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ASU 101 Blackboard Training

A hands-on workshop that will cover Blackboard tasks specific to teaching the ASU 101 course. Topics to be covered include adding announcements, modifying the syllabus, hiding or showing content, adding new content from the ASU 101 training site, managing online discussions, viewing test or survey results, downloading and grading written assignments, and entering student grades.

myASUCourses/Blackboard Hands-on I

A two hour hands-on workshop designed for instructors interested in learning about the Blackboard course management system. The workshop is conducted in a computer lab where each participant has a workstation and works through examples in a practice Blackboard course shell.

Topics include requesting Blackboard course shells, adding course announcements, adding a course syllabus and other course materials, creating folders, copying or moving content, customizing course settings, and sending e-mail through Blackboard.

myASUCourses/Blackboard Hands-on II

A two hour hands-on workshop designed for instructors with some online course management experience. Topics include packaged uploads, adaptive release, Wimba, Safe Assignment, advanced course settings, advanced gradebook usage, collaboration and communication, etc.

myASUCourses/Blackboard Hands-on Series - Creating Online Quizzes/ Surveys

In this workshop we'll use the Test Manager, Survey Manager, and Pool Manager features of myASU/Blackboard to create assessment devices. Topics to be covered include creating a test canvas, adding and modifying test questions, deploying a test, reviewing and grading student answers, and strategies for designing longer online exams and minimizing cheating.

This is a hands-on workshop designed for instructors already familiar with the Blackboard course management system. Blackboard Hands-on I is recommended as a prerequisite. The workshop is conducted in a computer lab where each participant has a workstation and works through examples in a practice Blackboard course shell.

Blackboard Hands-on Series - Designing and Managing Online Discussions

How can you use the discussion board in Blackboard to promote lively and informed discussions? Using examples from classes being taught at ASU, we'll discuss, demonstrate and practice various techniques for designing, managing, and assessing online discussions. Topics to be covered include adding discussion forums, adding new discussion threads, replying to discussion posts, and techniques for managing and grading the discussion forums.

This is a hands-on workshop designed for instructors already familiar with the Blackboard course management system. Blackboard Hands-on I is recommended as a prerequisite. The workshop is conducted in a computer lab but will be largely discussion based and participants are encouraged to bring or share materials.

myASUCourses/Blackboard - Assignment Submission

This workshop goes over various ways that students can submit work to instructors. Instructors will learn how to manage assignments, submit feedback, use ASU's anti plagiarism software, and maintain their grade book.

myASUCourses/Blackboard: Grade Book

Are your students asking you to make grades available online, but you are not sure where to start? New features available in Blackboard make it very easy to add and manage grade book items. We will discuss and practice strategies for setting up a grade book, whether you use a straight point system or weight grades. Topics include adding, modifying and deleting gradebook items, weighting grades, changing the grading scale, and changing the grade display options.

This is a hands-on workshop designed for instructors already familiar with the Blackboard course management system. Blackboard Hands-on I is recommended as a prerequisite. The workshop is conducted in a computer lab where each participant has a workstation and works through examples in a practice Blackboard course shell."

Designing and Teaching Online Courses

Conducted entirely online over a four-week period, this facilitated course is designed to teach you how to create dynamic and engaging online learning environments. Taught using one of ASU's content management systems, myASU (Blackboard), the course discusses and uses asynchronous and synchronous communication and collaboration strategies. By participating in the course, instructors have an opportunity to experience an online course from a student perspective and evaluate various online teaching and learning methodologies. The course features weekly readings, interactive activities, and online discussions.

The focus of the course will be effective online pedagogy rather than the development of technology skills. For this reason, course participants should already be somewhat comfortable using the myASU/Blackboard content management system.

myASUCourses/Blackboard: Reusing Course Shells

Not sure how to most easily and efficiently reuse your Blackboard course shell next semester? During this workshop we will discuss tips and tricks for reusing an existing Blackboard course shell from semester to semester. Topics include copying content from previous course shells, copying specific content items from one shell to another, hiding course content, and creating a folder of materials available only to the instructor.

This is a hands-on workshop designed for instructors already familiar with the Blackboard course management system. Blackboard Hands-on I is recommended as a prerequisite. The workshop is conducted in a computer lab where each participant has a workstation and works through examples in a practice Blackboard course shell."

Adobe Acrobat Professional

The workshop will cover the basic functions of Adobe Acrobat Professional 8. Attendees will learn how to convert files from Word, PowerPoint, and Excel into PDF format. The workshop will cover using Acrobat Professional 8 to share and collaborate documents. The workshop will also cover how to package PDF's, create links and bookmarks in PDF documents along with some basic security features
Adobe Ilustrator:The Basics This workshop will review the basics of Adobe Illustrator including color modes, file formats (opening, saving and exporting), working with layers, selecting and grouping objects, working with shapes and lines, editing and manipulating shapes, knowledge of tools, basic transformation functions, selection tools, working with text, and working with color. When you complete this workshop, you should be able to open an image, change the color mode, change its size, add text and export it or save it as a different file type.

Adobe Photoshop: The Basics

This workshop will review the basics of Adobe Photoshop including color modes, file formats (opening, saving and exporting), working with layers, sizing and resampling images, knowledge of tools, basic transformation functions, selection tools, working with text, and working with color. When you complete this workshop, you should be able to open an image, change the color mode, change its size, add text and export it or save it as a different file type.
Advanced Adobe Photoshop This workshop requires participants to have previous experience using Photoshop or have attended the Basic Photoshop workshop. This workshop introduces advanced features of Photoshop.
Advanced Dreamweaver This workshop requires participants to have previous experience using Dreamweaver. This workshop introduces advanced features of Dreamweaver.
Advanced Excel Advanced Excel will cover advanced functions which will include inserting graphics, modifying a worksheet, formatting cells and sorting. Previous knowledge of Excel is recommended

Adobe Dreamweaver - Basics

Dreamweaver is the industry standard for WYSIWYG (What You See Is What You Get) Web editors. This workshop explores the basic functions of Dreamweaver including:

- An introduction to the GUI (graphical user interface) and tool bars
- Creating new Web pages
- Text formatting
- Inserting graphics
- Inserting server-side includes
- Creating hyperlinks and email links
- Inserting tables
- Publishing content to a Web server

By the completion of this workshop, participants will have each created and published an ADA compliant Web site. This workshop is designed specifically for participants who design and maintain university Web sites."
Blackboard - Adaptive Release "Provides the ability for an instructor to create custom learning paths through course content and activities. Content items, discussions, assessments, assignments, or other activities can be released to students based on a set of criteria including: date/time, username, group membership, institution role, grade on a particular test or assignment, or whether the user has previously reviewed another
piece of content.

Microsoft Excel: Introduction

This workshop will introduce the basics of Microsoft Excel. This will include the following: basics of a spreadsheet, how to create basic formulas, how to insert rows and columns, formatting cells, copying and sorting data

Microsoft Excel: Intermediate

Intermediate Excel will act as a continuation of the topics discussed in the Intro to Excel course. Intermediate Excel will discuss features such as creating Macros, customizing menus, working with graphics, printing and making various formulas.

Microsoft PowerPoint: The Fundamentals

This workshop will give you an understanding of what this powerful tool can do, and will arm you with the necessary skills to produce a professional presentation. You will learn the basics including working with slide layouts, templates, views, rearranging and modifying slides, and understanding various print options. This workshop will be working with PowerPoint 2003 in a PC environment.

Microsoft PowerPoint: Intermediate

This workshop is an intermediate workshop that will build on your basic knowledge of PowerPoint, and is a continuation of Microsoft PowerPoint: The Fundamentals. You will learn how to modify master slide/title, how to add/modify charts, graphs and tables, how to add media files (video and audio) and graphics, work with animation and create hyperlinks. This workshop is slightly advanced and will require basic PowerPoint skills. Please consider taking Microsoft PowerPoint: The Fundamentals prior to attending this workshop.

Microsoft Word: Beyond the Basics

This workshop will cover various formatting functions in Microsoft Word.Other areas that will be taught will include useful features for instructors such as tables, styles, image manipulation and security.

Horizon Wimba Voice Tools

Give your online classes a voice! Wimba's web-based voice tools facilitate and promote vocal instruction, collaboration, coaching, and assessment. Increase the interaction and student engagement level of any online class by allowing faculty and students to easily embed vocal interactions into the page level of their myASUCourses/Blackboard sites.

Introduction to SafeAssignment

During this hands-on workshop participants will use SafeAssignment, ASU’s plagiarism detection tool, to create assignments in Blackboard and view originality reports that identify material in the submitted paper that appears to come from other sources. In addition, we will discuss academic integrity and plagiarism issues in higher education, present strategies for developing student understanding of academic integrity principles, and provide recommendations for designing plagiarism-resistant assignments

Introduction to Wikis

ASU is providing all students, faculty and staff the ability to create their own wiki. In fact, you can create as many as you wish! You may recognize the wiki software ASU is offering (MediaWiki) because it is used by Wikipedia and by the University Technology Officer for his Tech Plan.

We think it is important to promote the use of wikis (see Academic Uses of Wikis) because it can facilitate the mission of research and learning at ASU, so we want to make it as easy as possible for ASU to get started using it. The ASU Wiki Service is starting up by using the industry leading wiki software (MediaWiki) and adding value by integrating into the ASU environment.

This two hour workshop will introduce you to wikis and help you create your first site.

Narrating PowerPoint with Macromedia Breeze

Narrating a short PowerPoint presentation can be an effective method for communicating information to your students or for supplementing the material you present during class. During this hands-on workshop we will use Macromedia Breeze to add audio to an existing PowerPoint presentation, convert the presentation to Flash and upload it into Blackboard.

Please bring a PowerPoint presentation of your own to narrate. Headsets with microphones will be provided for use during the workshop. (Note: PC's will be used for this workshop and the tool we will use is not currently available for Macintosh computers.)

Plagiarism and SafeAssignment

During this hands-on workshop participants will use SafeAssignment, ASU’s plagiarism detection tool, to create assignments in Blackboard and view originality reports that identify material in the submitted paper that appears to come from other sources. In addition, we will discuss academic integrity and plagiarism issues in higher education, present strategies for developing student understanding of academic integrity principles, and provide recommendations for designing plagiarism-resistant assignments.

Podcasting and ASU on iTunes U

This is a hands-on workshop designed for those interested in using multimedia files, podcasting, and iTunes U in support of teaching, learning, and research at ASU. Topics to be covered include ways to use audio and video files in your classes, how to record and edit a short audio file using the free Audacity software, and how to upload a file to ASU on iTunes U. (Note: PCs will be used for this workshop; iPods are not required.)

Respondus/Studymate

Respondus is a powerful tool for creating and managing exams that can be printed to paper or published directly to a Blackboard course. Exams can be created offline using a familiar Windows environment or they can be imported into Respondus. Whether you are a veteran of online testing or relatively new to it,

StudyMate lets you create ten Flash-based activities and games using three simple templates. The Flash activities can be used with any web server or published directly to a Blackboard course.

The workshop will cover creating, importing and publishing assessments from within Respondus and StudyMate.

Technology for Effective Instruction Series - Macromedia Breeze

Macromedia Breeze converts your existing PowerPoint presentations into a rich Multimedia experience and allows you to reach your audience anytime, anywhere.

Using Google Documents for Collaborative Writing

Looking for a better way to share and edit documents or spreadsheets with colleagues or students? Google Docs & Spreadsheets is a free web-based word processing and spreadsheet program that keeps documents current and lets the people you choose update files from their own computers. Topics to be covered include ways to use Google Documents to coordinate group homework assignments and collaborate with colleagues at ASU and other institutions, and how to create, edit and share online documents.

The workshop is conducted in a computer lab where each participant has a workstation and works through examples in a practice Google Document.

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The Applied Learning Technologies Institute alt^I

Fall 2006 Summary

Technology inspires and motivates, educates and entertains, and at times is the source of frustration and trepidation. Emerging technologies are the subject of much attention, speculation, assumption, opinion, debate and research. What are the needs and desires of today's students--and of tomorrow's? Terms such as millenials, digital natives, digital immigrants, generation Y, and broadbanders are referenced in the media as well as the academic literature. Each of these terms carry much connotation, yet provide little in the way of information that can guide our decisions of how best to educate. The literature abounds with assertions, recommendations, and proclamations on how we must teach, how students must learn, and how as a University we must continuously adapt to best meet the needs of all students. We must be agile and nimble, leading edge and up to date, engaging and competitive. Ultimately, our choices must be data-based and must result in the most effective educational experience for all students. Central to any institutional decision is a clear understanding of the needs and desires of the community, the end-user, our students.

As part of an ongoing effort to foster data-based, academic technology decision-making, the University Technology Office, Applied Learning Technologies Institute alt^I surveyed ASU's Fall 2006 student population. Each student received a personal email invitation to participate, containing a direct link to an online survey. Response totaled 9706 students, representing an approximately sixteen percent return rate. The survey consisted of 188 items; a combination of fixed response and open-ended/text entry. Student response to the survey indicated a high level of engagement -- students who started the survey, completed the survey. Likewise the number of responses to the open ended questions and input opportunities was high. Students took the survey seriously - admittedly this is a subjective assessment, supported by analysis of indicators such as number of words per written response, format of responses--sentences versus one-word responses, degree of on-topic responses. Across each indicator, the level of engagement and attention was high. Responses to several questions in particular support this observation. For example, with questions taping perceptions of a Student Technology Fee, the responses were centered on what would and could be the outcome of such a fee. The level of detail provided by those who support, oppose, and express indifference or indecision, indicate that students value the opportunity to provide input. A strong desire to positively impact the learning experience was evident.

Who responded

Email invitations were sent to each of the 62095 ASU students enrolled in Fall 2006 courses. Nine thousand seven hundred and six students responded to the survey across a 3 week period; 5344 responded within the first 7 days, which was followed by a reminder prompt at day eight. Two thousand one-hundred seventy-one students responded between day eight and fourteen, upon which a second prompt was issued, yielding an overall response rate of 15.63%. Response distribution across ASU's campuses is expressed in Table 1. The distribution indicates representation proportional to the population, for example, in ASU's overall student population, 47.23% is male, 52.76% is female. The response rate across all campuses; 13.99% male, 15.31%, is reflective of this ration.

Who have we not yet heard from?

When interpreting a survey we must examine potential bias and limitation of our measurement. Technology enabled survey techniques provide a unique opportunity to elicit a wide range of opinions, to the point where virtually every member of the relevant population may included. Sampling techniques often provide a more strategic and sensitive approach toward gaining a true understanding of the population under consideration--a systematic approach toward defining sub-groups and characteristics may enable the researcher to ensure a comprehensive understanding of the individuals is obtained. In the case of technology use, and in particular technology ownership, a process of sample and inference relates only part of the picture. Much is assumed and written of the digital divide; a term referring to inequities created when in this case information is delivered or accessed through technology that some have access to and others do not. Although the exact meaning and intent of this term, and more specifically the inferred cause, differs by author and audience, for the sake of our focus, we assess the status, needs and perspectives of all students, those who own computers as well as those who do not; by choice or circumstance. The survey represents a continuous and continuing effort toward gathering input from the campus community. Combining the use of ongoing survey with focus groups and direct interview procedures, we strive to enable all students to express their needs and convey ideas that can help shape and refine our learning environments.

Assumptions and procedures

The Fall 2006 Student technology survey was designed as an extension of several technology surveys presently in use across higher education institutions (Educause ECAR 2004, 2005, 2006). Questions were refined to focus on specific initiatives and relevance to ASU's structure, environment, goals and initiatives. A pervasive objective of this phase of survey is to invite and encourage student participation in the strategic planning process.

The primary areas of focus centered on:
1:1 computing
The Learning Platform
Financial considerations

The present phase of study solicited participation and input via an email invitation sent to every ASU student's preferred email address. As email is an official mechanism of communication for University business, and students hold obligation to receive communication via their designated email address, this approach was selected as a contact approach technically available to all students.

Is this real...or Spam?
In the age of unsolicited email, digital advertisement, phishing, and other electronic trickery, email from unknown senders carries an air of suspicion, in particular invitations to participate in a survey and provide input. With this in mind, the current survey invitation was issued as a direct email, to each individual, containing their name and email address. The invitation was initiated from a valid user with an asu.edu email address, and telephone, office and email address provided as a means of seeking clarification and validating authenticity of the request. A link was provided to the survey instrument, at which additional clarification, procedures, and ASU confidentiality assurances, and human subjects approval was designated.

1:1 Computing

To capture a snapshot of the equipment that students presently own, along with the extent and scope of the way that they use technologies, a series of fixed-choice and open-ended questions were presented. Across these areas, student preference and priority was assessed through direct questioning in which students ranked items, and through assessment of the open-ended responses, providing a potentially more comprehensive view of student concerns.

• Seventy-seven percent of students responding indicated they own a laptop computer. Overall, forty-three percent of respondents own a laptop and desktop computer, and twenty-two percent indicated they own only a desktop computer. Two percent of those responding indicate they do not own a computer. The observed distribution was consistent across all campuses.

• Male students indicated a higher percentage (46.78%) of both desktop and laptop ownership than did female (39.29%). However, in terms of owning laptop only, female students has a higher percentage of ownership (36.70%) than male (29.56%).

• Graduate students (51.83 %) indicated a higher ownership of both a laptop and desktop, than did undergraduate (39.01%). Twenty-eight percent of graduate students indicated owning a laptop -- whereas 35.14% of undergrads.

• Among Colleges, initial assessment indicates percentage of both desktop and laptop ownership was highest in the School of Global Management, Percentage of desktop ownership was led by Morrison School of Management where as percentage of laptop ownership was led by Cronkite School of Journalism.

Going Mobile

Mobile computing today extends well beyond the computer itself, a primary example, the mobile phone. Ninety-five percent of students indicate owning a mobile phone. The survey was structured to include consideration of a range of portable devices, including specific measure of student ownership of a digital audio player, mobile phone, and wireless gaming device. As expressed in the following table, 72% of students own a digital audio player (such as an ipod or iriver). Each of these observations is consistent across campuses. Within the colleges, ownership is reflective of the same percentages observed for computer ownership.

In addition, thirty-eight percentage of respondents indicated that they own a gaming device. These students tended to be undergraduates 78.51% (versus 21.49% graduate), distributed across Colleges and campuses.

Activity

Toward a profile of ownership of devices, analysis of the overall student toolkit was conducted. Some of the interesting trends are indicated in the table below. Students who own a computer (mobile or not), also tend to own a mobile phone, gaming device, and digital audio device. Of those students who indicated owning no computer (2%), 80.86% of these indicated that they own a phone, and 60.34% reported also not owning a digital audio device. Of those students indicating not owning a mobile phone, 5%, they also tended to not own a computer (8.77%).

Students were asked to indicate the extent to which they use various devices and services on a regular basis. A threshold of 'more than once a week' was presented. Student responses across activities are indicated in the table below.

• Ninety percent of students responding indicated that they presently have courses that are hosted within Blackboard. Likewise this semester ASU hosts over five thousand active courses online. It is not clear the extent to which student's interpret 'using the web' as synonymous with accessing their course material via a learning management system (such as Blackboard or Sakai). This will be further explored in the next phases of the survey and focus group process. Use of web as a factor of computer ownership was explored. Of those indicating ownership of a computer, 80.36% use the web more than once per week, and 97% use email. Of those who do not own a computer, 1.49% use the web more than once per week and 1.46% email. From this perspective, computer ownership is associated with the degree to which students use the web and email.

• Forty-five percent of students responding indicated that they use a mobile device to take class notes. Students who own a laptop computer use that device to take class notes 37.5% of the time. This figure coincides with students reporting of the extent to which they bring their computer to class. Of those students who own a laptop computer, 29.21% indicate that they bring the computer to class to every class. Students expressed several factors impacting their decision to not carry a computer to class, including the absence of wireless internet access throughout classrooms, and difficulty locating convenient power outlets and comfortable seating. Personal choice was also cited as a prominent factor; "don't want to carry it".

• Sixty-two percent of respondents who identified themselves as owning a laptop computer indicated that they would purchase a computer under ASU's 1:1 computing plan. Sixty percent of those who identified themselves as currently owning an Apple computer indicate that they would run both Apple OS and Windows.

Also of note was the level of detail provided in the responses. On the topic of disk space as example. Assumption may be that students would desire as much disk as possible. The more storage the better. Responses however were tempered and rational. Students indicated the desire for remote storage commensurate with requirements of their program. Throughout the responses, a trend in a desire for integrated resources was observed. Rather than a call for a "one-product solution", such as a single course management system, the responses indicate a desire for easily accessed (single sign-on or 'one click') to a collection of services and resources.

Toward a "Learning Platform"

Emphasis was placed on gathering student perceptions on the 'Ideal' learning environment. What features and functions would in their view be most advantageous to their experience at ASU. We examined the experience that student's bring to ASU (see tables below). In exploring those who indicated support of a fee, those indifferent and those opposing, ratings of the priorities were consistent. Wireless everywhere, Ubiquitous connectivity, inside classrooms and throughout the campuses was of highest priority, a must-have for the learning platform. This priority is consistent with descriptions of the ideal learning platform as featuring web-based tools. Students report familiarity and use with the resources available to the general public (myspace, facebook, google, gmail, flickR, Writely--now GoogleDocs), these tools and resources necessitate of course, connectivity.

Student Technology Fee

Would it be useful for ASU to create a model in which student's pay a technology fee to advance technology and support services? Responses from students were 33% indicating yes, 31% no, and 36% indifferent. The priority of features and support was also consistent across campuses and between graduate and undergraduate students. Further examination of the priorities that students place on application of a fee were explored through open-ended questions, providing some insight to the services should be enabled through a fee.

Through analysis of fixed response and open ended questions, the most prominent requests include:

• Wireless everywhere

• Laptop support for 1:1 computing

• Common computing areas

• Automatic creation of podcasts for all lectures

• Mobile phone services

• a print quota rather than per-page charges

Students were provided opportunity to elaborate on their responses through open-ended questions and write-in fields. One trend in priorities relates to 'print services'. Student's express desire for inclusion of a print quota--the ability to print a specific number of pages on University printers as part of the technology fee. Access to software was also consistently cited, with primary interest in products from Microsoft (office, word, powerpoint, excel) and Adobe. Helpdesk support was also frequently referenced -- with specification of 7x24 support capable of providing assistance with all aspects of technology use and access. Student's elaborated that support capable of looking beyond one specific problem, to address interrelated challenges such as features within the course management system, 'Real' helpdesk support, not merely system status or the ability to report a problem. Comfortable environments to use laptops -- comfortable chairs, power outlets, access to coffee and snacks. Student's described the desire to be able to access learning resources anywhere. Several referenced the desire for community/public areas that also allow for access and connectivity. An area 'like Starbucks', but with more power outlets, and more comfortable chairs.

There was an even breakdown of responses was noted across categories when students were asked if they would be willing to pay for a tech fee upfront. More specific questioning will take place during focus groups. Students were also asked what services they would a tech fee to be applied to; wireless access ranked highest (81.04%) and software lowest (26.94%), however many students wrote in that they would like to see printing quotes put into place instead of a per page fee.

Would it be useful to you if you paid a technology fee upfront, instead of having to pay for services as needed?

What services should be enabled through a fee?

Types of software indicated in write-in entry fields called primarily for Microsoft Office tools (Word, Excel, Powerpoint) and Adobe products (Photoshop, Acrobat). Frequent reference was made toward a fixed-number of print copies available per semester--as part of a quota rather than paying per-page as needed.

Podcasts

Sixty-two percent of the students responding indicated a desire to have podcasts of their courses available. On how students anticipate accessing the podcast, 55% prefer access via their laptop computer, 35% on a portable audio player, and 33% a desktop computer. The desire to access via a laptop may appear counter intuitive on first glance. However, as format of 'Podcasts' continue to evolve, the capabilities of this distribution approach span a range of formats; from an audio file, to enhanced podcasts which combine audio with graphics such as slides, synchronized to the audio, text files such as handouts and readings, and 'video podcasts', which can be viewed on a video enabled portable device -- as well as via a computer. As a learning tool, the majority indicate they would use their portable computer for access. A benefit of the flexibility of 'podcast' is the ability for students to access material in various formats depending on need and circumstance. A concern when making audio versions of courses available is that the student's will stop coming to class. Experience across institutions who make podcasts available has not shown this to be the case. Several other circumstances impact the way that podcasts 'impact' instruction--perhaps the most significant is an approach by which the podcast is approaches not as merely an audio version of the classroom experience, but instead as another resource or tool toward instructional delivery. Student's anticipated use of podcasts supports this view -- with 71% indicating they would use podcasts when a class is missed, 55% re-visit lectures for better understanding and review, and 42% for access to additional, supplementary materials made available by the instructor. Ultimately the use of podcast is directly influenced by the way in which the instructor incorporates the resource into the instructional experience. 'podcast' does not by nature imply live creation and distribution, but can also include pre-design materials and resources - or material constructed following the class session. This range of capabilities carries great potential for expanding and enhancing the learning experience.

In Summary...and The Future

We asked students to indicate how they would envision technology in education three years from now. Initial analysis of these open-ended questions indicate emphasis on interactive lectures, constant connectivity and interaction, digital textbooks, audio and text versions of all classes. At the same time, a theme of "fear of losing 'touch' and ability to communicate" emerges. Also expressed is a caution against becoming an "all online"-- with elaboration suggesting that concern for 100% online courses taking the place of direct, interaction with faculty and other students. Interestingly interaction is not necessarily referenced as in-class, lecture, but rather the ability to engage with instructors and peers, via technology as well as in person. 'Blur' the distinction between in-class and online was another frequent answer. As more detailed analysis of the open ended questions is conducted, results will be made available along with initial reports from the student focus groups.

The present survey provides important information on the current state of student computing at ASU. While no survey can provide a comprehensive overview of every need and perspective of every student, in every situation, through careful consideration of the information expressed by the thousands of students participating in this activity, we are provided a valuable framework upon which we can extend our understanding and awareness. Most importantly, we have established a means of communication and expression. The keen insight and observation offered us by these students is significant in and of itself, and speaks highly of the level of interest and commitment of ASU students toward improving our educational environment. Likewise through your involvement in reading this summary, and in participating in our ongoing effort to develop, implement and constantly refine our Learning Platform, we each contribute to the future of ASU, a New American University.

Dr. Samuel DiGangi

Associate Vice President

Applied Learning Technologies Institute alt^I

University Technology Office

Associate Professor

Mary Lou Fulton College of Education

sam@asu.edu

480.965.2047

Dr. Angel Jannasch-Pennell

Assistant Vice President

Applied Learning Technologies Institute alt^I

University Technology Office

angel@asu.edu

480.965.3906

Websites:

Learning Technologies Lab

http://alti.asu.edu/ltlab

ASURITE

http://www.asu.edu/asurite

myASU

general portal - a link to everything online at ASU
http://my.asu.edu

myASU Courses (Blackboard)
http://myasucourses.asu.edu

myASU Courses/Blackboard Help Sites

myASU Online Tutorials/Frequently Asked Questions -
Log into myasucourses.asu.edu and click on the HELP button

Training and Workshops
http://alti.asu.edu/training

Request a new course (or copy and old one) on the myASU Courses system
http://my.asu.edu/courserequest

UTO Helpdesk
http://asu.edu/helpdesk
myasu-q@asu.edu
480.965.6500

Teaching tools

ASU @ iTunes U
http://itunes.asu.edu

Blogs
http://blog.asu.edu

Wikis
http://wiki.asu.edu

Sakai - Course Management System
http://sakai.asu.edu

Refworks
http://asu.edu/refworks

SafeAssignment
https://wiki.asu.edu/help/index.php/SafeAssignment

ASU web resources:

ASU site licensed (free) software (anti-virus, firewall, VPN, etc)
http://asu.edu/security

Web pages at ASU
http://asu.edu/jukebox

Instructor Volumes
http://asu.edu/courses/uni294/iv/

Breeze Presetation Creation System (PPT w/audio for the web)
http://dmit.asu.edu/breeze

Computer Accounts
http://asu.edu/helpdesk

Preparing and Securing your Windows PC

Websites:

Learning Technologies Lab

http://alti.asu.edu/ltlab

ASURITE

Your single account for all things online at ASU - keep this private!!
http://www.asu.edu/asurite

myASU

myASU start page with links to commonly used online tools and Google-apps, etc - and requires login for personalized version
http://my.asu.edu

ASU Interactive - more detailed breakdown of online services - requires login for personalized version
http://asu.edu/interactive

myASUCourses (Blackboard)
http://myasucourses.asu.edu

myASU Courses/Blackboard Help Sites

myASU Online Tutorials/Frequently Asked Questions -
Log into myasucourses.asu.edu and click on the HELP button
Email help: myasu-q@asu.edu

Training and Workshops
http://alti.asu.edu/training

Request a new course (or copy and old one) on the myASU Courses system
http://my.asu.edu/courserequest

UTO Helpdesk (24/7)
http://asu.edu/helpdesk
helpdesk@asu.edu
480.965.6500

Teaching tools

GoogleDocs
http://docs.asu.edu

ASU @ iTunes U
http://itunes.asu.edu

Blogs
http://blog.asu.edu

Wikis
http://wiki.asu.edu

Sakai - Course Management System
http://sakai.asu.edu

Refworks
http://asu.edu/refworks

Safe Assignment
https://wiki.asu.edu/help/index.php/SafeAssignment

Respondus & StudyMate
https://wiki.asu.edu/help/index.php/Respondus

Wimba Voice Tools (within Blackboard)
https://wiki.asu.edu/help/index.php/Wimba_Voice_Tools

Wimba Live Classroom (within Blackboard)
https://wiki.asu.edu/help/index.php/Wimba_Live_Classroom
NOTE: ASU is piloting this product during the Spring 2008 semester. Please share your experiences and your thoughts on the usefulness of this tool.

ASU web resources:

ASU site licensed (free) software (anti-virus, firewall, VPN, etc)
http://asu.edu/asusoftware

Web page - resources
https://techbase.asu.edu/wiki/index.php/Category:Websites

Instructor Volumes
http://asu.edu/courses/uni294/iv/

Breeze Presetation Creation System (PPT w/audio for the web)
https://wiki.asu.edu/help/index.php/Breeze

Computer Accounts
http://asu.edu/computeraccounts

Preparing and Securing your Windows PC
Directions on securing your Windows machine.

Intro slide

Our Classroom Studios house a variety of media production technologies in spaces that are configurable to meet a range of programming needs from the broadcasting of traditional distance education television courses; to modern interactive webcast, podcast, and streaming media events, as well as multi-point video conferencing.

In addition to the resources offered in a traditional 'mediated classroom' (e.g. digital media presentation systems, audio and video playback, etc.) the alt^I Classroom Studios provide seamless recording and capture of course content making it available as a digital archive for either closed-circuit 'Video On-Demand' playback or open podcasting, or both. Additionally, courses taught in the alt^I Classroom Studios may utilize two way video and audio connectivity among the live classroom participants and students and other instructors distributed across regional and geographic boundaries. Interaction and collaboration are possible using the wide range of technologies and approaches available in our Classroom Studios, and new methods continue to be developed and explored.

All classes may be recorded for backup, archive, and repeat programming using a variety of technologies ranging from analog video recording to live interactive webcasting systems.

IDEAL (Integrated Data to Enhance Arizona's Learning), an online, personalized, lifelong learning environment available to every Arizona K-12 student and certified teacher. Through a partnership between the Arizona Department of Education and alt^I, The Applied Learning Technologies Institute at Arizona State University, over 1 million K-12 students and 58,000 teachers receive IDEAL accounts, providing customized access to education and information--forever.

CURRICULUM & INSTRUCTION

Resources offered by IDEAL include:

• An on-demand library of over 3,000 educational video titles, streamed to the user's computer desktop
• Interactive multimedia, standards-based math lessons
• Downloadable lessons from across the curriculum, including Fine Arts, Language Arts, Science, Social Studies, and PE/Health
• Links to educator-reviewed web sites indexed by subject

PROFESSIONAL DEVELOPMENT

IDEAL connects teachers with development courses and materials for career advancement.

• How-To Center
• Teacher development materials covering everything from how to use popular software applications in the classroom, to creating lessons with primary sources, to using digital cameras and troubleshooting computer problems.

• ADE Reference Library
• Searchable online database of trade books aligned to the Arizona Academic Standards by grade level, subject area, strand, concept, and/or students' reading levels.

• Recipes4Success
• Interactive lessons to help you learn software applications such as PowerPoint, iMovie, and Photoshop

• Course Catalog
• Online professional development courses from ASSET, the George Lucas Educational Foundation, Intel Foundation, PBS TeacherLine, TEAMS, and Thirteen Ed Online. Graduate credit is available for specific courses.

ASSESSMENT

· Formative Assessments

IDEAL gives teachers access to the Formative Assessment Test Item Bank, to provide:

o Insight on students' strengths and conceptual errors in relation to specific course concepts

o Guidance to improve student understanding

o A means of monitoring progress in learning

o Diagnostic information concerning students' understanding of concepts

o Feedback to the instructor about the effectiveness of instructional activities

· Arizona Schools Improvement Plans

o IDEAL streamlines the implementation of state-required assessment and accountability with intuitive online tools for composing and submitting Arizona Schools Improvement Plans (ASIP).

Among the features we've got planned for future roll-out is parental access to student performance data, helping parents be active partners in their child's education. IDEAL recognizes that participation from every member of the Arizona educational enterprise -- administrator, teacher, student, and parent -- is necessary to give our students the best educations possible, and IDEAL will continue to build on its current offerings to achieve this goal.

Distributed Learning in The Applied Learning Technologies Institute supports Arizona State University faculty and students in the creation of effective distance and distributed learning environments. Here are some of the services we provide:

• Assistance with course design, development, and maintenance
• myASU/Blackboard software administration
• Face-to-face and online training in technology skill building and effective online teaching
• Operation of a technical support center for online teaching and learning
• Design, development and maintenance of the ASUonline support and marketing web site
• Evaluation of online teaching and learning technologies and software
• Research and reporting on effective online teaching and learning
• Assistance meeting accessibility guidelines

The Design Research methodology, as based on the Columbia University model, guides our collaborations with faculty partners. Together, we work through an iterative cycle of research, development, and assessment to create innovative uses of technology in the field of new media teaching, learning and research.

Design Research integrates the exploration and development of digital technologies with pedagogical theory and practice. alt^I rejects the long-standing division between theory-oriented educational research and service-oriented technical support and development. We seek to combine research and practice in a process that can best be summarized with a simple phrase: "build to learn."

The Design Research process for developing classroom innovations begins by partnering with faculty members to discuss their teaching practices. This conversation unfolds in a series of discussions around the following stages to incorporate successful innovative practices into the University's repertoire of academic tools:

• Initial Understanding of Curriculum: What is the purpose of this course within the department's curriculum? We begin by analyzing a course's curricular context.
• Problems and Challenges: What kind of challenges does this course pose? We work to identify specific challenges and obstacles that make up the learning environment.
• Design Hypothesis: How can technology be used to facilitate learning? We work with faculty to articulate and identify new media solutions to enhance the educational experience.
• Design of the Educational Experience: What learning experiences does the design enable? The project is implemented in the classroom and its use is closely monitored.
• Educational Experience: What learning experiences does the design enable? The project is implemented in the classroom, and its use is closely monitored.
• Discussion of Research and Evaluation: What have we learned? We evaluate the process and articulate conclusions for improving the project. It is important to mention that this discussion is made possible through continuous documentation throughout the entire process. The evaluation process informs future iterations.