
evaluate those papers or essays. Essay evaluation forms can then be
exported back to your computer for e-mailing to students.
Camera (included)
This iPad 2 included app allows for utilization of the iPad 2’s built-in
cameras. These cameras could be used to record speeches or any other type
of classroom activity. Possibilities exist for recording lectures and placing
them on the internet or iTunes as well.
Print n Share (paid)
This app is one possible option for allowing printing from iPad applications
to a printer via a printer-connected computer. This particular app requires
that an additional piece of software be installed on a computer which then
communicates with the iPad via WiFi and prints the iPad’s documents.
However, IT may have better options for printing.
Skype (free)
Skype on the iPad allows for the possibility of “Skyping” in or streaming
special guests or other classrooms into WSCC classrooms. Not only would
students and the instructor be able to see the guests or other classrooms, but
guests would be able to see and hear the students and the instructor via the
iPad 2’s built-in cameras and microphone. Great inter-cultural possibilities
exist with this app as well. Students and instructors could see, hear, and
interact with classrooms from around the world.
Google Documents Link (free)
Sometimes an app is not needed. Often “bookmarks” can be linked to
important websites on the home screen of the iPad. With a Google mail
account, access to Google documents is free. Google documents can be
utilized to access documents on the iPad via the internet. Once a document
(teaching outlines, quizzes, exams, etc) is uploaded to the internet, then it
can be accessed via the Google documents link on the iPad.
Dropbox (free)
Similar to Google Documents, this app connects to the “internet Dropbox,”
where documents, pictures, videos, etc., can be downloaded via the iPad and
a computer. This then allows access from the iPad via the internet. Dropbox
can be setup to allow instant media and document synching between a
computer and the internet. Therefore, all documents placedd in the Dropbox
folder on a computer are accessible from any internet-connected device, via
the Dropbox app.
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Assessment
Timeline
WSCC eLearn link (free)
Like Google Documents, a link can be placed on the iPad home screen to
eLearn with almost all the capabilities of the site available on the iPad.
Attaching documents in eLearn e-mail via the iPad appears to be something
that needs to be added.
Media and News Apps (paid and free)
A myriad of apps exist that can be used to access different types of media
and news. News Apps are available from ABC, Fox News, CNN, BBC
News, NY Times, Washington Post, USA Today, Wall Street Journal, The
Guardian (UK Newspaper) and others. These apps could be used to access
video/audio recordings of speeches and could be used in a mass
communication class to discuss current events, techniques of news
videography, and to view news content.
Media apps, like YouTube, TED, and others offer access to video recordings
of speeches from leading experts in many fields. Via the iPad connected to a
projector, this app could be used to discuss informative and/or persuasive
speaking with speech students and new media technology, videography, and
current events with mass communication students. Debate students would
also find great use in these apps.
Netflix, if subscribed, also has an app which allows for streaming of films
and documentaries to the iPad. When connected to a projector, this app
would allow the class to see a film or documentary instantly via the iPad.
The iTunes app would allow instructors and students to view or listen to
various types of media from around the world, including lectures from
leading universities. For instance, Miami-Dade College has a Fundamentals
of Speech course available for viewing online via iTunes.
Various news and media apps exist that could be used in classroom. Debate
students would find great use in these news and media apps for research and
to stay-up-to-date on the latest developments.
iTunes and ReelDirector (paid)
These video editing apps could be used for the purpose of teaching mobile
video editing in the classroom. They could also be utilized in some way in
other communication classes.
SpeechPrompter (paid)
This app turns the iPad screen into a teleprompter. This would be very
useful for any video production which requires script reading and on-screen
talent. It could also be useful if one wishes to train speakers in how to
properly follow a teleprompter.
Quantitative Assessments will be completed by expanding the QEP survey.
Fall 2011 iPads for faculty to use in the classroom
Spring 2012 Reporting on specific lessons utilizing iPad technology.
Malcolm McAvoy- Communications Department
Course
SLO
COMM 2020
SLOs are not established because of the nascent nature of this course. This
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Rationale
course is planned to go “live” in the Spring 2012 semester.
News Journalists and Videographers in the constantly changing landscape of
Mass Communication are increasingly required to know how to produce and
edit mobile video in the field.
Because of this, it is important to develop the student’s understanding of
mobile video production and editing and to increase learning not only inside
but outside of the classroom as well.
This course has received TAF funding for the purchase of cameras, tripods,
microphones, video editing machines, and various other accessories
required.
Technology &
Engagement
Because of the TAF funding of this course to purchase a significant amount
of equipment, it is an opportune time for COMM 2020 Television
Production to be mobilized. This would allow for the very nature/goal of
this project to be fulfilled.
One set of 12 iPad 2s (including one for the instructor) and CyberAcoustics
IC-1002BK cases for each iPad. An Apple VGA adapter and an Apple
Digital AV adapter will be needed in order to utilize the iPad 2 with the
classroom projector and a possible HDTV in the classroom.
Needed “apps” for each iPad 2 include video editors iMovie and
ReelDirector and audio editor GarageBand. These video and audio editors
are essential for producing and editing mobile videos.
Other needed applications include:
SpeechPrompter (teleprompter software for the iPad which would be very
useful throughout the many video productions that will be produced).
Movie Slate (Clapperboard and Shot Log which is essential for video/film
producers).
OmniGraffle (film/storyboard application essential for planning video/film
shots).
pCam Film+Digital Calculator (This app will calculate depth of field, focal
length, exposure, light coverage, etc. This app is not only useful but
essential for students in this course when producing video in the field. In
addition, these concepts can be taught using this app).
Sun Seeker (The location of the sun is vital when producing video/film.
Being able to locate the specific location of the sun on a given day helps to
have continuity in lighting when the production is shot over several days.
The student could mark the exact position of the sun with this app and then
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use that exact position for each day of shooting).
Other apps may be needed in the future.
Assessment
Timeline
Because COMM 2020 Television Production is a newly created course,
baseline data is not yet available for measurement/assessment purposes.
Measurement/assessment of nature/goal of this project will be conducted by
requiring students to utilize the Apple iPad 2 for video production/video
editing for a minimum of 6-9 class hours throughout the semester. The
instructor will then analyze the finished student video productions.
Summer 2011 - Further research will have to be conducted in the summer
before a stable timeline can be fully developed.
Spring 2012 - Incorporation of mobile video production/editing into the
course, as planned, will commence in the Fall 2011 semester with students
learning and performing mobile video production/editing for a minimum of
6-9 class hours throughout the semester.
Summer 2012- Evaluate pilot and make further recommendations.
Laura Ritter-Music and Theatre Department
Course
SLOs
MUS 1020 Fundamentals of Music
1. Name and play on the piano all notes on the treble and bass clefs.
2. Name and construct all intervals.
3. Name and construct and play on the piano major, minor, diminished
and augmented triads.
4. Construct and identify major and minor scales.
5. Perform and write rhythms including quarter, eighth, sixteenth and
dotted notes.
Rationale
Most music majors enter college without the necessary theory, keyboard, and ear
training skills. All theory and ear training classes are like math: each new concept
builds on understanding of the last one learned. If students fall behind or struggle
with a particular concept, progress in any other skill set is limited. iPad apps
would allow the instructor to group students according to need and skill level,
would encourage active learning, would provide a means of drill and practice
without the waste of paper or need for going to a computer lab. Having a
keyboard (piano) app immediately accessible rather than having students only
have a visual image or have to gather around the piano would boost application of
each skill learned and “hands on” practice.
Technology Required Technology: Classroom set of 20 iPads, one small Elmo projector
and
Apps: 1) Virtuoso Piano – allows students to visualize, hear, and manually play
Engagement pitches, intervals, scales and chords
2) Scorio Music Notation – teaches proper musical notation on all staves (helpful
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Assessment
Timeline
especially for instrumentalists who only read one clef) and allows for
experimentation and exercises that can be immediately analyzed and corrected
without delay of turning in paper assignments for analysis
3)Music tool app – already has scales and chords built in to allow students to hear
the concepts they are learning in class
All these apps are free.
Each exam and quiz in MUS 1020, 1120, and 1045 is cumulative in the sense that
new skills build upon previous ones. Assessing learning and progress happens
with each assignment because students must master one skill to be able to do the
next one. A pre- and post-test will be implemented that focuses on the specific
skills for which the technology is used as an aid in learning.
This application will be used to complement the material in each unit. The pilot is
intended to run throughout fall semester 2011.
Susan S. Roberts and Amy Evans- Art Department
Current Pilot Project : using one pilot iPad 1 and iPad apps - TnCIS classes, Drawing I, II Susan Roberts in Italy, May 14 - June 5, 2011.
 This device will be used to collect photos of student work and images of work sites that
allow students to compare and critique art work in class. Use of Camera Conversion Kit
(Susan purchased for iPad use)
 The iPad will be used to project slide shows with app - Keynote. (Susan purchased for
iPad use)
 Demonstrate the Nomad Stylus Paintbrush with app, "Art Rage” and as possible, student
will try the app themselves.
 Use of Smart History app (below) to view and USE an amazing virtual art history tour
through Rome.
 Assessment through grading on site in Italy.
Photography I, II - The Photography course could easily adopt the use of iPads – Adobe Creative
Suite 5.5 has incorporated the use of mobile devices into its new software. This could ease the
increasing need to make updates to the photo program in order to be current in the field.
Drawing I, II - The Drawing courses could use these devices as a drawing tool as already
demonstrated.
Gen. Ed. Classes: Art History and Art Appreciation - This technology could benefit Art History
and Art Appreciation courses; below are some apps that would allow students close to first-hand
looks at some major art developments.
Apps for Art History
<http://theteachingpalette.com/wp-content/uploads/2010/12/arthistory.png>
MoMA AB EX NY <http://itunes.apple.com/us/app/moma-ab-ex-ny/id398432441?mt=8>
Experience 200 Abstract Expressionist paintings all housed by the MOMA. Beautiful images
of art that can be enlarged and displayed with additional information. The iPad app includes a
selection of videos featuring comments by the curators, artist painting techniques
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and art terms in action. My favorite video is The Painting Techniques of Jackson Pollack:
One: November 31, 1950. There is also an interactive map and Art Terms glossary.
SmartHistory <http://itunes.apple.com/us/app/smarthistorytravel-rome-a/id379143544?mt=8>
The closest you can get to Italy from home, this app gives an amazing virtual art history tour
through Rome using various multimedia including video and Google map locations.
French Impressionism <http://itunes.apple.com/us/app/french-impressionism-atart/id394328946?mt=8> Showcasing artwork from the collection of the Art Institute of
Chicago, this app is perfect for Impressionism lovers. View detailed video descriptions, gallery
views, and biographies including Monet, Seurat, Cezanne, along with many others
Phase II of Divisional Plan:
Timeline
Spring 2011
•Evaluate Pilots
•Make Further Recommentations
Assessment Plan
A. All pilot projects will compare MSV data for pilot SLOs to past data for the same SLOs.
This will hopefully measure improvement and give the division valuable quantitative
data.
B. All pilot project courses will administer an engagement technology survey including the
following qualitative questions:
Technology Engagement Survey
1. Please check the mobile devices that you used for this course:
 iPhone
 Android smart phone
 Windows mobile phone
 Blackberry smart phone
 PDA
 iPad
 Other tablet
 iPod Touch
 Netbooks
 eReaders (example: Kindle or Nook)
2. To what extent do you feel that using mobile technology in the course helped your learning?
1- Helped a lot
2- Somewhat helpful
3- Not helpful
4- Not at all helpful
3. To what extent does accessing course material via technology help your learning?
1- Helps a lot
2- Somewhat helpful
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3- Not helpful
4- Not at all helpful
4. To what extent do you think understanding technology will be necessary in your career?
1- Very necessary
2- Somewhat necessary
3- Not necessary
4- Not at all necessary
C. Faculty members who participate in a mobilization pilot activity may present the activity
to other faculty members within the division. The presentation could do the following:
a. Detail activity
b. Speculate on further uses/modifications
c. Offer student pilot work for faculty to view
d. Explain pilot assessments
e. Offer data to show engagement/ success/ retention
f. Offer training to faculty interested in creating new pilots
g. Address how the pilot solved and/or created SLO deficiencies
D. Pilots may be cataloged in a “Best Practices” mobilization database for faculty to use as a
resource. Additionally, successful pilots could be detailed in the content section of the
Learning Objective Repository.
E. Based on quantitative and qualitative results as well as the recommendations of pilot
project faculty, further plans regarding mobilization will be made.
Future Division Goals
The mobilization committee will continue to meet for the five years of the college’s Strategic
Plan to monitor the new technologies available, rally interest among faculty for mobilization
pilots, and to schedule trainings with the instructional design team as necessary. Success of the
committee will be measured by the number of individual course lessons offered in the division
that incorporate mobile devices.
Additionally, the mobilization committee will encourage mobilization for campus activities,
clubs, and organizations such as the International Festival, the High School Creative Writing
Competition, the Mildred Haun Conference, Music and Theatre productions, art shows, and
various Humanities clubs. Mobilization technology ideas for these activities include, but are not
limited to Camtasia presentations, Podcasts, eventually replacing the computer lab with an iPad
lab, creating digital publications of Gallery and the High School Creative Writing Publication
Among These Hills, and even integrating this technology into theatre and music productions.
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