2005
Engaging and Motivating Students:
Interactive Presentation Design
and Development
Summer Institute 2005 was designed to help faculty
develop learning modules and learning objects with interactive
components to help students become more engaged and motivated
and subsequently improve student performance. Participants were
exposed to a variety of tools for various skill levels including
Power Point, Flash, Dreamweaver and others. We have designed this
summer institute to support the recommendations of the SACS strategic
focus report "Infusing 21st Century Innovation into Learning:
A student-centered examination of new technologies, faculty roles,
and institutional structures." Faculty worked closely with
instructional development staff to appropriately analyze, design
and evaluate learner-centered interactive presentations.
The institute will focus on the research-based
recommendations to:
-
transform (ACC) from an "instruction"
paradigm to a "learning" paradigm
-
promote the integration of appropriate
technologies into teaching and learning
-
employ appropriate technology
for student assessment
-
use a variety of tools, teaching
styles and formats to maintain and improve student success
-
move ACC towards a distributed
learning model.
Faculty were able to develop three to five interactive presentations
with a learner-centered focus to improve student motivation
and student performance.
2004
Planning and Evaluating Student-Centered Activities
Through Learning Objects Design
The 2004 Summer Institute was designed to support the recommendations of the SACS strategic focus report "Infusing 21st Century Innovation into Learning: A student-centered examination of new technologies, faculty roles, and institutional structures." Faculty worked closely with instructional development staff to appropriately analyze, design and evaluate learner-centered instructional materials in the form of learning objects. "The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming" (David A. Wiley, Utah State University. Digital Learning Environments Research Group. The Edumetrics Institute)
Faculty were able to develop plans for the appropriate design of student-centered learning activities that use technology to enhance learning and improve student performance.
2003
Making Connections: Supporting Learning with Technology Tools
As educational research continues to focus on learning and ways to improve learning, the ACC 2003 Summer Institute brings together best teaching practices and technology tools to help faculty develop instructional materials and resources that support student learning. The Institute will model both the strategies in delivering the content and the concept of blended* and hybrid** learning for faculty teaching on-campus or distance learning courses. The appropriate applications of technology can aid faculty in the implementation of teaching strategies and help improve student achievement.
*A blended course uses one or more technology-mediated learning activities in an on-campus or distance learning course.
**A hybrid course is one in which a portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated.
2002
Streaming Media Applications: Selecting media to support instructional strategies
Faculty learned about the various types of streaming media applications and instructional design techniques to select applications that are most appropriate for a given learning outcome. This session will enabled faculty to develop media-supported educational activities that address specific instructional challenges.
2001
Learning Strategies
1. Online Learning Strategies: Developing Instructional Resources for Online Courses
This session will guide selected faculty in the development of instructional activities for the delivery of online courses. Selected faculty teaching high-demand, entry-level online courses will work with the ITFD Instructional Design team to establish a "Resource Web Page" that lists a variety of activities for the given subject and develop a common core Blackboard course site.
2. Active Learning Strategies: Incorporating Active Learning Into Your Syllabus
Educational Research points to the importance of actively involving students in the learning process so that they are engaged not only in the course material but also with other students in the class. Such engagement assures that students learn more effectively, and both students and the faculty enjoy the learning experience more than they do in a non-active learning environment. This session will advance faculty awareness of the concept of active learning, demonstrate how best to incorporate these methodologies into a syllabus, and how active learning may be applied to diverse courses.
2000
Using the Blackboard Course Delivery System
This Summer Institute provided faculty with three weeks of training on using the online course management syste, blackboard. Topics included: the major fucntions of Blackboard including: presenting content, creating and using discussion boards, creating assessments, creating and using the gradebook. We additionally covered the pedagogy of adding interactivity to assignments and practiced using the synchronous functions of Blackboard including the White Board and Chat. We covered adding graphics and streaming video to Blackboard course sites.
Participants were required to produce a prototype of their Blackboard site by the end of the summer. This track was also intended for faculty who were interested in teaching an Open Campus web-based course using special web instructional software such as Web Course in a Box. The Summer Institute met four hours per day (12:20-4:30 PM) for the three week period of July 24- Aug 11.
1999
Creating Educational Web Sites
This Summer Institute provided faculty with three weeks of training and support on instructional uses of the Web and how to create or convert instructional materials for web-based delivery. Topics included: web page creation using straight HTML code and editing programs; graphics for web pages; tips and techniques of web design; Internet software tools; instructional use of email and listserv; placing information on ACC’s web server; etc.
Participants were required to produce a complete web-based product by the end of the summer for use during the fall semester. This track was also intended for faculty who were interested in teaching an Open Campus web-based course using special web instructional software such as Web Course in a Box. The Summer Institute will met for four hours per day (1-5 PM) for the three week period of July 5 – July 23.
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