Reports Needed
| grantid | fname | mname | lname | image | department | college | grantyr | semester | granttitle | grantsummary | grantfinalreport | FinalReportNeeded | Box Number | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 11 | Marc | J. | Barr | mjbarr@mtsu.edu | ../Faculty/faculty_images/mbarr.jpg | Electronic Media Communication | Mass Communication | 1994 | Summer | none | <blockquote>Researched multimedia hardware and software and conducted a Summer course in multimedia development for MTSU students | <HTML> <BODY bgColor=#ffffff> <P></P> <P>At the outset of this project we already had formulated a plan of activities for the implementation of the use of multimedia in the classroom. In our situation we intended to teach the production of multimedia materials in addition to using those types of materials for instructional purposes.</P> <P>To prepare for this project, we researched the available authoring packages and various hardware configurations necessary to produce multimedia projects. We reached the conclusion that a variety of different systems would give us and the students the greatest amount of flexibility. As part of this research we spent time with campus computer system personnel, software and hardware vendors, and end users. We also were able to significantly enhance this research process by obtaining and reading manuals an d help guides for various multimedia software packages.</P> <P>In order to take full advantage of the facilities available in the College of Mass Communication we utilized several different computer platforms, software packages and additional equipment. The computers used included Silicon Graphics, Macintosh, and IBM. The software included HyperCard, HyperGasp, SoundEdit Pro, ProTools, Adobe PhotoShop, Adobe Premiere, Aldus SuperPaint, Wavefront Advanced Visualizer. Additional equipment included flatbed and film scanners, still and motion video cameras, DAT recorders.</P> <P>We intentionally selected HyperCard and HyperGasp for the authoring software because of ease of use and university site license.</P> <P>We had a group of ten students from the Recording Industry and the Ra/TV/Photo departments. All but one of the students had previous experience with at least one of the computer platforms and some of the software, except for the authoring software. The class met during the first Summer Session for three weeks. The students worked on an individual project and a group project during this time.</P> <P>The individual project was designed to familiarize all of the students with the use of HyperCard and HyperGasp authoring software. Students were allowed to choose a topic of their choice with which to design a presentation. In addition to the use of authoring software,, the individual project also introduced the use of flatbed scanners and related software, paint programs, and digital audio recording and editing software. While students worked on their individual projects they were also shown a variety of pre-produced presentation materials.</P> <P>The group project was designed to familiarize students with all aspects of multimedia presentation. It required the use and integration of: text, scanned images, digital audio, and video (and/or) animation. The students were required to storyboard the presentation prior to its development so that all production aspects of the presentation could be effectively organized.</P> <P>Our conclusions as a result of holding this class are:</P> <P>Individuals taking the class must have had prior computer experience.</P> <DIR> <P>The students must have an open attitude regarding selection and use of hardware and software systems. <P>The realistic time period for teaching a class of this type is a regular semester. <P>A cooperative teaching environment with individuals who have complementary areas of expertise helps to expedite the learning process. <P>It is virtually impossible to attempt to teach this type of class without a great deal of prior familiarization with all of the software and hardware systems utilized in multimedia production. <P> </BODY></HTML> | True | 0058 |
| 72 | Larry | Mapp | lgmapp@mtsu.edu | ../Faculty/faculty_images/lmapp.jpg | English | Liberal Arts | 1994 | Summer | none | Developed a Hypertext program using all the components of the Microsoft Office software package (Word, Excel, PowerPoint) for use in all sections of ENG 211 (The Experience of Literature.) | none | True | 0289 | |
| 91 | Sushil | Oswal | not available | ../Faculty/faculty_images/none.jpg | English | Liberal Arts | 1995 | Spring | none | Researched methods for incorporating the hardware and software in the English department's computer lab into the course content of Technical Writing (English 352). His project consisted of surveying technical writing teachers, developing support procedures, identifying proper software packages and preparing an in-house manual for Technical Writing teachers. | none | True | ||
| 48 | Michael | S. | Guertin | not available | ../Faculty/faculty_images/none.jpg | Psychology | Education and Behavioral Science | 1995 | Fall | none | Developed a repertoire of multimedia resources for a Psychology of Language course that will help students comprehend many of the difficult concepts in the course | none | True | |
| 108 | Kevin | E. | Smith | kesmith@mtsu.edu | ../Faculty/faculty_images/ksmith.jpg | Sociology and Anthropology | Liberal Arts | 1995 | Fall | none | Developed a series of archeology modules that incorporate videotape segments, slide shows, computer applications, and the Internet for use in Anthropology 345 Archaeological Methods. | none | True | 0010 |
| 114 | Phillip | B. | Waldrop | pwaldrop@mtsu.edu | ../Faculty/faculty_images/pwaldrop.jpg | Elementary and Special Education | Education and Behavioral Science | 1995 | Summer | none | Developed multimedia materials for use in the course Survey of Exceptional Children (SPED 301). He used digitized video and sound as well as other multimedia tools to present the characteristics of youth with disabilities. | none | True | 0069 |
| 83 | Douglas | S. | Mitchell | dsmitche@mtsu.edu | ../Faculty/faculty_images/dmitchell.jpg | Recording Industry | Mass Communication | 1995 | Summer | none | Developed a multimedia presentation that integrates text, graphics and audio for use in Audio for Media - RIM/RATV 301. | none | True | |
| 42 | Stanley | E. | Gambill | sgambill@mtsu.edu | ../Faculty/faculty_images/sgambill.jpg | Computer Information Systems | Business | 1995 | Summer | none | Developed presentation materials and a self- paced learning module for Introduction to Microcomputing (INFS 220) using the Freelance Graphics and ToolBook applications. | none | True | 0045 |
| 95 | Sharon | Payne | not available | ../Faculty/faculty_images/none.jpg | Psychology | Education and Behavioral Science | 1995 | Summer | none | Prepared multimedia instructional materials for use in Basic Statistics for Behavioral Sciences (PSY 302). She used the statistics programs, presentation programs, and other multimedia software in the course. | none | True | ||
| 87 | James | H. | Neal | jhneal@mtsu.edu | ../Faculty/faculty_images/neal.GIF | History | Liberal Arts | 1995 | Summer | none | Developed a library of images and outlines which included animation, drawings, and charts arranged in slide show format. The materials are used in American People (HIST 201). | <html> <body bgcolor="#FFFFFF"> <p align="left">During the Summer Semester, 1995, I was awarded an instructional development grant to develop computer assisted instruction modules for my History 201 classes. I completed the project and implemented and evaluated it in the classroom during the Fall, 1995 semester. Encouraged by the success of 201 presentations, I developed similar modules for some of my history 202 classes which were offered during the Spring, 1996 semester. My report follows. <p align="left">Using Microsoft PowerPoint software, I constructed presentations which were offered to a class of nearly two hundred students in the multi-media classroom (LRC221). The class met once a week for two hours and fifty minutes. There was a fifteen-minute break mid-way through each class period. I used the same presentations in a class which met for one hour and fifteen minutes twice weekly in the Peck Hall "21st Century Classroom" (room 218). Enrollment in this class, reserved exclusively for international students, was capped at twenty-five although, in fact, there were twenty-eight students in it. <p align="left">Students in the evening class encountered the project even before they met their instructor. As they entered the classroom, students were confronted with a self-advancing series of screens welcoming them to the class while somewhat up-beat music played in the background. The first screen identified the course, the next the instructor, and the third the music that was a playing. The next three screens presented a general outline of the class units for the first six weeks. This was followed by two screens pertaining to the material to be considered in class that evening. The final screen was a "welcome aboard, glad you are here." For each of the next five weeks, students encountered similar but shorter presentations of three or four screens identifying the subject matter for the evening, identifying the music playing in the background, and reminding them of upcoming assignments. In every case, information was presented with "builds", one topic at a time, with no more than three or four lines or topics per screen to assure clear viewing at the rear of the hall. <p align="left">During the first half of the first night of class (August 23) I presented material in my traditional manner, using colored markers and an over-head projector. After the break, I switched to PowerPoint. When students entered the lecture hall on August 30, they were handed a brief questionnaire. On it they were asked: <ul> <ul> <ul> <ul> <ol> <li> <p align="left">Grade the previous class presentation. a b c d f</li> <li> <p align="left">Did you prefer the computer-assisted presentation? y n</li> <li> <p align="left">Do you think you will like this course? y n</li> </ol> </ul> </ul> </ul> </ul> <p align="left">They were also asked to write any other comments pertaining to the class and to drop the unsigned questionnaires into a box at the front of the hail during the break. The students awarded the first class a pretty strong B+ and overwhelmingly endorsed the computer-assisted presentation. </p> <p align="left">For the first third of the semester I continued with PowerPoint presentations, most of which included graphics as well as text. The images came from the CD ROM version of the textbook, from clip-art, from scanned images, and from simple Paint-Shop efforts of my own. I used a different template for each unit and placed the title of that unit on the top of each slide. I advanced the text builds manually and took advantage of the PowerPoint 4 features of moving among screens in any order by simple key stroke commands, blanking a screen to white or black and "writing on it" with the mouse, and using the mouse to highlight items on a prepared screen. After three or four weeks I was almost as comfortable with Power-Point as I had been with chalk and blackboard or with felt pens and overhead projector. <p align="left">I presented the second third of the course with the overhead projector and felt pens, much to the consternation of some students. I returned to PowerPoint for the last third of the semester, although with somewhat fewer graphics. The changes in manner of presentation were deliberate. The class test average for the exam over the first third of the course was much higher than that for the second third. The average for the final comprehensive examination was also higher than that for the second exam but not as high as the class average on the first one. These numbers are, of course, suggestive at best. <p align="left">The last night of class the students were given another questionnaire. On this one they were asked to evaluate many different aspects of the course, giving each a letter grade. Among the items evaluated were my traditional lectures, the PowerPoint lectures, the examinations, and the various assignments they had been asked to complete during the semester. The PowerPoint lectures received a strong "A" grade, rating second only to a very popular research exercise in the Gore Center. My traditional lectures, which in previous years had been highly regarded on student evaluations, were given only a B. <p align="left">The experience of students in the smaller section was similar to that described above with the following exceptions. <ul> <ul> <ul> <ul> <ol> <li> <p align="left">The international section received a special introductory PowerPoint presentation.</li> <li> <p align="left">I used PowerPoint for the entire course.</li> <li> <p align="left">I gave students a PowerPoint generated printed outline of the presentations</li> </ol> </ul> </ul> </ul> </ul> <p align="left">The grade averages for this section were higher than those for the large evening class. Also, there was no significant drop in the average for the second test. Again, the numbers, although interesting, do not prove anything. The grade average of the international sections is usually higher than those of other sections. </p> <p align="left"><b><i><font face="Arial">PROBLEMS</font></i></b> <p align="left">To present my material in LRC 221, 1 had to disconnect my office computer and monitor from power, modem, and printer in my office, and take them to the classroom where they were attached to a portable projector I checked out from Media Services each Wednesday afternoon. Set-up and break down each took at least half an hour and subjected the hardware to a good bit of abuse. I had none of that problem in PH 218. <p align="left">Presentations in both rooms would have been much more effective with a wireless mouse and with a digitizing tablet, neither of which would have represented a major expenditure. <p align="left">Having invested very considerable time and effort to prepare these units and to become comfortable making Power-Point presentations, I no longer have access to classrooms with the necessary hardware. After three semesters in PH 218 it was determined, correctly, that other faculty should have the opportunity to use that excellent facility. LRC 221 now has hardware for computer presentations, but because I am no longer assigned classes in excess of <i>135 </i>students, I may not teach there. <p align="left"><b><i><font face="Arial">CONCLUSION</font></i></b> <p align="left">The project was very successful. My students and I still benefit from it even though I do not presently teach in a classroom equipped with a computer and presenter. I have made PowerPoint loop presentations for viewing during parents day and other special occasions and have found PowerPoint useful for preparing web pages for the Gore Center. I am modifying my PowerPoint History 201 presentations so that students with web access can use them to review for comprehensive final examinations. Other students may copy the presentations onto floppy disks for home or computer lab viewing. </body> </html> | True | |
| 110 | Sandra | J. W. | Smith | not available | ../Faculty/faculty_images/Smith.jpg | Educational Leadership | Education and Behavioral Science | 1996 | Spring | none | Developed multimedia materials to be used in FOED 211 - The Psychology of Human Development and Learning. The resource modules consist of PowerPoint presentations, mPower multimedia modules, Internet resources, and HyperStudio stacks. | none | True | |
| 54 | Carolyn | Hopper | chopper@frank.mtsu.edu | ../Faculty/faculty_images/chopper.jpg | Developmental Studies | Developmental Studies | 1996 | Summer | Integrate Technology into the Developmental Study Skills Curriculum | Designed multimedia classroom presentation materials and interactive instructional materials for Developmental Study Skills (DSE 080). They utilized HyperCard, PowerPoint, and interactive study skills software to develop their materials. | <html> <body bgcolor="#FFFFFF"> <p>In the summer of 1996 my colleague Sheila Otto and Carolyn Hopper received an instructional technologies development grant to integrate technology into the Developmental Study Skills curriculum. As a result of that grant, the instructors in all sections address many of the course goals with extensive use of PowerPoint presentations, a course web site, and such technology as e-mail and electronic data bases. <p>The Developmental Study Skills class is primarily a hands-on, active learning class. The use of the quality presentation software developed as a result of the grant eliminated one of the required textbooks for the course and allows for more active learning in the classroom. PowerPoint is an excellent medium to use for visual presentation of activities and exercises involving such subjects as time management, goal setting, memory principles, note taking, learning styles, and test taking. The slides produced generate classroom activities. Presentation material for use in the master classroom was designed to address the goals and objectives of the course and to complement and reinforce the textbook, which is specifically tailored to the MTSU student. Individual students set goals, design their own master schedules, analyze their study habits, practice note taking techniques, and develop strategies for engaging memory techniques. Presentation software also allows for diagnosing test taking skills, predicting test questions, practicing strategies for objective and essay tests, and improving critical thinking skills within the framework of the course. <p>PowerPoint presentations were designed for each class session for use in a master classroom. Because Dr. Hopper is the only full-time study skills faculty, and other sections are taught by adjuncts or faculty in another discipline, the use and availability of PowerPoint presentation materials helps to train faculty not totally familiar with study strategies and helps ensure consistency across the sections. However, all sections of the course were not being taught in a master classroom. With the help of the Office of Information Technology, a portable master classroom was designed. The portable instructor's station includes an NEC projector and lap top computer for PowerPoint presentations, a VCR, CD-ROM player and ELMO visual presenter. With this portable master classroom, all study skills instructors have access to this technology in their classroom. PowerPoint presentations used in class are also available to students via the study skills web site. Students use them to prepare for class, review for tests or to take notes if they missed class. <p>PowerPoint presentation materials have been so successful in the study skills classroom that when Hopper wrote a study skills workbook/textbook for Houghton Mifflin(Practicing College Study Skills: Strategies for Success, 1998), she and Otto created PowerPoint slides to accompany the Instructors' Research Manual. In addition to being available with the resource manual, the PowerPoint slides are available on the publishers' web page and may be downloaded by the user <<a href="http://www.hmco.com/hmco/college/success/teachers/programs.html">http://www.hmco.com/hmco/college/success/teachers/programs.html</a>>. <p>In addition to the use of PowerPoint, technology is being used in the study skills course via the course web page <<a href="http://www.mtsu.edu/~studskl/">http://www.mtsu.edu/~studskl/</a>>: The Study Skills Help Page. The page was designed with two purposes in mind. The first purpose was to provide a home base for the course, a place where students could find course requirements, syllabus, assignments, supplementary material, Power Point slides, review sheets and practice tests. It was believed that this would be useful both to current students and former students. The second purpose was to serve as a resource to students not enrolled in a study skills course by offering essential study tips in various areas and links to other study skills pages. The Study Skills Help Page went on-line in September. It has far exceeded our expectations. <p>The 120 students enrolled in the study skills course in the fall of 1997 were the first to use the web page. They were introduced to technology in the classroom the fourth day of class when they met in a computer lab. Each student learned how to use the frank account and how to access the web page. One e-mail assignment required students to e-mail their instructor, and another assignment required them to e-mail their developmental studies advisor. Hopper is convinced that this type of assignment, especially since it occurred during the first three weeks of school, enhanced retention. Students surveyed this fall say they have used the web page most often to access PowerPoint slides, to find assignments, to review for tests, and to link to other study skills sites. Ninety-nine percent of the students used the web page more than twice. Eighty-five percent used it more than four times. <p>The web page is obviously being used by those outside study skills class. Since Dr. Hopper put a counter on the web page the middle of September, it has received almost 10000 hits. The web page has been singled out by other web sites such as Net Announce <<a href="http://www.erspros.com/net-announce/">http://www.erspros.com/net-announce/</a>> and the World Lecture Hall <<a href="http://www.utexas.edu/world/lecture/">http://www.utexas.edu/world/lecture/</a>>. Dr. Hopper has received e-mails from students and instructors across the country asking questions and thanking for her tips. A middle school instructor in New Jersey is using the PowerPoint slides and study tips downloaded from the site to build a study skills course for his district. An economics professor in Iowa supplemented her class with study tips from the web page and found it so successful that she has requested that her college develop a study skills course. In addition to maintaining the Study Skills Help page, Dr. Hopper also maintains the department web page and coordinates student workers to help members of the department develop their own web pages. <p>One further use of technology in the study skills curriculum involves teaching students to use the electronic data bases available for research. Students spend three weeks in the library involved in various hands-on activities to ensure they know what technology is available in the library and how to use it. Study Skills students are excited about learning, and a great deal of that excitement is generated from the use of technology to meet teaching and learning goals. </body> </html> | True | ||
| 90 | Leon | R. | Nuell | lrnuell@mtsu.edu | ../Faculty/faculty_images/lnuell.jpg | Art | Liberal Arts | 1996 | Spring | Child Development in Imaging Making | Produced a self-paced interactive program which will provide detailed information about the art imagery of children; its relationship to intellectual development; and ability and grade level implications. This program is used in ART 320 - Art Education for Teachers. | <html> <body bgcolor="#FFFFFF"> <p>At this time, my project is not yet complete. During the period of the grant, I collect, scanned, and wrote text for most grade levels to be included in the program. A flow chart was developed and revised, and will be revised still again as the actual interactive program has not yet been developed. My expertise at program development is not nearly what I had hoped it would be, and my skills at using necessary software are weak. The actual program itself will be developed by students in the Interactive Media class as one of many assignments undertaken by them. I expect closure sometime during the next academic year.</p> </body> </html> | True | 0025 |
| 61 | Mary | J. | Lavender | mlavender@mtsu.edu | ../Faculty/faculty_images/mlavender.jpg | Nursing | Basic and Applied Sciences | 1996 | Summer | none | Developed multimedia instructional materials for use in Nursing 321 - Self-Care Requisites. An instructor driven module utilizing PowerPoint and well as a learner driven module utilizing ToolBook were developed. Both modules contain scanned pictures, graphics, and sound. | none | True | 0081 |
| 74 | Don | E. | McComb | dmccomb@mtsu.edu | ../Faculty/faculty_images/dmccomb.jpg | Journalism | Mass Communication | 1996 | Summer | Introduction to Graphic Communication 295 | Developed computer-aided presentations to enhance classroom instruction of GRAF 301 - Introduction to Graphic Communication. Persuasion presentation software was used to integrate media elements into the presentations. | <html> <body bgcolor="#FFFFFF"> <p>The purpose of the project was to develop computer-aided presentations to enhance classroom instruction of GRAF 295, Introduction to Graphic Communication. I used Aldus Persuasion 3.0 and Apple Power Macintosh to prepare, edit, and design the lecture presentations. Persuasion allowed me to integrate materials from disparate sources and to edit them into multimedia presentations that are compelling, dynamic, and effective. The multimedia technology greatly improved the continuity and flexibility of lecture presentations, while enhancing classroom instruction. The finished presentations were incorporated into the curriculum of GRAF 295 beginning fall semester 1996. <p>During the summer and fall 1996, I designed, edited, and produced 12 multimedia presentations. Since that time, I have revised and expanded the presentations bringing the total to 14. To date, more than 300 students have viewed the presentations, fulfilling my expectations that the use of multimedia presentations would attract and accommodate a larger number of students to the course. The use of multimedia presentations have exposed the students to new and emerging technologies and have helped to make the subject matter (graphic communication) more relevant. In addition, the project has helped administration, faculty, and staff to manage more efficiently the limited resources available to serve current and future teaching needs in the College of Mass Communication. </body> </html> | True | |
| 78 | Ronald | A. | Messier | rmessier@mtsu.edu | ../Faculty/faculty_images/rmessier.jpg | History | Liberal Arts | 1996 | Summer | none | Developed a multimedia program to teach historical archaeology. The program, developed with ToolBook, contains text and images that reflect the procedures that take place during an actual archaeological dig in Sijilmasa, Morocco. Students are able to experience vicariously the process of historical archaeology. | none | True | |
| 86 | Ahad | Nasab | anasab@mtsu.edu | ../Faculty/faculty_images/anasab.jpg | Engineering Technology and Industrial Studies | Basic and Applied Sciences | 1997 | Summer | Technology Tools for Engineers of the Future | Nasab is developing courseware modules to aid students in several engineering technology classes in understanding engineering concepts and analyzing "what if" scenarios. The modules will be developed with equation solver software that has the capability to solve simultaneous equations in any order and offers useful tools such as plotting routines. | <html> <body bgcolor="#FFFFFF"> <p>I would like to take this opportunity to thank you and the members of the Instructional Technology Development Committee for giving me this opportunity to work on this project during the summer of 1997. Our students in several courses (Introduction to Engineering, Thermodynamics, and Strength of Materials) are already using the procedures developed in this project. Students in each class are provided with a summary of instructions on the use of TK Solver. This section is immediately followed by exercises in various fields of study and is designed to gradually increase the degree of difficulty and involvement of the software. <p>As an example in the Introduction to Engineering class, students are asked to solve a simple three variable linear equation. As a second assignment, students are to solve for a list variable ( a variable that can take many values). Later they are instructed to use Table and Plotting facilities of the software. As a final activity in this introductory class the students are instructed to solve non-linear equations which involve initial guessing of the unknown. <p>Problem sets in upper division courses such as Thermodynamics and Fluid Power are more demanding and require a much faster learning curve. Some examples of the work by students in various classes are attached. <p>Given the opportunity, I would like to expand this activity to include instructions and other instructional components on a web site so that on-line help will be available to students. <p>Once again, I thank you for your support of this project and hope that MTSU continues funding projects which utilizes instructional technologies to enhance teaching. <p> To look at the sample reports, please click the following linkage: <a href="Anasab.html">Sample Reports </a></p> </body> </html> | True | 0019 | |
| 45 | Jacqueline | A. | Gilbert | jgilbert@mtsu.edu | ../Faculty/gilbert2.jpg | Management and Marketing | Business | 1997 | Fall | Intercultural Communication and Understanding for the 21st Century | Gilbert developed presentations for International Human Resource Management using Multimedia Toolbook. Presentations such as these are ideally suited for Master Classroom use. | <html><body><p> During the Fall 1997 Semester, I worked on developing a multimedia toolbook application, and I successfully uploaded my first web page. The web page, combined with listserve, has helped me to more efficiently reach students and organize my courses. The toolbook application will be loaded onto my webpage this semester; it will contain audio in several languages, intercultural quizzes, and digitized video.</p></body<html> | True | 0162 |
| 121 | Jon | Woodroof | woodroof@mtsu.edu | ../Faculty/faculty_images/jwoodroof.jpg | Accounting | Business | 1997 | Summer | none | Woodroof expanded the current course content of ACTG 451- Accounting Systems to include database technology and Internet technology in order to provide accounting students with the knowledge and experience they will need in order to get and keep a job in a increasingly technical work environment. | <html> <head> </head> <body> <p>Current technology makes it feasible for firms to deliver financial information to decision makers through the internet. No longer will users of information be content to wait for quarterly or annual reports to be published. This technology provides on-line access to events-driven databases so that decision makers can retrieve disaggregated, real-time data and compile it m whatever ways seem appropriate to the user. Because of this technology, visionaries in public accounting believe that the role of the accountant is going to drastically change in the next five years <p>THE OBJECTIVE OF THE PROJECT: <p>The objective of this project was to introduce this new technology into the accounting systems courses at MTSU. Our students must be not only familiar with, but adequately trained in these emerging technologies so that they will be well prepared for working in the dynamic technical environment of business in the 21st century. <p>The project expands the current course content of ACTG 401 and 451 to include database technology (knowledge and practical experience) and internet technology (as it relates to database technology). Specifically, I developed course content and projects to teach students how to design a front-end form web page and a back-end database, and how to make these two components communicate through web server software. <p>A web page form allows web users anywhere in the world to enter data (using common database objects such as check boxes, radio buttons, pull-down lists, etc.) into a web page, and this data can be submitted to populate a specified database or spreadsheet (or any ODBC compliant software). <p>STEPS <blockquote> 1. I obtained four software applications: WebSite Professional - web server software (came bundled with Cold Fusion - software that allows communication to occur between a form on a web page and a local database); software to make my computer an FTP server; AOLPress - a WYSIWYG web editor; and Visual FoxPro - a database <p>2. John Smit assigned me a domain name for my server (http://www.woodroof.mtsu ecu). <p>3. Passwords were assigned to give students access to my server. <p>4. I designed an application (http://www.woodroof.mtsu.edu/publish/prof.html) in order to link and fully test everything. I designed a form on a web page (<i>View Professor</i>) asked the user to select (from a drop-down box) a department in the school of business. Once the selected department was submitted, a database on my local computer having two fields (name and department) was scanned, and the records matching the selected department were sent back to the web and displayed in another drop-down box. I also designed another component (<i>Add Professor</i>) where a user could add a professor to the database on my computer from anywhere in the world. <p>5. Summer I students enrolled in ACTG 401 were asked to experiment with this technology. Because of their help (and patience) I was able to work out the problems that were encountered, and I believe the Fall 97 course should go very smoothly. </blockquote> THE RESULTS OF THE PROJECT: <p>This grant has enable me to learn many things. I've learned: <blockquote> 1. how to set up a web server. <p>2. how to secure the editing of a web page on the server through AOLPress and FTP server software. <p>3. how to secure the access to the web page through the WebSite web server software. <p>4. how to create a URL address. <p>5. how to embed commands in HTML code (see attached code): <blockquote> <ul> <li>how to issue a call to run another program.</li> <li>how to embed SQL commands so that communication can occur between the web and a database, using Cold Fusion software.</li> <li>how to embed OUTPUT commands so that formatted results of a database query can be displayed back to the web.</li> </ul> </blockquote> </blockquote> I believe my potential for instructional effectiveness in the accounting systems courses has been greatly enhanced because of this new knowledge. As a professor of Accounting Information Systems, it's important that I remain current with these emerging technologies. And I truly believe that our students will be better equipped when they graduate due to their hands-on exposure to database and web page design and implementation. <p>I've never had a group of students who seemed to enjoy and be captivated by what they were learning more than did this little summer test group. I fully expect that this excitement will translate into the larger classes this Fall. <p>IMPLICATIONS OF THE PROJECT <p>As I stated in my arrant application. similar course content could be developed in other university departments, which would make it possible to reach large numbers of students. Applications that would he useful in a university environment could take advantage of the database and internet technologies. <font face="Geneva,Arial">For example</font> <ul> <li>A form could he designed in a web page that would capture and score student evaluations of teachers. Such an application could be used by the entire College of Business.</li> <li>All department, college, and university forms could be designed as web pages and archived, managed and updated from a single source (pay for performance travel parking, etc.).</li> <li>Surveys could be designed in a web page, the results of which could be downloaded and analyzed instantaneously.</li> <li>Tests could he designed in a web page -- with the appropriate controls. Students could take tests, electronically submit them to a database, the database could grade them, and the results could be immediately presented back to the students.</li> </ul> Thank you for the support of the Office of Information Technology and for the summer grant.<center> </body> </html> | True | ||
| 59 | William | H. | Ilsley | wilsley@mtsu.edu | ../Faculty/faculty_images/wilsley.jpg | Chemistry | Basic and Applied Sciences | 1997 | Spring | Development of Course Materials | Developed materials for Group Theory and a proposed course, Modeling and Computational Chemistry. Two- dimensional and three-dimensional modeling packages were used to develop visual aids for the students. Many of these visual aids were translated into a form that can be made available to anyone via the Internet. In addition, students are being required to use molecular modeling software packages and Internet resources to complete course assignments. | none | True | 0398 |
| 3 | Vivian | R.M. | Alley | valley@mtsu.edu | ../Faculty/faculty_images/valley.jpg | Developmental Studies | Developmental Studies | 1997 | Fall | Developmental Studies Math 085, Intermediate Algebra, on Hypercard | Alley developed lesson plans for DSM 085, Intermediate Algebra, on HyperStudio, for use in Master Classrooms. By having these lessons in HyperStudio format, they can be utilized by other faculty members or even the students themselves. | none | True | 0376 |
| 100 | Tom | Roberts | not available | ../Faculty/faculty_images/none.jpg | Computer Information Systems | Business | 1997 | Summer | Network Management Scenario Analysis Program | Roberts designed and developed a simulation program to create various network scenarios for students to manage on an actual LAN (Local Area Network) implementation. The simulation program will be used in INFS 490 and 690 and will have the potential to be used in other courses within CIS and Computer Science. | none | True | ||
| 36 | Barbara | J. | Draude | bdraude@frank.mtsu.edu | ../Faculty/faculty_images/bdraude.jpg | Nursing | Basic and Applied Sciences | 1997 | Fall | Development of a Web Page for Nursing 460/462 | Draude developed a web page to provide ready access to course materials such as syllabi, course objectives, learning assignments and study aids. It was designed so that students can review class content before or after presentation, view graphic, video or audio used in class and access case studies. | <html> <head> </head> <body> <p> The class web page was completed and successfully used by students to review class materials such as syllabi, course objectives, learning assignments and study aids. It contained test, graphics, video and audio. Student feedback was obtained at the end of the class and improvements were implemented in subsequent semesters. </p> </body> </html> | True | 0226 |
| 20 | William | Canak | wcanak@mtsu.edu | ../Faculty/faculty_images/wcanak.jpg | Sociology and Anthropology | Liberal Arts | 1997 | Spring | none | Produced a set of learning modules for the enhancement of students' learning experiences in SOC 101- Introductory Sociology. Statistical analysis modules address the basic techniques of data analysis and research methods central to current sociological research and Internet modules introduce students to newly developing information and communication systems. | <html> <head> </head> <body> <p>I used data from 95 Tennessee counties and had students develop multiple indicators of concepts, such as poverty. I then had students develop causal models and identify independent variables, such as county education, family structure, race, percent urban, etc.</p> <p> Students then did zero order correlations, then looked at cross tabs and finally developed multi-variate models to explain variations in poverty across Tennessee counties. The project worked well because students were motivated and felt the exercises related to their own lives.</p> </body> </html> | True | 0010 | |
| 69 | Roger | Kern | not available | ../Faculty/faculty_images/rkern.jpg | Sociology and Anthropology | Liberal Arts | 1998 | Spring | Interactive Self Test Web Site | Kern worked to design an interactive self test web site for each of his classes. The purpose of these sites will be to better prepare students for course examinations by providing them with an opportunity to check their level of mastery for the objective portions of exams. | none | True | ||
| 1 | Ron | Aday | raday@mtsu.edu | ../Faculty/faculty_images/raday.jpg | Sociology and Anthropology | Liberal Arts | 1998 | Fall | Telecourse for Introduction to Gerontology: Growing Old in A New Age | Ron developed a series of pretaped videos which will become incorporated into a pretaped telecourse: Introduction to Gerontology: Growing Old in a New Age. The telecourse will serve as a required course in the Aging Studies Minor offered through the Center for Health and Human Services. | <html> <body> <body background="/" bgcolor="#ffffff"> <p>"Telecourse in Aging Studies"</p> <p>The Instructional Technologies Development Grant has provided me the opportunity to engage in a variety of activities contributing to the development of a new telecourse: Introduction to Aging Studies. The course is scheduled to be offered for Fall 99 through the Office of Continuing Education. The telecourse will serve as a required course in the Aging Studies Minor. The following provides a summary of activities:</p> <ol><li>The Growing Old In A New Age telecourse developed by the Center on Aging at the University of Hawaii has now been purchased by the Aging Studies Program at MTSU. The Annenberg/CPB Project Collection is a 13-part series. The College of Continuing Studies is currently making copies of the collection. <li> Additional videos developed by the Center of Health and Human Services will also be incorporated into the course. These videos on "Health and Aging" and "Long-Term Care Alternatives" are fully edited. The video on "Women and Aging: A Case Study" still needs an introductory component and additional editing. <li> A number of other videos (series on health and aging) are currently be purchased by the Aging Studies Program. The LRC is currently downloading these videos via satellite and licensing approval will be sought on several of those that are most appropriate. <li> Other proposed activities are continuing: (i.e., mini-lectures on selected topics and the development of a Web Sight). <li> I am currently using many of the materials this semester in my Introduction to Aging course. This rehearsal will enable me to more fully develop additional activities and exercises to complement the telecourse. </ol> </body> </html> | True | 0132 | |
| 88 | Nuria | Novella | nnovella@mtsu.edu | ../Faculty/faculty_images/none.jpg | Foreign Languages and Literatures | Liberal Arts | 1998 | Fall | Design Review Modules and Chapter Quizzes using Winflash Educator | Novella used Winflash Educator to design review modules and chapter quizzes for Spanish 111. Purposes for the project included creating self-study modules to assist students outside the classroom, provide a multimedia supplement to complement the text book, and to provide the instructor with more in-class time by allowing chapter quizzes to be administered in the Media Center for Language Acquisition(MCLA). | <html> <body bgcolor="#FFFFFF"> <p>QUIZZES USING WINFLASHEDUCATOR <ul> <li> During the fall of 1998 1 designed self-study modules and quizzes in Spanish using Winflash Educator (an authoring program that enables one to design exercises in different question formats).</li> <li> I created six units with text, audio (digitized), picture (scanned) and video files (the director of the Media Center for Language Acquisition, Patrice Caux, edited the video files). Each unit follows the chapter progression of the text used in Spanish 111 (Poco a Poco by James M. Hendrikson), but is generic enough to use with any introductory text. The Winflash modules I created supplement existing exercises in the book and bring authentic materials (i.e. audio and video recordings by native speakers) and content to the Spanish 111 course.</li> <li> Each unit contains between 10-20 questions in different formats (i.e. fill in the blank, multiple choice) that cover culture, grammar, vocabulary, reading comprehension, listening comprehension and writing skills. [See enclosed copies of some of the units].</li> <li> After creating the files I compiled them into standardized individual quizzes that students will be able to access individually at the MCLA, giving them the opportunity to further practice the grammar acquired in the classroom and to practice before exams.</li> <li> I saved the review modules on a CD-ROM, which is available to all Spanish students and instructors at the MCLA.</li> <li> I will be testing the exercises as a review exercise in my advanced Spanish classes during the Spring of 1999 and introducing them as part of my Spanish 111 class in the Fall of 1999.</li> </ul> <p>I would like to thank the Office of Information Technology for giving me the opportunity to work on this project. I have acquired a lot of hands-on experience creating multi-media materials and I have earned a new appreciation for the time and effort that a technology project requires.<p> <center> </body> </html> | True | 0142 | |
| 2 | Vivian | R.M. | Alley | valley@mtsu.edu | ../Faculty/faculty_images/valley.jpg | Developmental Studies | Developmental Studies | 1998 | Fall | Tutorial for Exponents, Factoring, and Rational Expressions | Vivian developed tutorials on Hyperstudio for use in the Developmental Studies Math Lab in SAG 202. These tutorials will be used for certain topics in DSM 080/ Elementary Algebra such as exponents, factoring, and rational expressions. | none | True | 0376 |
| 6 | Leslie | N. | Aspinwall | laspinwa@mtsu.edu | ../Faculty/faculty_images/lnaspinwall.jpg | Mathematical Sciences | Basic and Applied Sciences | 1998 | Fall | Enriching Instruction Through Technology: Implementing the Geometer's Sketchpad into the Math 201 Curriculum | Leslie used this grant time to use technology to revise, update, and implement new materials for use with the MATH 201 course using Geometer's Sketchpad. | none | True | |
| 84 | Richard | G. | Moffett | rmoffett@mtsu.edu | ../Faculty/faculty_images/rmoffett.jpg | Psychology | Education and Behavioral Science | 1998 | Fall | Creating Multimedia Modules for Social Psychology | Moffett used PowerPoint to develop a set of multimedia materials to be used in PSY 221/ Psychology of Social Behavior. He integrated video-clips, music clips and still photos into the presentations, creating modules for various class topics. | none | True | 0087 |
| 29 | Peter | Cunningham | peterc@frank.mtsu.edu | ../Faculty/faculty_images/pcunningham.jpg | Health, Physical Education, Recreation and Safety | Education and Behavioral Science | 1998 | Fall | Development of Web Based Instruction for REC 454/554: Organization and Administration of Recreation | Cunningham used multimedia technology such as web page design, presentation software, compact discs, the Internet, and e-mail to improve classroom instruction and enhance student learning for REC 454/554: Organization and Administration of Recreation. | none | True | 0096 | |
| 103 | Jay | Sanders | jsanders@mtsu.edu | ../Faculty/faculty_images/none.jpg | Educational Leadership | Education and Behavioral Science | 1999 | Fall | Microcomputers in the K-12 Setting: An On-line Version | Sanders will be creating documents, instructions, and examples to be used in the on-line version of the SPSE 664 course. This will provide off-campus access to technology for students working full-time at K-12 schools and show them how to integrate technology into their own classrooms. | none | True | 0139 | |
| 120 | Jon | Woodroof | woodroof@mtsu.edu | ../Faculty/faculty_images/jwoodroof.jpg | Accounting | Business | 1999 | Summer | Using Donated Software to Develop On-line Testing Web Application and Web Based Announcement Board | Woodroof will by learning the new version of Cold Fusion, state-of-the-art web software donated to M.T.SU. by Allaire Corporation, and implementing real web applications that can be used by students and faculty with the Department of Accounting and the College of Business. | none | True | ||
| 24 | Thomas | J. | Cheatham | cheatham@mtsu.edu | ../Faculty/faculty_images/tcheatham.jpg | Computer Science | Basic and Applied Sciences | 1999 | Fall | Interactive Web Units for CSCI 115 | Cheatham will be working in conjunction with Chrisila Petty to develop interactive web-based laboratory exercises for the computer concepts, email and Internet portions of CSCI 115. Interactive web-based testing units for all computer concepts will also be developed in addition to a grading and recording component for each unit. CSCI 115 is a required or recommended computer course for Aerospace, Agribusiness and Agriscience, Chemistry, Engineering Technology and Industrial Studies, Physics, Human Sciences, and Recording Industry. | <html> <body> <p class="MsoNormal"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">The ultimate goal of this project is to make the knowledge units covered in Computer Orientation, CSCI 115, available as interactive web documents.<span style="mso-spacerun: yes"></span>Then students who have knowledge or hands-on experience in a particular area can easily prove that they have sufficient mastery of the topic to move on to the next unit saving time for the student and avoiding frustration for both faculty and students.<span style="mso-spacerun: yes"></span>At the same time, students who need more drill and practice will have a “patient” partner who will provide numerous laboratory exercises and as many practice exams as desired.<o:p></o:p><o:p></o:p></span> <p class="MsoCommentText"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">Providing interactive web-based laboratories requires a server running Microsoft NT, laboratory exercises for the computer concepts, testing units for all the concepts, a grading and recording component for each unit which will allow the student to repeat a quiz (randomly selected questions from a question bank), and a database of questions for each topic.<span style="mso-spacerun: yes"></span>We currently have purchased the server, installed all necessary software, tested, and brought the server online.<span style="mso-spacerun: yes"></span>In addition, the testbank of questions for each unit is completed. A Microsoft Access database has been constructed containing hundreds of questions of all types including:<span style="mso-spacerun: yes"></span>Multiple Choice, True and False, Fill in the blank, Matching and Short Answer.<span style="mso-spacerun: yes"></span>An Active Server Page (ASP) interface is being built to allow the student and the faculty member to interface with the database over the web.<span style="mso-spacerun: yes"></span>Most of the laboratory exercises are completed or are nearly completed.<span style="mso-spacerun: yes"></span>Work on the CGI system for parsing HTML pages, parsing testing units, and for grading interactive exams is continuing.<o:p></o:p><o:p></o:p></span> <p class="MsoNormal"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">We hope to begin class testing the system in the summer of 2000.<o:p></o:p></span> </body> </html> | True | 0083 |
| 58 | William | H. | Ilsley | wilsley@mtsu.edu | ../Faculty/faculty_images/wilsley.jpg | Chemistry | Basic and Applied Sciences | 1999 | Fall | Introduction to Computational Chemistry and Molecular Modeling into the Curriculum | Ilsley will be developing a set of molecular modeling and computational chemistry labs, and homework assisgnments to be used in conjunction with Chemistry courses. He intends to develop labs for inorganic, advanced inorganic and group theory courses. He plans to utilize the molecular modeling software acquired by the Chemistry department. | none | True | 0398 |
| 96 | Chrisila | Pettey | cscbp@mtsu.edu | ../Faculty/faculty_images/cpettey.jpg | Computer Science | Basic and Applied Sciences | 1999 | Fall | Interactive Web Units for CSCI 115 | Pettey will be working in conjunction with Thomas Cheatham to develop interactive web-based laboratory exercises for the computer concepts, email and Internet portions of CSCI 115. Interactive web-based testing units for all computer concepts will also be developed in addition to a grading and recording component for each unit. CSCI 115 is a required or recommended computer course for Aerospace, Agribusiness and Agriscience, Chemistry, Engineering Technology and Industrial Studies, Physics, Human Sciences, and Recording Industry. | <html> <body> <p class="MsoNormal"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">The ultimate goal of this project is to make the knowledge units covered in Computer Orientation, CSCI 115, available as interactive web documents.<span style="mso-spacerun: yes"></span>Then students who have knowledge or hands-on experience in a particular area can easily prove that they have sufficient mastery of the topic to move on to the next unit saving time for the student and avoiding frustration for both faculty and students.<span style="mso-spacerun: yes"></span>At the same time, students who need more drill and practice will have a “patient” partner who will provide numerous laboratory exercises and as many practice exams as desired.<o:p></o:p><o:p></o:p></span> <p class="MsoCommentText"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">Providing interactive web-based laboratories requires a server running Microsoft NT, laboratory exercises for the computer concepts, testing units for all the concepts, a grading and recording component for each unit which will allow the student to repeat a quiz (randomly selected questions from a question bank), and a database of questions for each topic.<span style="mso-spacerun: yes"></span>We currently have purchased the server, installed all necessary software, tested, and brought the server online.<span style="mso-spacerun: yes"></span>In addition, the testbank of questions for each unit is completed. A Microsoft Access database has been constructed containing hundreds of questions of all types including:<span style="mso-spacerun: yes"></span>Multiple Choice, True and False, Fill in the blank, Matching and Short Answer.<span style="mso-spacerun: yes"></span>An Active Server Page (ASP) interface is being built to allow the student and the faculty member to interface with the database over the web.<span style="mso-spacerun: yes"></span>Most of the laboratory exercises are completed or are nearly completed.<span style="mso-spacerun: yes"></span>Work on the CGI system for parsing HTML pages, parsing testing units, and for grading interactive exams is continuing.<o:p></o:p><o:p></o:p></span> <p class="MsoNormal"><span style="font-size:12.0pt;mso-bidi-font-size:10.0pt">We hope to begin class testing the system in the summer of 2000.<o:p></o:p></span> </body> </html> | True | 0048 | |
| 73 | Malissa | Martin | mamartin@mtsu.edu | ../Faculty/faculty_images/mmartin.jpg | Health, Physical Education, Recreation and Safety | Education and Behavioral Science | 2000 | Spring | Computerized/Computer-Data Based Injury Tracking System | Martin will be developing a computerized database to be used by athletic training majors. This database will be made available to other athletic training majors at other institutions via the World Wide Web. She plans to utilize FileMaker Pro 4.1. This project should improve students' competency and proficiency in the skills related to computerized databases. | none | True | ||
| 129 | Joachim | Zietz | jzietz@mtsu.edu | ../Faculty/faculty_images/jzietz.jpg | Economics and Finance | Business | 2000 | Summer | Flow of Funds Accounting in an Integrated Learning Environment | Zietz will make a fundamental building block of macroeconomics, the flow of funds accounting, more accessible and, hence, more meaningful to students. This will help students to more easily absorb and retain the macroeconomic analysis that builds on these fundamental relationships. Zietz will prepare a web-based teaching/learning module that will be integrated with dynamic spreadsheet applications. All material will be built into an Adobe Acrobat 4.0 file for portability across different computers. | <html> <body bgcolor="#FFFFFF" background="/"> <p class="MsoNormal">The objective of this project was to present the fundamentals of flow of funds accounting in a format that lends itself to uncomplicated presentation in the classroom or to self-paced learning by students. <p class="MsoNormal">The result of this project is an Adobe Acrobat file consisting of about 30 single-spaced pages and two ancillary Excel spreadsheet files. The material covers the following: <p class="MsoNormal"> - the basic structure of the flow of funds accounts in equation and table format <p class="MsoNormal">- a generic flow of funds table in a spreadsheet environment <p class="MsoNormal">- instructions on how to fill in a blank flow of funds table <p class="MsoNormal">- a spreadsheet flow of funds table with real world data that serves as a case study <p class="MsoNormal">- an explanation of some of the problems that arise in filling out the table for the case study <p class="MsoNormal">- an overview of two simple macroeconomic models that rely heavily on flow of funds concepts <p class="MsoNormal">Throughout the Acrobat file, links are built in to move the reader quickly back to tables or equations provided other places in the document. Other links in the Acrobat file allow the reader (user) to launch Excel spreadsheets to examine and/or work with the flow of funds data described in the Acrobat file while always having the option to come back to the Acrobat file with just one click of the mouse. Finally, the Acrobat file contains numerous live links to web sites that illustrate flow of funds data for the U.S., describe the use of flow of funds data in country growth models of the World Bank, and other similar links that are <p class="MsoNormal">appropriate for the topic and provide the student insight into the use of flow of funds concepts and data in macroeconomics. <p class="MsoNormal">The material will be made available to students of Econ 351, Econ 611, and Econ 711. The files will be added to the other downloadable course material that is available to students from the respective course web sites on FRANK. <p class="MsoNormal">What makes the Acrobat file format very useful in practice is its portability. As tested in various classrooms of the business building, it will work as described without complications as long as the internet connection is working, the program Excel is installed, and the Acrobat file along with the two ancillary spreadsheet files are in one and the same directory. This directory can be a diskette that the instructor brings to class, it can be the instructor's office computer (assuming file sharing is enabled on that computer), it can be the S-drive at the business lab, or any other directory anywhere that is accessible. <center> </body> </html> | True | 0129 | |
| 64 | Paul | Lee | plee@physics.mtsu.edu | ../Faculty/faculty_images/plee.jpg | Physics and Astronomy | Basic and Applied Sciences | 2000 | Spring | Web-Based Supplementary Instruction for a Hands-On Science Course | Lee will be adding QuickTime clips to current material so that students can practice virtual experiments, data acquisition and interpretation. He will be using Claris Home Page and Quick Time to develop web pages for science courses. | none | True | 0106 | |
| 25 | Chong | Chen | ischen@mtsu.edu | ../Faculty/faculty_images/cchen.jpg | Engineering Technology and Industrial Studies | Basic and Applied Sciences | 2000 | Summer | Introduction of LabVIEW into Engineering Technology Courses | Chen will develop teaching materials for introducing virtual instrumentation and control software into engineering technology courses. Lab experiments using Laboratory Virtual Instrument Engineering Workbench (LabVIEW) will be prepared. Students will learn the functions of LabVIEW and be able to make programs with LabVIEW for control and measurement applications. | none | True | 0019 | |
| 35 | Virginia | Donnell | vdonnell@mtsu.edu | ../Faculty/faculty_images/none.jpg | Speech and Theatre | Liberal Arts | 2001 | Summer | Digital Applications for Costume Design | none | <html> <body> <p>Progress Report on Instructional Technology Grant Project on Digital Applications for Costume Design <p>I have completed 90% of the project proposed. I logged over 100 hours developing this instructional series this summer after the initial research and planning was completed. <p>The final product contains definitions, process instructions, and instructions on the use of digital tools. I have completed production on the design and production units. The final design unit contains over 75 frames with instructional materials such as definitions, process guidelines, and digital application. The final production unit contains over 95 frames of visual materials, digital details and instructions. These units will cover materials and digital instructions for courses that require 5-7 weeks of instruction. These are ready for class use and will be used in THEA 3200 and THEA 4230 this fall, and two courses in the spring semester. Other courses will have access but no schedule commitment has been made to date. <p>I have submitted a regional conference presentation proposal requiring the use of these units. The approval is pending (Southeastern Theatre Conference March 2002). <p>The portfolio section has been researched and is ready for digital development. I will continue this work with the completion of this final unit by end of Spring 2002. <p>All in all, I am very pleased with the results. I believe these will be very effective teaching tools for the beginning to advanced students. </body> </html> | True | 0250 | |
| 98 | Joan | Raines | jraines@mtsu.edu | ../Faculty/faculty_images/none.jpg | Mathematical Sciences | Basic and Applied Sciences | 2001 | Spring | Web-based Supplementary Instruction for the Use of the T1-83 Graphing Calculator | none | <html> <body> <p>The Instructional Technologies Development Grant has allowed me to create a web site that gives students an additional tool to enhance their understanding of the use of the TI?83 graphing calculator. This project was started as a way to assist students who needed additional help, who missed class, or who took a class by correspondence. My objective was to create a site that would give step?by?step keystroke instructions for using the graphing calculator. This objective was accomplished and the site was put into use during the Spring 2001 semester. The site provides off-campus and after-hours access to instruction. <p>I have received very positive feedback from students and teachers. Students feel the site makes using the calculator less frustrating, is a helpful supplement to the textbook, and is a useful reference outside of class. They thought the instructions were clear, concise, easy to follow, and that the site should be maintained from semester to semester. Instructors teaching in a classroom equipped with the appropriate technology access the site during class instruction and refer students to it for further assistance. <p>From the feedback I received from students, I am now in the process of updating/revising some of the pages on the site. These pages will include calculator window screens and more example problems. The site can be accessed at <a href="http://www.mtsu.edu/~math141">www.mtsu.edu/~math141</a>. <p>I would like to thank the committee for the opportunity to create this web site. </body> </html> | True | 0016 | |
| 97 | Jan | Quarles | jquarles@mtsu.edu | ../Faculty/faculty_images/jquarles.jpg | Electronic Media Communication | Mass Communication | 2001 | Summer | Analyzing Audiences in New Media | none | <html> <body> <p>Introduction <br>During the summer of 2001, I was fortunate to receive a grant to research and produce a teaching tool for RATV 346, Media and Messages. The new course is part of my department's new emphasis in digital media, and I taught the "first edition" of the course in Spring 2001. The course deals with audience analysis techniques for planning and assessing content in digital media, and in developing the right match of message and medium. <p>The lack of available well-focused teaching materials for the class led me to apply for the grant to develop a website/CD-ROM on audience analysis for class use. After being awarded the grant, I spent hours in research on audience tools and examples of websites, taught myself the basics of Dreamweaver, and developed the site.</font> <p>The site <br>The project is available at: <br>http://www.mtsu.edu/~jquarles/audienceindex.html <p>Within the site, I focused on helping students understand: <br>· why understanding an audience is important in message development and the characteristics of audiences for different kinds of web products. <br>· what audience analysis tools are available and how they can be used. I provide examples of commercial tools and indiciate for students the tools most readily available. <p>I also focused on questions students should ask in developing a project and provide an outline for a critique of websites. In the final portion of the website, I provide a few examples (from the million or so websites available) of websites for different audiences. We will work with analysis of these websites in the next semester of the class in Spring 2002. <p>To remain true to my own point in creating the project, I pilot tested the project with my Writing for Digital Media class in Fall 2001. The latest version of the website incorporates their comments and reactions. I will convert the site to a CD-ROM before classes begin in 2002 and use the resulting product in the class. <p>In the future, I would like to develop a similar project that focuses on matching messages to media and gives examples of good and bad "matches." </body> </html> | True | 0058 | |
| 43 | Jacqueline | A. | Gilbert | jgilbert@mtsu.edu | ../Faculty/gilbert2.jpg | Management and Marketing | Business | 2001 | Summer | Technology Blending for Student Centered Learning | <html> <body> <p>I am most appreciative for the opportunity to work on the OIT grant entitled "Technology Blending for Student-Centered Learning." The grant has allowed me to do the following: <ol> <li>Integrate discussions, communication, and chat into existing face-to-face courses.</li> <li>Automate grading and posting of exams, quizzes, and assignments.</font></li> <li>Implement a survey to assess the effectiveness of on-line vs. traditional learning, using both paper and pencil and automated response formats.</li> <li>Update PowerPoint files to include pictures, webart, clipart, and wordart. </li> <li> Begin design of an e-learning multicultural course that can be marketed to a corporate audience. </li> <li> Enhance Web-CT proficiency. </li> </ol> <p> Education of tomorrow must deliver an experience; it must include high quality multimedia presentations to facilitate learner-centered teaching. The OIT grant has allowed me to enhance student interest through course innovation. I am committed to continually updating my course sites and material to include the latest technological tools and innovations. </body> </html> | True | 0162 | |
| 66 | Steven | Livingston | slivings@mtsu.edu | Political Science | Liberal Arts | 2001 | Summer | Streaming Videos of Congress in Action | none | <html> <body> <p>The purpose of the grant is to place streaming video clips of the United States Congress on a course web site from which students taking the course, or any other interested MTSU students, can access and watch them. The video clips demonstrate various congressional rules and procedures. The clips would be developed using the congressional sessions broadcast daily on C-Span. <p>Over the course of the summer I developed an initial list of rules and procedures to be included as streaming videos. I focused first on the House of Representatives. The list contains <br>· The daily opening of the House <br>· A quorum call <br>· Several edited one-minute speeches <br>· A Rules Committee Resolution / privileged motions <br>· The House reassembling as the Committee of the Whole <br>· How floor managers control their time <br>· A recommital motion <br>· The report to the House of the Committee of the Whole <br>· The Speaker calling for, and announcing, a voice vote and a recorded vote <br>· A Majority Leader scheduling announcement <br>· Communications from the Senate <br>· Adjournment. <p>I am currently recording selected House sessions into .mpg files and editing down to the clips that I will use. Once clips of all these procedures have been found and placed into separate files, I will use OIT's software to compress and export the files into a format that can be opened in RealPlayer and Windows Media. After researching issues of file size and the speed of downloading, I have decided initially to burn the files onto CDs that I will provide students. I still intend to put the clips on a server, but given server access considerations and the difficulties that most students would have trying to view the clips using a modem off of the server, I decided that it is better to begin with CDs. <p>I should have a CD ready to be viewed shortly. <br> <br> </body> </html> | True | 0114 | ||
| 80 | Alice | Mills | acmills@mtsu.edu | ../Faculty/faculty_images/amills.jpg | Biology | Basic and Applied Sciences | 2001 | Spring | Course Web Pages for Student-Student, Student-Faculty, and Faculty-Student Communication in Anatomy and Physiology | none | none | True | ||
| 71 | Amy | Sue | Macy | amacy@mtsu.edu | ../Faculty/faculty_images/none.jpg | Recording Industry | Mass Communication | 2001 | Summer | Recording Industry College of Mass Communication | none | none | True | 0021 |
| 132 | Elvira | Casal | ecasal@mtsu.edu | ../Faculty/faculty_images/none.jpg | English | Liberal Arts | 2002 | Spring | During the spring of 2000, work began on the rough draft of the explanatory material and some of the exercises that will be used in the English 1040 course taught through the Writing Center. Since the CD will not be needed until spring 2003, more material will be developed during the summer and fall of 2002. The "regular" English 1040 class in the fall of 2002 will provide an opportunity to test the materials before they are given to the students taking the course through the writing center. <p>Because of enrollment concerns, efforts are underway to make the CD more interactive. <p>The current goal is to have enough material ready for students to use (under the appropriate level of faculty supervision) in the fall1040 class, as well as, providing a BETA version of the CD for use in the spring of 2003. After use in the Spring, final polishing will be done so that the material can be included as part of the regular teaching apparatus in the Writing Center. | True | 0070 | |||
| 133 | Steve | T. | Jones | Stjones@mtsu.edu | ../Faculty/faculty_images/sjones.jpg | Speech and Theatre | Liberal Arts | 2002 | Spring | Workbook & CD for Teaching Vector Works Spotlight | The goal of this project is to produce a workbook and accompanying Cd of materials to train students in the use the CAD (Computer Assisted Drafting) program. The object is to give students an extra resource for learning drafting software. | True | ||
| 134 | Max | Gore | Ervin | mervin@mtsu.edu | ../Faculty/faculty_images/none.jpg | Biology | Basic and Applied Science | 2002 | Summer | Digital Image Technology for BIOL 3010/5010, Embryology | The objective is to develop a library of digital images from our existing Embryology microscope slide collection. This library will be made available to students for independent study, review and exploration via departmental computers. | True | 0060 | |
| 135 | Amy | E. | Jetton | ajetton@mtsu.edu | ../Faculty/faculty_images/Jetton.jpg | Biology | Basic and Applied Science | 2002 | Summer | Interactive Online Quizzing for MTSU Anatomy & Physiology Students | The objective is to turn an existing bank of multiple choice and matching exam questions into interactive online quizzes for the MTSU Anatomy & Physiology web site. | <html> <head> </head> <body> <p>Interactive Online Quizzing for MTSU Anatomy & Physiology Students Final Project Report</p> <p>In spring of 2002, I proposed to spend the summer of 2003 working to convert a bank of existing exam questions into interactive online quizzes for the Human Anatomy & Physiology web site (http://www.mtsu.edu/~biolap). This web site serves students enrolled in BIOL 2010, 2020 and 2030 at MTSU.</p> <p>I had thought that I would be able to simply plug my questions and answers into an existing quiz program written in Javascript that was available through the Instructional Technology group (http://www.mtsu.edu/~dmc/JavaScript/). This quiz program came with a set of instructions for utilizing it via FrontPage. I found to my dismay that the program had several difficulties with the scoring and with some of the embedded font commands. My first attempts at a quiz did not score correctly and showed up on my computer screen in a very small font size that would be difficult for students to read for an extended period of time.</p> <p>I spent much of the first part of the summer learning a little bit about Javascript , and then rewriting the code to correct the scoring, generally. I initially attempted to add a portion of code that would score the test as a whole separately from each individual question. My knowledge of Javascript and programming was not adequate for that task, and in the final analysis, this type of scoring is not necessary for the intent of these quizzes.</p> <p>I prepared the questions for the quizzes. I reformatted all the question files and printed them so that I might more easily answer and “grade” the questions. I began answering the questions on the topic of “Blood”. I spent a great deal of time finding correct answers, and preparing short, reasonable explanations for incorrect answers. I turned matching questions into multiple choice questions. I rewrote questions that seemed to have been specific to an individual instructor’s lectures. I additionally graded questions as “Easy”, “Medium” and “Hard” based on their difficulty. I assembled 10 question quizzes consisting of 4 easy, 4 medium and 3 hard questions per quiz (see example quiz as an attached html file (Blood_A) or on the A&P web site).</p> <p>I initially attempted to individualize the formatting of responses on each question within each quiz. I thought this would save valuable computer storage space; in hindsight, it was not wise to attempt to save a small amount of disk space at the expense of a large amount of time. After preparing the first set of quizzes, I realized I would need to seriously streamline the process if I were ever to make a dent in the question bank. As the summer was ending, I finally hit upon the idea of coming up with a blank quiz template with 10 questions and 5 choices for each question. This does streamline the process, although the demands of the academic year have not allowed me sufficient time to assemble many of the quizzes (see blank quiz template as attached html file).</p> <p>My current goal is simply to get the questions converted to quizzes with correct and incorrect answer designations (see example as attached html file (Bone_A) or on the A&P web site). I hope later to add more explanation to these answers to make the quizzes a more valuable learning tool for the students.</p> <p>Additional elements of my original proposal related to the impact of orientation sessions on web site use, and the analysis of student use of the web site in preparation to determine the impact of the quizzes. Although I never completed enough quizzes to administer the final version of the survey, I was able to examine patterns of student use and their desires and suggestions for improvement in various areas of the web site through the administration of the initial survey to students in BIOL 2010 and 2020. The survey results are as shown below. </p> <p>We did conduct “Orientation to Anatomy & Physiology at MTSU” sessions at the beginning of spring, summer and fall semesters (both sessions of summer) (these introductory sessions show the students the web site, inform them of the A&P email distribution list to their MTSU email accounts, and discuss available lab policy with them). These sessions were not well attended since they occurred outside of regular class time. It did, however, seem helpful for those students who attended. I hope to continue offering these sessions in future semesters.</p> <p>At the end of spring, summer and fall semesters of 2002, 718 students were still enrolled in BIOL 2010 and 2020 Human Anatomy & Physiology. Surveys were administered during class time to 353 students. The questions on the surveys and the student responses are indicated below.</p> <p>Question Answers <ol> <li>1. Did you attend an “Orientation to MTSU Anatomy & Physiology” session at the start of this semester? 102 yes (29%) 251 no (71%) <li>2. Have you ever used the MTSU Anatomy & Physiology web site <br>(http://www.mtsu.edu/~biolap)? <br>312 yes (88%) 41 no (12%) <br>If answered no to question 2, student was directed to this question 3 & 4. <li>3. Were you aware of the MTSU Anatomy & Physiology web site prior to taking this survey? <li>4. Why didn’t you use the web site? 21 yes <br>(6% of total); reasons below 20 no <br>(6% of total) <br> 14 – didn’t have enough time (67%) <br> 3 – dislike computers (14%) <br> 2 – no explanation (10%) <br> 6 – other reasons; see below (29%) <br>If answered yes to question 2, student was directed to this question 3 <br>3. Which part/parts of the web site did you use? (Check all that apply.) <br>(% calculated for 312 responses to this question) 205 - Syllabi (lab /lecture instructor) (64%) <br> 224 - Exam Questions (70%) <br> 221 - Lab Handouts (69%) <br> 151 - Keys to Review Exercises (47%) <br> 76 - Keys to Anatomical Models (24%) <br> 53 - Web Links (17%) <li>4. Which part of the web site did you find the most useful/helpful? (Check only one, please.) (% calculated for 309 total responses to this question) 39 - Syllabi (lab /lecture instructor) (13%) <br> 130 - Exam Questions (42%) <br> 90 - Lab Handouts (29%) <br> 35 - Keys to Review Exercises (11%) <br> 5 - Keys to Anatomical Models (2%) <br> 10 - Web Links (3%) <li>5. Did you use the exam questions that are available on the web site? 205 – yes (64%) 117 – no (36%) Those students answering yes to the above question were directed to this question. <li>6. How did you obtain the answers to the exam questions? (Rank all of the following choices that you used from 1 = most used to a maximum of 5.) (ranks were converted to scores (1=5; 2=4, etc.); weighted scores are reported here; higher numbers indicated more use by students) I used books & notes to find the answers on my own. Score: 406 I worked with a study group or asked fellow students to find the answers. Score: 282 I asked my lab instructor for the answers to questions I could not answer. Score: 195 I asked my lecture instructor for the answers to questions I could not answer. Score: 192 Other Score: 37 <p></p><p> Others reasons that students stated they did not use the MTSU A&P web site despite an awareness of the site are as follows. <p>1. I always wanted to see it but never did. I plan to though. <p>2. Didn’t think it would help me anymore. <p>3. Didn’t think I would need it. <p>4. Got the info (keys, exam questions, etc.) from other people in class <p>5. Didn’t want to <p>6. Never needed to get anything off of it <p>All students who had used the web site were requested to answer this question. Answers are shown below. <p>7. What would you like to see on the web site that is not currently available? <p> a. Answers to the exam questions – 79 <p> b. ADAM Interactive Anatomy program – 17 (pricing makes this impossible) <p> c. Model pictures with the keys – 10 (this project is in progress) <p>d. Practice lab practicals – 5 <p>e. Lecture notes – 4 (this is available for some instructors now through links or PDF files) <p>f. Study Tips – 4 (study tips were added to the web site during the summer) <p>g. More diagrams - 2 <p>h. images from videodisks -2 <p>i. other teachers’ tests – 2 <p>j. more explanation of where things are – 1 <p>k. Chapter Notes – 1 <p>l. More questions – 1 <p>m. Clearer images of Keys to Review exercises – 1 <p>n. Interactive Quizzes – 1 <p>o. List of Tutors – 1 <p>p. Answers to Tests they've taken – 1 <p>q. Chat Room – 1 <p> Although I have yet to finish the task I started last summer, it is clear that the students would appreciate some form of access to the answers to the exam questions, a very heavily used part of this web site. It is equally clear that this is a heavily used resource that helps many of our students. Instructors report that having online access to syllabi and lab handouts saves them valuable time during the semester as well. <p> A web site such as this is always a “work in progress”. The ITD grant last summer enabled me to add many things to the A&P web site as well as figuring out the process for mass-producing the quizzes. Hopefully, these efforts at building and improving the web site will continue for the foreseeable future; I do believe these additional resources are helpful to our students. </body> </html> | True | 0082 |
| 140 | Emily | Norman | Zietz | enorman@mtsu.edu | ../Faculty/faculty_images/ezietz.jpg | Economics and Finance | Business | 2002 | Summer | A Multimedia Database Approach to Teaching Financial and Credit Management - A to Z | This project will be designed to assist principles level finance students, both business majors and non-majors or minors, in understanding financial information and analyzing a decision or a portfolio. | True | 0027 | |
| 152 | Scott | McDaniel | smcdanie@mtsu.edu | ../Faculty/faculty_images/smcdaniel.jpg | Developmental Studies | Developmental Studies | 2003 | Spring | Online Slide-Shows for Elementary Algebra | During the Spring and Summer of 2000 I was given the opportunity, via a grant, to develop a web enhanced course for both Elementary Algebra 080 and Intermediate Algebra 085 classes. Students are able to print off class notes with detailed examples, as well as practice tests and answer keys. Then in the spring of 2001, I was given release time to take the web enhanced course to the next level: a fully operational online class. I am currently teaching an online Elementary Algebra class. I have been using Dreamweaver™, Freehand™, Flash™, Fireworks™, Winplot and other software as needed to develop the fully functional web site. With this software I was able to incorporate animation to enhance the students’ learning experience. <p>With the help of additional release time, I hope to enhance the site even more to accommodate those with audio and visual learning styles. With the help of OIT, I plan to incorporate streaming video and audio onto the website and/or onto CD-ROMs. Techsmith has developed software to allow screen capture and allows one to create videos and add sound. I will be producing slide shows in 3 different formats (Real Player, QuickTime, Windows Media) in order to accommodate different platforms and slide show watching preferences. These slide shows will show examples for thirty-two sections spanning 5 chapters. Each section will contain from 3-10 examples. Students from all sections, not just my sections, will have access to these instructional slide shows. There were over fifty section of Elementary Algebra offered last year, with approximately 24 students per section. | True | 0016 | ||
| 151 | Sandra | Johnson | sjohnson@mtsu.edu | ../Faculty/faculty_images/sandra_johnson.jpg | Biology | Basic and Applied Science | 2003 | Spring | A Web-based Visual Library of Images of Active Microorganism | This project will produce a CD-ROM containing a library of images of the live, active organisms studied in an existing course – Biology 1110, General Biology. The availability of these images and video clips for in-class instruction and for exploration by individual students via WebCT will enrich students’ laboratory experiences by increasing their access to specimens for study and analysis. The biology department has both a compound microscope and a stereomicroscope, each fitted with a camera, that can be used to generate images and videos of organisms studied in the laboratories. | True | 0060 | ||
| 149 | Ronald | E. | McBride | rmcbride@mtsu.edu | ../Faculty/faculty_images/mcbride.jpg | Engineering Technology and Industrial Studies | Basic and Applied Science | 2003 | Summer | Fadal Reverse Engineering System | The purpose of this project is to be able to demonstate to Engineering Technology students the principles of reverse engineering and inspection. A second objective is to have students adapt the principle and procedures into projects of their own choosing. | True | 0019 | |
| 148 | Robert | Kalwinsky | rkalwins@mtsu.edu | ../Faculty/faculty_images/kalwinski.jpg | Electronic Media Communication | Mass Communications | 2003 | Summer | Technology Enhancement of new Media Instruction | This project addresses several issues that will facilitate the planning and producing of an interactive DVD to serve as a template for several courses taught in the Department of Electronic Media. These areas are: 1) Learn advanced Flash techniques. 2) conduct research into and compile relevant media components. 3) evaluate fair use guidelines and 4) learn advanced DVD authoring skills. | True | 0058 | ||
| 147 | Michael | J. | Sanger | mjsanger@mtsu.edu | ../Faculty/faculty_images/Sanger.jpg | Chemistry | Basic and Applied Science | 2003 | Summer | Teaching Chemistry Using all Theee Representations: Develping Computer Animations of Chemical Reactions at the Microscopic Level and Linking Them to Chemical Demonstrations and Balanced Chemical Equations | To develop additional computer animatons for the General Chemistry I and General Chemistry II courses for the fall of 2003. Receiving instruction that uses all three representational levels will help these students develop their ability to think about chemical processes at the molecular level, which is important if they are to survive in a Chemistry classroom. | True | 0068 | |
| 146 | Kelly | McKee | kmckee@mtsu.edu | ../Faculty/faculty_images/Mckee.jpg | English | Liberal Arts | 2003 | Summer | English Department WebCt Course Development Materials--Composition | To develop standard course WebCt templates for English compsition courses. Advisory material specific to the templates and the particular pedagogical needs of the English Department will also be created.. | True | |||
| 154 | Cosette | Collier | ccollier@mtsu.edu | ../Faculty/faculty_images/collier_jpg.jpg | Recording Industry | Mass Communications | 2003 | Spring | DVD Authoring for Mastering Class | This project will incorporate the skills of DVD authoring into the Mastering course currently being offered as RIM 4810: Special Topics in Recording Industry. This course has been taught twice in the past year and it was very successful. The course is currently being proposed as a regularly offered recording industry elective to be offered 3 times a year. Mastering is the process of sweetening audio and authoring the proper CD format for duplication. Our department currently has the technology to also create 5.1 surround audio files, which are normally distributed on DVD. I would like to incorporate DVD authoring as part of this course in order to teach both stereo and surround format mastering. The current trend in the recording industry at mastering houses is to expand by adding the services of DVD authoring for audio and video. Therefore these skills would be very desirable for students wishing to enter the profession of mastering. | <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>I want to thank everyone for the release time granted to me during the Spring 2003 semester funded by the Instructional Technology Development Grant.<span style='mso-spacerun:yes'> </span>It was just the time I needed to explore DVD Authoring and develop the materials needed to teach this new skill and technology in my RIM 4810: Topics in Recording Industry class on Mastering. <o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Mastering is the last stage of audio production where final sweetening of the audio is done and the proper formatting for CD duplication is put together.<span style='mso-spacerun:yes'> </span>This includes placing the songs in the proper order with proper spacing and creating the computer code that’s placed on the CD which tells computers and CD players that this is an audio CD.<span style='mso-spacerun:yes'> </span>Because of the similarity in manufacturing, DVD authoring has become a service now offered by many audio mastering houses.<span style='mso-spacerun:yes'> </span>It is for this reason that I wanted to include this topic in the mastering class.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Because the Macintosh computer is utilized quite a bit in the Recording Industry department, I chose to use the Apple DVD Studio Pro v.1.5 software for this project.<span style='mso-spacerun:yes'> </span>After reading many reviews, this platform seemed to be very user friendly, but still offered the complex tasks of utilizing AC3 encoding for surround sound.<span style='mso-spacerun:yes'> </span>Many of the simpler software programs only allow stereo audio and are designed for DVD creation for home use.<span style='mso-spacerun:yes'> </span>I had to find an easy-to-use software program that allowed the authoring of professional surround sound formats.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>The next step was learning to use the program myself.<span style='mso-spacerun:yes'> </span>Apple provides a very helpful tutorial with the program which introduces you to the work surface and teaches you how to author a couple different <span class=GramE>type</span> of menus and add sound.<span style='mso-spacerun:yes'> </span>However, the online manual, which is all you get with the program, is very limited in <span class=GramE>it’s</span> description of how to do other types of menus and slideshow that are now demonstrated in the tutorial.<span style='mso-spacerun:yes'> </span>It appears that a third party book such as,<span style='mso-spacerun:yes'> </span><u>DVD Studio Pro 1.5 for Macintosh:<span style='mso-spacerun:yes'> </span>Visual Quick Pro Guide</u>, by Martin Sitter or <u>Macworld DVD Studio Pro Bible</u>, by Todd Kelsy, would be more useful and I will try to utilize one of these in the course in the future.<span style='mso-spacerun:yes'> </span>Because the online manual had limited information, I developed an assignment which used many of the skills taught in the tutorial and I required the students to do the tutorial before beginning the assignment.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>I gathered some video and audio materials from a colleague in the Recording Industry department who is a musician and has quite a bit of live video performance footage and some studio recordings that were mixed in 5.1 surround sound.<span style='mso-spacerun:yes'> </span>Attached to the end of this report is a copy of the assignment I developed for this class.<span style='mso-spacerun:yes'> </span>I’m looking forward to refining it, now that I’ve reviewed the work turned in this semester.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>To continue with this project, I am now attempting to purchase a DVD authoring program for the PC.<span style='mso-spacerun:yes'> </span>In the Recording Industry mastering lab, there is a PC computer which currently houses our main mastering software for this course.<span style='mso-spacerun:yes'> </span>I have already upgraded the PC to handle some of the new applications, but am in the process of narrowing down which product I will buy with my remaining IEDC grant funds.<span style='mso-spacerun:yes'> </span>I am strongly considering the Sonic Foundry Vegas + DVD software bundle, because it is very user friendly and contains the AC3 encoding process for surround sound, plus it has video editing software with graphics capabilities.<span style='mso-spacerun:yes'> </span>(The Apple DVD software relies on the I-Movie application for video editing,<span style='mso-spacerun:yes'> </span>which comes built-in with the MAC OS 9+ operating systems.)<span style='mso-spacerun:yes'> </span>It is my hope that the students will get familiar with both products and then choose the one they want to use for the assignment in the future.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Once again, thank you for the release time afforded by the Instructional Technology Development Grant for the development of a DVD Authoring assignment for my Mastering class last spring.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <b style='mso-bidi-font-weight:normal'><span style='font-size:12.0pt; mso-bidi-font-size:10.0pt;font-family:Helvetica;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:"Times New Roman";mso-ansi-language:EN-US;mso-fareast-language: JA;mso-bidi-language:AR-SA'><br clear=all style='mso-special-character:line-break; page-break-before:always'> </span></b> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>RIM 4810-07<span style='mso-tab-count:1'> </span>Topics in Recording Industry - Mastering<span style='mso-spacerun:yes'> </span>Spring 2003<o:p></o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Assignment #5<span style='mso-tab-count:3'> </span>DVD Authoring Project<span style='mso-spacerun:yes'> </span><o:p></o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></b></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>You will find the assets for this assignment in a folder on the <st1:Street w:st="on"><st1:address w:st="on">Sonic Audio Drive</st1:address></st1:Street>.<span style='mso-spacerun:yes'> </span>There is also a back-up folder with all the assets in case the ones on the Sonic drive get thrown away.<span style='mso-spacerun:yes'> </span>You are creating a demo DVD for John Fishell.<span style='mso-spacerun:yes'> </span>This DVD consists of live footage of him performing live with stereo audio and a slideshow of still photos featuring 5.1 audio.<span style='mso-spacerun:yes'> </span>For the menus, there are loopable background animations.<span style='mso-spacerun:yes'> </span>Each of you will use a different animation background for your DVD.<span style='mso-spacerun:yes'> </span>There are two Photoshop (psd) files for the menus.<span style='mso-spacerun:yes'> </span>You’ll need to adjust the color of that layer (normal action) within the DVD studio pro controls to find what will look best with your animation.<span style='mso-spacerun:yes'> </span>These Photoshop files are to be used as an overlay for the animation.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Convert files to the proper format.<o:p></o:p></span></b></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><span style='mso-tab-count:1'> </span>Use Quicktime Player to covert the Quicktime movie called “Fishell Slideshow” to an MPEG2 file called <u>Burn.m2v</u>.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><span style='mso-tab-count:1'> </span>Use A-Pak to convert the 6 audio tracks called Anaburn_02 to an AC3 file called <u>Burn.ac3</u>.<b style='mso-bidi-font-weight:normal'><o:p></o:p></b></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Import the following assets into you DVD Studio pro session:</span></b><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'><o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span lang=DA style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-ansi-language:DA;mso-fareast-language:JA'>Menu Overlay.psd<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span lang=DA style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-ansi-language:DA;mso-fareast-language:JA'>Songs Overlay.psd<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>MotionBack_NTSC_DV.m2v<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Something.m2v<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Something.aif<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>NeverAgain.m2v<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>NeverAgain.aif<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>NC/CA.m2v<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>NC/CA.aif<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Burn.m2v<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Burn.ac3<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Create separate tracks using each of the following songs:<span style='mso-spacerun:yes'> </span><o:p></o:p></span></b></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Something<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>NC/CA<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Never Again<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Burn<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Create two menus each using the motionbacks animation for the background and the two following photoshop overlays for the text.<span style='mso-spacerun:yes'> </span><o:p></o:p></span></b></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Menu Overlay<o:p></o:p></span></address> <address style='margin-left:.5in;tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Song Overlay <o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>(Make sure the right layer is active and use the color adjustments to make it visible on top of the animation.<span style='mso-spacerun:yes'> </span>Follow the guides in the tutorial if you get confused.)<b style='mso-bidi-font-weight:normal'><o:p></o:p></b></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></b></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Actions<o:p></o:p></span></b></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>The DVD should start up on the main menu.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Play button should start playback of each of the songs which should sequence in order (Something, Never Again, NC/CA, and then Burn)<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Make sure there are chapter markers for each of the songs.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Songs button should take you to the songs menu.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Each song button should take you directly to that song.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>End of last song should take you back to the main menu.<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>After previewing, burn this to DVD-R to hand in.</span></b><span style='font-family: Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>Hand in one copy of the DVD-R to me.<span style='mso-spacerun:yes'> </span>I’m going to keep the DVD for demo purposes.<span style='mso-spacerun:yes'> </span>You should probably burn a second copy of the DVD for yourself. <span style='mso-spacerun:yes'> </span>Check the DVD in a player.<span style='mso-spacerun:yes'> </span>This can probably be done by placing the disc in the DVD ROM drive of a computer, but is probably best checked in a home DVD player.<span style='mso-spacerun:yes'> </span>Let me know if you are having problems find someplace to check your DVD. <o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Backup your DVD project files and “Burn” conversions to CD using Toast and hand in with the project.<span style='mso-spacerun:yes'> </span></span></b><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'>Once you’ve backed up the files, remove them from the <st1:Street w:st="on"><st1:address w:st="on">Sonic Drive</st1:address></st1:Street>.<span style='mso-spacerun:yes'> </span>No reason the next person should get to <span class=GramE>used</span> your hard work to do their project.<b style='mso-bidi-font-weight: normal'> <o:p></o:p></b></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><b style='mso-bidi-font-weight:normal'><span style='font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'>Documentation!</span></b><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman";mso-fareast-language: JA'><span style='mso-spacerun:yes'> </span>Write a report addressing any problems encountered during the authoring session and<span style='mso-spacerun:yes'> </span>any workarounds you found useful.<span style='mso-spacerun:yes'> </span>Describe ways in which you might author this material differently.<span style='mso-spacerun:yes'> </span><o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'>What you will hand in:<o:p></o:p></span></address> <address><span style='font-family:Helvetica;mso-bidi-font-family:"Times New Roman"; mso-fareast-language:JA'><o:p> </o:p></span></address> <![if !supportLists]><span style='font-size:12.0pt;mso-bidi-font-size:10.0pt; font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol; mso-ansi-language:EN-US;mso-fareast-language:JA;mso-bidi-language:AR-SA'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;mso-bidi-font-size:10.0pt;font-family:Helvetica; mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US;mso-fareast-language:JA;mso-bidi-language:AR-SA'>Report with critical evaluation of work (typed or word-processed)<o:p></o:p></span><![if !supportLists]><span style='font-size:12.0pt;mso-bidi-font-size:10.0pt;font-family:Symbol; mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol;mso-ansi-language: EN-US;mso-fareast-language:JA;mso-bidi-language:AR-SA'><span style='mso-list: Ignore'>·<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;mso-bidi-font-size:10.0pt;font-family:Helvetica; mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US;mso-fareast-language:JA;mso-bidi-language:AR-SA'>Authored DVD-R <o:p></o:p></span><![if !supportLists]><span style='font-size:12.0pt; mso-bidi-font-size:10.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol;mso-ansi-language:EN-US;mso-fareast-language:JA; mso-bidi-language:AR-SA'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:12.0pt;mso-bidi-font-size: 10.0pt;font-family:Helvetica;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:"Times New Roman";mso-ansi-language:EN-US;mso-fareast-language: JA;mso-bidi-language:AR-SA'>CD-R backup of files<o:p></o:p></span><kbd style='tab-stops:.5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in'><span style='font-size:12.0pt;mso-bidi-font-size:10.0pt;font-family:Helvetica; mso-bidi-font-family:"Times New Roman";mso-fareast-language:JA'><o:p> </o:p></span></kbd> <form> <form> <form> <form> <form> <p class=MsoNormal style='text-align:justify'><span style='font-size:13.0pt; mso-bidi-font-size:10.0pt;font-family:Verdana;mso-fareast-language:JA'><o:p> </o:p></span></p> </form> </form> </form> </form> </form> </div> </body> </html> | True | 0021 | |
| 159 | Barbara | Young | bayoung@mtsu.edu | ../Faculty/faculty_images/none.jpg | Educational Leadership | Education and Behavioral Sciences | 2004 | Summer | Flash Animation Movies of Cultural Case Studies | <ol type="I"> <li> <p align="left">Project Description: (Utilizing Macromedia Flash Web-design tool) Objectives: As a result of this project, students and teachers will: </li> <li> <blockquote> <ol> <li> <p align="left">Experience attractive visual and auditory features that set the project apart from the traditional “print” case study. </li> <li> <p align="left">Experience an element of immediacy and personalization that a written case study version cannot offer. </li> <li> <p align="left">Engage in cultural case study topics in a unique way that allows for multimedia interaction text and information as well as a non-linear approach to reading. </li> <li> <p align="left">Interact as participants in the case study through typing responses or generating thoughts (screens w/text boxes) as they respond to prompts. </li> <li> <p align="left">Reflect on personal cultural assumptions and practices and the effect of interpreting behavior from one’s own perspective and the resulting impact on instruction and critical literacy. </li> <li> <p align="left">Critically analyze social issues such as forming stereotypes about students from underrepresented groups and the resulting impact on instruction and critical literacy. </li> <li> <p align="left">Develop an awareness of appropriate responses to cultural differences within their own schools and larger society through these real life cultural case studies. </li> <li> <p align="left">Develop critical thinking skills that make dealing with increasing diversity in classrooms less difficult and co-existence in a more multiculturally responsive classroom climate more possible. </li> </ol> <p align="left">Program Design: Description and Example <p align="left">I propose to develop (script and design) flash animation movies of cultural case studies (reusable learning objects) in order to provide active learning opportunity, as well as variety and interesting input for auditory, visual, and spatial learners utilizing the special web-design tool “Macromedia Flash.” The web-design tool Macromedia Flash allows designers to use more graphics and have more control over those graphics by providing a way to deliver vector images over the Web, and it also provides streaming capability. Flash allows the designer to create graphics, animation, and interactivity for expressive, creative, and exciting Web sites. <p align="left">These case studies---reusable learning objects---could easily be incorporated into curriculum design for the six different online WebCT courses (graduate and undergraduate) that I currently teach over the course of an academic year for the Department of Educational Leadership and reach approximately 130+ students per year. In addition, these case studies could be incorporated as a reusable learning resource into various future or existing web-enhanced, onsite, or online courses taught within the department by other faculty members. <p align="left">The specific purpose of the scripted scenarios is to facilitate critical examination of real life interpersonal, cross-cultural communication exchanges which primarily occur between and among students/teachers, students/students, and teachers/parents. These exchanges occur every day in the lives of students and teachers, often resulting in frustration, miscommunication, and misunderstanding due to cultural assumptions, practices, and/or mismatch between the persons engaged in the communication exchanges. <p align="left">A specific example of one such scripted scenario might involve a teacher engaged in a parent/teacher conference with a parent whose first language is not English. The scenario frames/slides would depict the teacher and parent engaged in the conversation with the actual “spoken” dialogue written out verbatim or heard in a “spoken,” sound clip. Viewers also would be directed to move the cursor over the “heads” of the teacher and/or parent on the various frames in order to “see” the actual “thoughts” of each conference participant as well as experiencing the actual “spoken” dialogue. As a result, viewers/readers would have opportunity to compare and contrast what was being spoken aloud with what was being perceived in the mind of the conference participants. Therefore, a window into cross-cultural misunderstandings and miscommunications between what was actually being said as compared with what was really being perceived would be possible for viewers. <p align="left">Additionally, viewers would be given opportunity to respond to questioning prompts soliciting their perspectives as to what should/might/could happen next, via screens with text boxes interspersed at intervals, by recording their thoughts and ideas relating to the cultural case study scenario. Thus, “viewers/readers” would become “active” participants in the case study and write their “own” script within the actual case study script. <p align="left">These flash animation movies---cultural case studies--- would have attractive features setting the individual reusable learning scenarios apart from the traditional case study format. Musical interludes as well as sounds and images would provide visual illustration of abstract concepts and processes. As noted above, participant interaction with information as well as a non-linear approach to reading would be employed and provide variety as well as meaningfully addressing diverse learning styles. <p align="left">Procedures and Methods: Development <p align="left">The process of creating and enhancing these cultural case studies would involve both technological skills-based instruction and content-based knowledge regarding multicultural education, culturally relevant pedagogy, and multicultural curricula. Although I have the necessary content-based knowledge, I specifically need this grant to provide me with the opportunity and time to spend with the skills-based development part of this project: learning how to use the Macromedia Flash web-design tool and overall coordination and development of the entire project. <p align="left">Knowledge of the use and application of the Web-design tool Macromedia Flash (sound and video) is necessary because Flash provides all the tools needed for creating graphics and animating graphics; tools for creating interface elements and interactivity; the tools for writing HTML necessary to display graphics, animations, and interface elements as a Web page via a browser; and digital photo-editing; all of which are necessary for the creation and completion of this proposed project. <p align="left">In addition, a background in theoretical perspectives relating to multicultural education and implementation of culturally responsive teaching is needed if meaningful scenarios are to be created through script-writing. The case studies developed would necessitate this as scenarios would incorporate cultural issues in education and various theoretical perspectives held by ethnic and/or cultural individual and/or groups. <p align="left">I have the knowledge-based (content, teaching/learning) background to develop the case studies. I currently teach six different online courses, WebCT, over the course of the academic year in the Department of Educational Leadership. The listing includes graduate courses entitled “Multicultural Issues in Education,” “Foundations of American Education,” “Contributions of Psychology to Education,” “The Curriculum: Structures and Functions,” and “Introduction to Curriculum Development.” The undergraduate course is “Analysis of Effective Teaching.” I also am an adjunct instructor in the English Department and was a high school English teacher for many years prior to my MTSU employment. </blockquote> </li> <li value="2"> <p align="left"> Implication for Instructional Enhancement: <blockquote> <p align="left">Development of these unique case studies utilizing the Macromedia Flash web-design tool has the potential to significantly affect future and existing online, onsite, and web-enhanced courses in undergraduate and graduate education by: <ol> <li> <p align="left">Providing a creative, valuable, and exciting resource for use in existing courses <li> <p align="left">Providing a “model” that could be presented to other faculty members to create interest and motivation with regard to this technology-based resource for future or existing web-enhanced, onsite, or online courses <li> <p align="left">Providing a format to increase knowledge in relation to course content through actual reality-based case studies <li> <p align="left">Increasing instructor and student skills and knowledge related to the use of technology as a “learning” tool rather than merely as “enhancement” <li> <p align="left">Offering students a more flexible approach to instruction that is more appealing to individual learning styles and is also more individualized in content than typical “print” case studies. </ol> <p align="left">As mentioned previously, I an applying for this grant in order to be provided with opportunity and time to address overall project scenario development which includes scripting, photo-editing, design, development, coordination, and learning how to utilize the Macromedia Flash web-design tool.</blockquote> </li> </ol> | True | 0066 | ||
| 169 | Nathan | Adam | nadam@mtsu.edu | ../Faculty/faculty_images/none.jpg | Recording Industry | Mass Communication | 2004 | Spring | True | 0021 | ||||
| 165 | Scott | McDaniel | smcdanie@mtsu.edu | ../Faculty/faculty_images/smcdaniel.jpg | Developmental Studies | Developmental Studies | 2004 | Fall | CAUSEweb Digital Library | <ol> <li type="I">Project Description: <blockquote> <p>The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE) is an organization comprised of over 30 institutions including two-year colleges, liberal arts colleges, small state universities and comprehensive institutions across the nation. Since the inception of the web, there have been many attempts to create portals to a host of statistical references (e.g. applets, lesson plans, videos). However, it has proven difficult for these sites to have the most up-to-date versions of these references. These sites rarely provide the user with information regarding the quality, usefulness, or appropriate uses of the resources. <p>The purpose of this project is to create a completely searchable digital library of statistical references. This library will provide a searchable well-indexed annotated links to useful materials found on the Internet. This library will also be using targeted Instructional Management Systems metadata standards that allows for harvesting (or federated searching) with other digital libraries. <p>The intended audience is anyone teaching statistics at the undergraduate level. This may also include high school teachers teaching AP statistics or professors who teach some graduate statistics courses would also find the digital library useful. There are currently approximately 800,00 students taking an undergraduate statistics class. The fact that the metadata from the library will be harvested by the Open Archive Initiative (OAI) and by other digital libraries opens yet another secondary audience. For example, there may be an instructor in political science who wants an applet or lesson plan on the statistics of polling. It may be difficult for a professor, who has had relatively few courses in statistics, to develop sharp lesson plans on polling. However, using an OAI based search he or she may find several applets, examples, and teaching tips that specifically address his or her needs. This will be an ongoing project that is expected to be completed in the summer of 2005. </blockquote> </li> <li type="I">Implication For Instructional Enhancement <blockquote> <p>Consider the following scenario: Janet teaches an introductory statistics class and is looking for a way to illustrate the binomial distribution. She comes to the site www.causeweb.org and types in “binomial distribution” into the basic search engine; she receives 3500 results. Far too many to cull through to find what she wants. Janet’s background is in the physical sciences and statistics, not business and nursing, which is what her class is predominately composed. She then makes use of some of the advanced search features for narrowing her results. Since she has primarily nursing and business students, she checks these boxes to filter her search. She also wants an applet that students could use from their home computer. One of the top resources displays a link to a java applet that illustrates the binomial distribution along with exercises and lessons plans in easy to print PDF format. Additionally, Janet finds some real world examples that are explicitly related to both nursing and business. This project will be assessed by examining data on the use of the site (number or hits and number and type of searches performed). Additionally, evaluation by Science and Mathematics Program Improvement (SAMPI) will also be conducted. SAMPI is a center within the Mallinson Institute for Science Education, Western Michigan University. This external assessment will focus on the quality of the service provided and the success it creates in the classroom. This will be done in part by an online feedback form. Additionally, the registration process to CAUSEweb will enable SAMPI to randomly select users for additional feedback via an online survey. SAMPI will also gather more in-depth responses by using relatively small (about 50) focus email groups </blockquote> </li> </ol> . | True | 0016 | ||
| 164 | Anita | Crocket | acrocket@mtsu.edu | ../Faculty/faculty_images/none.jpg | Nursing | Basic & Applied Sciences | 2004 | Summer | Skill Acquisition for System Administration of Nightingale TrackerTM System and Development of Web-based Tutorial for Student Instruction | The purpose of this proposal is to request support for me to learn, set up, and maintain the servers and trackers for the Nightingale TrackerTM System and design a web-based instructional tutorial on the Nightingale Tracker system. The Nightingale TrackerTM is a home-health-oriented personal digital assistant (PDA) that incorporates a standardized language as a framework for collecting and analyzing patient and nursing data at the point of care. This standardized language is a nationally recognized and extensively researched community clinical vocabulary and classification system referred to as the Omaha System. The MTSU School of Nursing obtained (with TAF funds) the Nightingale TrackerTM System in the form of two servers, 22 handheld DataRover 840 PDA’s and all accompanying software. I attended a training session at FITNE, Inc. (formerly the Fuld Institute for Technology in Nursing Education) in Athens, Ohio to become familiar with teaching the technology, with the expectation that computer technician support would eventually be in place. In the meantime, the Tracker has been piloted and fully implemented (every student in the course learns this capability) into clinical teaching in the N3270 Educative/Supportive Course with limited utility. <p>The students have access to the Omaha System software and use wired capability through analog connection to fax their client data. The students either fax from the client’s homes or more typically fax when they return home in the evenings. In this process, client data is retained on the Tracker and, although some functions can be used, full capability of the Tracker is not available. This process in some ways defeats the intended purpose of this technology. <p>The Tracker allows for internet access, e-mail capability, storage and retrieval of client data, and wireless capability (with an addition of modem card and wireless phone service which may be feasible in the future). Student learning would be greatly enhanced with full capability, both in speed and effectiveness. Supervision could be synchronous as well as asynchronous, providing immediate feedback to students. In the future students will need point-of-care electronic information processing skills in our complex health care system. Objectives for this faculty member are: <ol> <li> Attend the technical training session provided by FITNE. Inc. with the purchase of the system. That training involves learning Linux System as well as troubleshooting and maintaining tracker hardware and software. <li> Complete setup of the two servers with accompanying internet access. One of the crucial aspects of this process is adhering to Health Insurance Portability and Accountability Act (HIPAA) guidelines in configuring the system. Since we deal with that aspect on a daily basis in the clinical settings, complete adherence will always be in the forefront of decision-making. <li> Establish the logistics of incorporating this aspect of the Tracker System for student learning and faculty supervision. I anticipate being able to implement it in the fall semester. Evaluation of this technology is an ongoing concern. <li> Design a web-based tutorial for the Nightingale Tracker System to be used in initially teaching students about it. When students learn from the Tracker itself, they get so involved with its capability and often miss key points in its operation. A tutorial initially before actually getting their hands on the Tracker will enhance their learning and reduce some frustration when they are alone with it. Implication for Instructional Enhancement </ol> <p>The main effect of this proposal will be that student learning will be greatly enhanced with implementation of full capability of the Nightingale TrackerTM System. Student responses on evaluation of this technology using the Nightingale Tracker Interface Questionnaire (NTIQ) have shown that they are responding positively to the technology, but get frustrated because it cannot be fully used. The intensity of their frustration is in line with their learning styles (which I determined before hand), but their overall positive response to this technology is something that should be maintained. <p>The need for someone to setup and maintain this system is obvious. Although the School of Nursing anticipated bringing on board a full-time computer technician, it is not feasible in this economic climate. If we do not implement this system fully now, the cost/benefit ratio for this technology is likely to reverse. While some schools have information technology staff members assigned to the project, a significant number who have adopted this system have relied on the nursing instructor to provide clinical teaching and administration of this system. Also I would be able to ask better technical questions to enhance support from FITNE and/or from ITD. The summer timeframe will allow me to fully focus on this project without compromising teaching responsibilities which are at maximum in the spring session. <p>Due to the nursing shortage, student admissions to the School of Nursing are increasing to 20% of our present capability. It is imperative that the trackers be kept fully functional in order to provide every student the opportunity to use this technology. An additional incentive for this technology is that, although the Omaha System and Tracker technology were designed for community client care, recent research has affirmed its use in other settings (acute care, long-term care), rendering it useful in other nursing education courses. <p>The excitement this proposal holds for me is not only that our students will be better served, but that I will be able to fully explain the mechanisms of this technology to their satisfaction. I am a great believer in sound rationale for decision-making prior to action so I would be in a better position to role model that process for them. Additionally having a web-based tutorial will assure that they understand the basics of its operation before using it in the clinical setting. | True | 0081 | ||
| 163 | Guanping | Zheng | gzheng@mtsu.edu | ../Faculty/faculty_images/none.jpg | Radio-Television/Photography | Mass Communication | 2004 | Summer | An Interactive Tutorial for Shading and Rendering in 3D Graphics | <p>There are four modules in the pipeline of digital animation: modeling, shading/rendering, animation and dynamic simulation. Shading and rendering are the process of assigning surface characteristics to models and defines the color and texture of the output images. Shading and rendering processes are introduced in the introduction course (EMC 3300) and continue in the intermediate and advanced courses (EMC 3310, EMC 4300 and EMC 4910). <p>Creating sophisticated shading network (shading material) is a complex process that requires the understanding of the hierarchy of the shading structure and the mastering of various techniques. This project seeks to provide supplementary materials for learning the theories/concepts and techniques in building materials for various surfaces qualities. <p>Objectives of the Project: <ol> <li> To build a web-based interactive tutorial for shading and rendering in 3D graphics and animation <li> To present related theories and concepts visually and interactively <li> To provide resources outside the boundary of classroom teaching </ol> <p>Program Design: <p>This interactive learning material will be web based. The documents will be available online and can be accessed by students in our digital animation program and the professional community. The tutorials can also be accessed within the 3D Animation program (Maya) used by all the animation courses. <p>Structure: <p>Main Menu Items: * --- Shading Network --- Materials --- Texture --- Lighting --- <p> Shading Network, an introduction <p> Materials: <p>Lambert, Phong, Phong-E, Blinn, Anistropic <p>The final output of each of the above material is defined by a long list of parameters. Students are often confused byt what parameter needs to be manipulated to get the desired result. Detailed interactive illustration will be given in the tutorial. Please see the attached illustration One. <p>Texture; <p> Procedure Textures <p> Bitmap Images <p> Procedures of Texture mapping <p> Normal mapping and Projection mapping <p> UV mapping for polygon surfaces <p>Students are often confused byt different projection mapping methods. Detailed interactive illustration will be given in this tutorial. Please see the attached illustration two. <p> Lighting: <p> Types of lights: Directional Light, Point Light, Spot Light, Volume Light, Shadow <p>Students often have difficulties understanding how shadow is calculated in 3D program. Detailed interactive illustration will be given in this tutorial <p> Sample Material: <p> Metal, Glass, X-ray shading, Dirt, Grass, Car Paint, etc. <p>Samples of shading networks will be illustrated and relevant images will be rendered. Please see the attached illustration three. <p>Procedures: <p>All the materials will be built in Maya and assigned to appropriate models. 3D images will be rendered out corresponding to each material. Snap shots of the working screens will be taken to illustrate the procedures. Key concepts will be discussed via links to my own notes or to the online documentations. QuickTime movies will be used where appropriate to explain the concepts or present the shading results. <p>Timeline: <p>This project will demand a lot of work involving numerous screen shots, image manipulation, procedure documentation and web authoring. I will finish most of work by the end of the summer and put the beta version to work for the Intermediate Animation class (EMC 3100). Further improvement will be made through the fall semester and beyond. <p>IMPLICATION FOR INSTRUCTION ENHANCEMENT (Including method of project evaluation, expected results, etc.) <p>The created materials (images and QT Movie clips) can be used for lectures and can serve as supplementary references for students to access. It will certainly benefit all the digital animation students. Its visual and interactive feature will help students to understand to key concepts and important techniques in creating surface material for various animation production. The Project can be evaluated by student survey and by the access statistics of the web documents. | True | 0058 | ||
| 160 | Aleka | Blackwell | ablackwe@mtsu.edu | ../Faculty/faculty_images/Aleka_Blackwell.jpg | English | Liberal Arts | 2004 | Summer | INTEGRATING WEB-BASED COMPUTER-ASSISTED INSTRUCTION IN ENGLISH GRAMMAR COURSES | This proposal is to develop reusable computer-based learning objects for use in English grammar courses (ENGL4510/5510 English Grammar and Usage). ENGL 4510/5510 English Grammar and Usage is a course offered every semester (on average five sections per semester in addition to three sections offered during summer sessions). It is a popular course because Education majors are required to take it. This is a combined undergraduate/graduate course, and as a result, a number of ESL teachers also enroll in the course to earn certification. <p> Students who work full-time (teach or student-teach) enroll in the evening sections (which I typically teach). The evening sections of this course have a waiting list every semester. These evening sections meet only once a week, and students in my sections of the course (which I teach through lecture and class discussion, powerpoint presentations available on WebCT, exercises with answers available on WebCT, in-class exercises, and several exams) have commented for years that while concepts are clear to them during class meetings, the material becomes confusing once they study it independently during the week. The material is, indeed, difficult (especially the abstract grammatical concepts), and students have to work hard to earn passing grades in this course. A good textbook is only partly helpful to students, and homework exercises have not been sufficient in helping students overcome their difficulties in this course. As a result, on a weekly basis, I find myself offering two-hour review sessions which 8 to 10 students from each section typically attend. <p> It is essential that students succeed in this course given that the majority of them will have to teach grammar concepts when they become school teachers, and some will have to explain these concepts to ESL students in their classes. To address this problem, I propose to develop computer-based learning activities for students in this course (activities which I will also make available to faculty teaching alternate sections of ENGL 4510/5510 and to the University Writing Center). <p> 1.2 Objectives<br> The materials I develop with this grant will be used to teach, review, and test the following major grammar concepts:<br> <UL> <li>Constituent structure (In this course, students have to learn to identify noun phrases, verb phrases, prepositional phrases, adjectival phrases, adverbial phrases) <li>Verb tense patterns (Students have to learn how to create and analyze the English verb tenses including passive, active, and middle voice) <li>Complex sentences (Students have to learn how to identify and create simple, compound, complex, compound-complex sentence structures) <li>Discourse patterns (Students have to learn how to create interrogative, imperative, negative, affirmative, exclamative sentences) <li>Mechanics (Students have to master punctuation rules and other rules related to usage) </ul> <p> Ultimately, students in this course must learn the concepts well enough to be able to teach them not only to native speakers of English but also to ESL students who are likely to be in their classes once they become school teachers. <p> 1.3 Procedure<br> I plan to create reusable learning objects of three different types: self-correcting quizzes, maze exercises, and interactive activities. I believe the variety will appeal to students. In addition, different concepts lend themselves better to different types of computer-assisted instructional activities. Each type of activity is described in turn. <p> 1.3.1 Self-correcting quizzes. <br> Self-correcting quizzes will follow the format of the attached quiz (Sample A). Using Respondus, quizzes of this nature will be created for all of the major concepts taught in this course. Each quiz will include 10 questions with multiple options, each of which will provide feedback to the student. Students will be able to retake these quizzes online until they master them. My goal is to create (at a minimum) 30 quizzes of this nature. <p> 1.3.2 Maze exercises. <br> With the help of the program Quandary (available through http://www.halfbakedsoftware.com/ for $50.00), I will create the following type of exercises: A Quandary exercise consists of a number of decision points, like nodes in a tree. The student reads a question or information about a concept and then chooses from a number of alternative options by clicking on a link. Each choice leads to a new set of choices until the student reaches the right solution or a dead end. Students can restart the maze at any point in the process. Students can work their way through the maze online as many times as they like. <p> To view an example, please visit <br> http://www.halfbakedsoftware.com/quandary/version_1/examples/articles.htm and http://www.halfbakedsoftware.com/quandary/version_1/examples/index.htm (these examples are provided by the creators of Quandary). <p> A simple example I plan to develop is attached (Sample B). I will develop a number of more elaborate mazes (to address the needs of both weak and strong students) for the following major concepts covered in the course: constituent structure, verb tense patterns, complex sentences, discourse patterns. My goal is to create (at a minimum) 20 maze exercises of this nature. <p> 1.3.3. Interactive activities<br> I will develop interactive activities by using the Macromedia software Flash (which I can purchase for $89). This software will allow me to create teaching activities which incorporate audio (spoken explanations which I will create), video, and interactive exercises or questions/answers. This approach will work particularly well for teaching constituency structure (English phrases and their components). An example of the type of exercise which can be best illustrated and practiced by interactive activities of this kind is attached (Sample C). My goal is to create (at a minimum) 10 exercises of this nature. <p> 1.4 Time Framework<br> My goal is to learn how to use Respondus, Quandary, and Flash and to create at a minimum 30 quizzes, 20 mazes, and 10 interactive exercises. Since I have no experience with the software, I expect that learning how to use it will consume some of my time, yet in the process of learning, I will be creating exercises. My hope is that I will be able to create more than 60 such exercises (total), but 60 would be a wonderful start. With 60 exercises, I will begin the semester in the fall with 4-5 such exercises students will be expected to complete each week (for a total of 12-15 weeks of exercises). I can then gradually add exercises in the future. My plan is the following: <p> May - Develop skills for using Respondus and create quizzes<br> June - Develop skills for using Quandary and create mazes<br> July/August - Develop skills for using Flash and create interactive exercises<br> <p> 2. IMPLICATIONS FOR INSTRUCTIONAL ENHANCEMENT<p> This project will benefit instruction in a number of ways:<br> <ul> <li>Students will have access to exercises which will offer immediate feedback during the week while away from the instructor and the class. <li>The exercises created during this project will be incorporated in WebCT and will be available during specific time windows to ensure that students review for the course every other day. Students who take this course in the sections which meet once a week have struggled with this issue, and this approach will encourage them to review for the course regularly throughout the week and to earn credit by completing more engaging activities (given the interactive nature of the exercises). <li>Interactive exercises will make the material more exciting. Grammar is a dry subject for most students, and any way to make it more interesting will be welcome to the students. I am also excited by the opportunity to be creative (given that I find grammar fascinating). <li>The exercises will offer a way for the instructor to help students review the course material on a daily basis without the instructor having to hold weekly review sessions for the students who struggle in the course. <li>By making the material available to other instructors of ENGL 4510/5510 English Grammar and Usage and to the University Writing Center, the material will also assist a larger number of students for whom grammar is a difficult subject. <li>By posting the exercises on www.merlot.org, I will also make the material available to the larger community of grammar teachers and students with access to the internet.</ul> <p> The project will be evaluated in the following ways:<br> <ul> <li>Student grade averages from the last three years will be compared to the grade averages earned by students who will have access to these materials starting next fall. My hope is that students completing these exercises will perform better on the exams I have developed for the course. <li>I will continue creating these kinds of computer-based learning objects for my course. I, therefore, plan to collect feedback from students about their effectiveness (written comments on course evaluations). <li>I have discussed this proposal with my current grammar students, and they seemed thrilled with the idea. In fact, they have already started collecting suggestions for me.</ul> <p> The expected results of the project include the following: <ul> <li>I will learn how to create exercises using Respondus, Quandary, and Flash. <li>My students will have the opportunity to experience fun and creative ways of teaching grammar (a benefit which might have the largest impact once they join the workforce teaching English to our children). <li>It is my hope that the students in my course will experience less frustration as they master the grammar concepts. As it stands, most students work very hard and feel themselves going one step forward in lecture and two steps backward during the week. I also hope that my students will recognize that teaching grammar can be fun and creative, and that they will take some of my ideas with them when they begin teaching. <li>By posting my materials on www.merlot.org, I will fill gap in the Language Studies component of the website. As it stands, no such grammar exercises appear on that site. | <p> Thanks to this grant, I developed 30 interactive grammar exercises covering a variety of topics, such as constituent structure analysis, English verb tenses, adjectival modification, and mechanics. <p> These exercises are mazes. Students are able to follow different paths in the maze each time they complete an exercise. They can then return to the exercise and follow a different path to continue reviewing the concepts. Within each exercise, I have included numerous explanations of difficult concepts and additional examples to supplement the information presented in the textbook. <p> I have now used these exercises in my face-to-face and my online Modern English Grammar and Usage courses. The exercises are available to students within WebCT, and I can, therefore, also track whether students access the exercises and whether they complete them as assigned. <p> Students have responded very positively to these exercises. They seem to like the fact that there is no punishment for selecting a wrong answer. Instead, they reach screens in which I explain their error (I also can praise them for seslecting an answer that’s partly correct) and give them encouragement to continue. In addition, they like that these exercises can serve as a text (with graphics and images) independent of the lecture notes and the course textbook. <p> I have also developed 25 more traditional online quizzes for this course. Students in my course may now access some of these quizzes for practice and others for a grade. | True | 0070 | |
| 158 | Trixie | Smith | tgsmith@mtsu.edu | ../Faculty/faculty_images/none.jpg | English | Liberal Arts | 2004 | Summer | Creation of an Online Writing Center (OWC) | As a relatively new tenure-track faculty member in the field of composition and rhetoric, my duties in the English department as Associate Director of Writing Programs include overseeing the University Writing Center (UWC) and training the graduate students who serve as Writing Assistants in the center. It is my goal to advance the UWC’s present program so that we can better serve the MTSU community of writers; these changes include enhancing the center’s services through the expansion of technology and online resources. The English department is supporting my administrative duties by providing reassigned time from teaching in the fall and spring in order to oversee the UWC, among other responsibilities, but I have no such support in the summer; consequently, I am seeking ITD summer funds, for the first time, in order to make one specific improvement in technology for the UWC. <p>The purpose of this project is to develop an Online Writing Center (OWC), which would greatly extend the services of the UWC. The OWC would be easily accessible from the university’s website, thus making its features (see IC for an explanation of these features) available 24 hours a day, 7 days a week. In addition, an OWC would allow us to provide services to a number of students who do not traditionally use the UWC, including many commuting and non-traditional students with tight schedules, students who are afraid to work with someone in the brick and mortar center, and students enrolled in online courses, as well as limited services to members of the community, including alumni and MTSU partners, who may desire writing help but are unable to travel to campus. Additionally, area high school staff, students, and parents could benefit from a devoted OWC’s information base and resources, while MTSU and the English Department would benefit from the positive promotion and image created by the site. <p>In “Online Writing Labs (OWLs): A Taxonomy of Options and Issues” [From Computers and Composition 12 (1995)] Muriel Harris, who designed one of the premiere OWLs at Purdue University, and Michael Pemberton, director of the writing center at Georgia Southern University, say that OWLs can “enhance and expand” the present work of writing centers while “tak[ing] advantage of the strengths of online environments” to work with “local conditions and writing center theory” (145). However, they warn that developing a local OWL (or OWC) requires analysis of all of the possible configurations that will work best for the goals of the local writing center, the mission and technology of the university, and the needs and technology of the students and community. In Taking Flight With OWLs: Examining Electronic Writing Center Work (Erlbaum 2000) James Inman and Donna Sewell argue that “Writing centers occupy a dynamic position at the crossroads of computers and composition, distance education, and composition theory, pulling ideas, theories, and pedagogies from each” (xxx). They then issue the following “call” for writing center administrators: <p>Research into technology use in writing centers is needed now more than ever. It will take innovative thinkers and critical attention for writing centers to continue to be centers of influence for their campuses and beyond and for writing center professionals to have the courage and the vision to adapt their missions to the new and progressive institutions and work contexts that no doubt await us just beyond the horizon. (xxx) <p>The goal of this project is to answer this call for the writing center at MTSU, following the timeline below. <p>Timeline Summary <p>• Summer/Fall 2003 o Research possibilities for an OWC at MTSU o Draw up a specific plan for an OWC at MTSU <p>• Spring 2004 o Seek funding from ITD o Create the base of the OWC o Prioritize the features for an OWC at MTSU <p>• Summer 2004 o May/June—Post Resource Pages o June—Post Virtual Tour o June/July—Post Promotional Video and Audio Files o July—Set up Asynchronous Tutoring o July—Set up links to Grammar Diagnostics with Instant Scoring and begin looking at programs to implement instant scoring with our own diagnostics <p>• Fall 2004 o August—Have OWC up and running o September—Put up pictures and bios of new Writing Assistants o Evaluate software options for Online Schedule Book <p>• Spring 2005 o Seek TAF funding to purchase software for Online Schedule Book o Purchase and install software by May <p>• Summer 2005 o May/June—Learn new scheduling software o June—Set up Synchronous Tutoring o June/July—Set up Interactive Tutorials <p> B. Methodology <p>Developing an OWC for MTSU will require a number of steps: Completed Steps <p>• Researching the possible configurations for OWLs in general and the specific needs of an OWC at MTSU. This step has been completed recently through the support provided by the English Department, including financial support to attend a summer workshop taught by the International Writing Centers Association and the assignment of a graduate research assistant in the Spring of 2004, and by the UWC which has purchased the print resources needed for this research. <p>• In collaboration with Paige Klein, the director of the University Writing Center; Allison Smith, the director of writing programs; and graduate student leaders in the UWC, I have developed a plan for an OWC at MTSU. <p>Steps in Progress <p> • Creating the base of the OWC site. This step will be initiated in the spring of 2004 with the help of a graduate research assistant with the necessary computer experience and knowledge of technology. This base will include the basic format and color scheme for the site, as well as basics such as hours, contact info, Writing Assistants’ pictures and brief bios, and a counter for keeping track of hits. We will also seek funding from the College of Liberal Arts to hire this graduate student during the summer of 2004 as I complete the OWC for the UWC. <p> • Creating the various features or pages for the OWC site. The first five of these features will be completed in the summer of 2004 with the help of the above-mentioned graduate student. The remaining three features will be completed in the summer of 2005. <p> The OWC should be up and running by the fall of 2004 and will subsequently be maintained by the staff of the UWC. <p> C. Specific Features of the New OWC and their Importance The following features, in order of importance and implementation, will be created for the OWC at MTSU. I anticipate working 15+ hours a week on this project beginning in May. While I am planning to have the first five features completed in 8-10 weeks, I will work until they are up and running for Fall 2004. I plan to implement features six, seven, and eight in the summer of 2005. <ol> <p><li> Resource Pages: Workload—4+ weeks. These resource pages will provide local information and links to sites that have been evaluated for clarity, correctness, and usefulness to the MTSU community in an organized, easily accessible manner. These pages will include specific information for professional groups, including faculty, staff, and Writing Assistants—such as workshop descriptions, writing in the disciplines resources, and evaluation forms—as well as specific information for students—including instructions for using the various features of the OWL; links to reference sources such as almanacs, dictionaries, thesauruses, and pedagogical articles; MLA, APA, and Chicago Style format guides; links to resources designed for ESL students; research tips, guides, and resources; and links to other OWCs/OWLS and writing centers from around the world. Implementation of this feature will involve uploading information sheets that are already available in hard copy, writing new copy for some pages, reviewing, evaluating, selecting, and organizing numerous online resources, and seeking permission to link to these sources. <p><li> Virtual Tour: Workload—1+ week. This virtual tour of the UWC will include .jpeg files that take students through the center and through a writing session, as well as descriptive text that provides varied information about the UWC and sessions with Writing Assistants. Implementation of this feature will involve taking the pictures needed, writing the accompanying text, and uploading both in an attractive, accessible manner. <p><li> Promotional Video: Workload—1+ week. A UWC promotional video to further introduce students and the community to the offerings of the UWC/OWL, as well as several audio files used for radio promotion. Since the video and audio files have already been created, implementation of this feature will involve experimenting with the best technology for putting them on the OWC in order to make them easily accessible. <p><li> Asynchronous Tutoring: Workload—1+ week. This will be an Email account through which students would submit a virtual draft of their work, in a specified format, for the UWC’s Writing Assistants to evaluate. After a short period, the Writing Assistant would simply return the work, with suggestions for revision, to the student. Implementation of this feature will involve setting up an additional MTSU email account, writing directions and policies for student use, and testing the feature. <p><li> Grammar Diagnostics with Instant Scoring: Workload—1 week. This feature will allow for the instant scoring of Grammar Diagnostics, which will save both students and instructors time. At present we use Grammar Diagnostics to determine the type and level of help students need with grammar issues and a few instructors use it for a variety of purposes; however, we have to score it by hand, which creates a 24-48 hour delay for feedback. We anticipate an increase in its use once instant feedback is provided. Implementation of this feature will involve two steps: First, we will link to a couple of such sites that already exist at other schools. Then we will look for the best program to use in automating our own grammar diagnostics. <p><li> Synchronous Tutoring: This feature will be a forum for “real-time chat” between the student and a Writing Assistant. Here students will be able to address, instantly, any concern with their work and receive immediate helpful feedback. We anticipate using the chat feature in WebCT for this feature. When students sign up for an online session, they will be given a generic password to access the UWC’s site on WebCT. Writing Assistants will be given their own individual passwords. Implementation of this feature will involve creating a WebCT shell for the OWC/UWC, setting up passwords for Writing Assistants and students, writing directions for students, and testing the feature. <p><li> Online Schedule Book: This feature will allow students to make, change, and check appointments. This feature will also give Writing Assistants instant access to their schedules, information on the students they will be working with, as well as any breaking or important UWC/OWL news or events. At present we are considering two different pieces of commercial software that can handle online scheduling, as well as keep track of statistics for research and reports—Tutortrac (see www.tutortrac.com) and Accutrack (see www.accutrack.org). This software will also allow us to keep track of UWC resources such as books and videos. We will seek TAF funding to purchase and setup this software. Implementation of this feature will involve evaluating software options, seeking funding for software purchase, purchasing and installing the software, learning the software, writing instructions for students and Writing Assistants, and testing the system in our center. <p><li> Interactive Tutorials: This feature will use regular web pages or flash pages to create interactive tutorials for students so they can receive instant feedback about rules and patterns, as well as the ability to review tips and rules when they ask questions or make mistakes when using our interactive tutorials. This will not replace live sessions with Writing Assistants, face-to-face or online, but it will serve as supplement or as extra help when Writing Assistants are not available. <p> D. Uniqueness <p> This project is unique in that it will be the first fully developed OWC for MTSU, thus providing a valuable service to students and the surrounding community. According to Stephen North’s seminal article “The Idea of a Writing Center” [College English 46 (1984)], research in the field of composition indicates that effective writing centers support two ideas prevalent in modern composition theory: that “writing is most usefully viewed as a process” and that “writing curricula need to be student-centered” (434) or student focused. The composition curriculum at MTSU supports this stance, as does the UWC. In fact we are constantly seeking new and improved ways to better serve MTSU writers. North adds that writing centers should be open spaces where all types of writers and readers can come together to work on writing at any stage of the composing process. If the UWC at MTSU is going to provide such a space for today’s students, then it must expand its online offerings. In addition, this newly constructed OWC will be a valuable support system for writing/communicating across the curriculum and/or writing in the disciplines initiatives. The creation of this OWC will also provide a unique opportunity for graduate students in the English department to gain valuable hands-on experience in the creation and maintenance of an OWC. <p> II. Implications for Instructional Enhancement The Online Writing Center will be a useful, technological extension of MTSU’s University Writing Center. Its accessibility 24 hours a day, every day of the year, will make it an invaluable resource for the MTSU community, including instructors from every discipline, students who already use the brick and mortar UWC, students who do not traditionally use the UWC, commuting students, students enrolled in on-line courses, and MTSU alumni and partners. Research and anecdotal evidence indicate that use of writing centers, including OWLs/OWCs, increases student confidence, student grades, and student retention. <p> This OWC will also increase awareness of the writing programs at MTSU and could be used as a recruitment tool for MTSU in a number of ways: (1) as the MTSU writing program builds bridges with area high school instructors, they will be pointed to the OWC as a resource for them and their students; (2) the professional appearance of the OWC, as well as the opportunity to contribute to the OWC, will be a draw for new M.A. and Ph.D. students interested in the field of composition, (3) the services available through the OWC will be an additional incentive for students enrolled in or considering online programs at MTSU. Because it will be published on the World Wide Web, the MTSU OWC will have the potential to reach an international audience while providing writing help to a larger number of MTSU students. Additionally, as is the custom in writing center circles, the International Writing Center Association will list us in its database of OWLs (see http://writingcenters.org/index.php). Likewise, a number of other university OWLs will link to our site, as we will to theirs (see http://owl.english.purdue.edu/internet/ owls/index.html). <p> The collaborative process that will make this OWC possible will also create opportunities for me, and the graduate students involved, to present a panel about the development of the MTSU OWC at the Southeastern Writing Center Association’s annual conference and/or the International Writing Center Association’s biennial conference, as well as presenting at MTSU’s Annual Fall Instructional Technology ShareFair. I also anticipate writing an article about the collaborative creation of the MTSU OWC for The Writing Center Journal or The Writing Lab Newsletter. We plan to evaluate the effectiveness and usefulness of this OWC in several ways. First, we will install a counter that will allow us to track how many users access our website. Second, we will provide contact information for users to offer comments about our site and offer suggestions for ways it can be improved or better serve their needs. Third, when we conduct our regular semester evaluation of the UWC, we will include questions about the OWC and its accessibility and usefulness. We will also survey the Writing Assistants who work with and through the OWC and use their feedback to improve the OWL in the future. <p> Works Cited <p> Harris, Muriel and Michael Pemberton. “Online Writing Labs (OWLs): A Taxonomy of Options and Issues.” Computers and Composition 12 (1995): 145-59. W. Barnett and Jacob S. Blummer. Boston: Allyn and Bacon, 2001. 541-54. Inman, James and Donna Sewell, eds. Taking Flight with OWLs: Examining Electronic Writing Center Work. Ed. Mahwah, NJ: Erlbaum, 2000. North, Stephen. “The Idea of a Writing Center.” College English 46 (1984): 433-46. | The purpose of this project was to develop an Online Writing Center (OWC), which would greatly extend the services of the UWC. The completed OWC is easily accessible from the university’s website, thus making its features available 24 hours a day, 7 days a week. In addition, the OWC allows us to provide services to a number of students who do not traditionally use the UWC, including many commuting and non-traditional students with tight schedules, students who are afraid to work with someone in the brick and mortar center, and students enrolled in online courses, as well as limited services to members of the community, including alumni and MTSU partners, who may desire writing help but are unable to travel to campus. Additionally, area high school staff, students, and parents benefit from the OWC’s information base and resources, while MTSU and the English Department benefit from the positive promotion and image created by the site. <p> The new website includes an announcements page and revolving photo gallery of UWC events; basic information pages; a virtual tour of the center and its services; resource pages for faculty and students, which includes lists of services, links to all UWC handouts, and links to other online resources for research and writing; directions and a link to online tutoring, Sunday through Thursday nights 8:00 pm to midnight; and links to our newsletter published each semester, The Blue Writer.<p> Future plans for the OWC include adding an online scheduler, which will allows students to schedule (and cancel) their own appointments. We also plan to add a space just for the staff, so we can do away with the yearly paper version of the staff manual. Other additions will be made in accordance with center needs and user requests. I would like to thank the ITD Committee for their support of this project. Trixie Smith | True | 0070 | |
| 157 | Ahad | Nasab | anasab@mtsu.edu | ../Faculty/faculty_images/anasab.jpg | Engineering Technology | Basic & Applied Sciences | 2004 | Summer | Development of Computer-based Laboratory Exercises for Simulating Industrial Automation | <ol type="I"> <li> PROJECT DESCRIPTION <blockquote> <p>The purpose of this proposal is to develop multi-objective laboratory exercises for enhanced utilization of the recently purchased automation simulation software. This software -Automation Studio- simulates many hardware and processes that are not readily available to students or faculty. Another objective of this activity to extend the scope of the current course contents in this field by introducing a multi-media learning environment. <p>The field of engineering technology deals with awareness of the current and upcoming technologies as well as learning the skills to utilize these technologies for the design and troubleshooting of industrial components and operations. The Engineering Technology and Industrial Studies (ETIS) department at MTSU offers many courses in the field of industrial automation. The list of courses is as follows; <blockquote> <ol> <li>Fluid Power – Hydraulic and Pneumatics <li>Robotics <li>Programmable Logic Controllers <li>Industrial Electricity <li>Instrumentation and Control <li>Industrial Rapid Prototyping <li>Digital circuits <li>Capstone design project </blockquote> <p>All of the courses listed above have a laboratory component which accounts for more than half of each course. Laboratory exercises serve to enhance the concepts learned in the class as well as introduce the student to new hardware. It is definitely a constant challenge to keep the equipment up-to-date and keep pace with advancement of hardware technology. </p> <p>Process simulation software have in the recent years served to alleviate the hardware upgrade problems. Moreover, they have introduced a more logical training method by which an entire circuit, be it electrical or hydraulic, is assembled via the software and the process is simulated with many advanced realistic effects. Using simulation software in the initial design stages significantly reduces the time to optimize the performance of a circuit. It also helps with trouble- shooting of circuits at the software stage which eliminates costly design mistakes that could lead to equipment failure and possible injury to personnel. </p> <p>More importantly, simulation software such as the one acquired by the ETIS department through MTSU and industrial grants offer many components and capabilities that are not readily available to even the more generously-funded educational and training facilities. </p> <p>I propose to develop and author fifteen to twenty multi-objective computer-based experimental activities that would take advantage of the many features offered by the Automation Studio simulation software. The software is already installed on computers in MGB 201 and some preliminary familiarization activities have been completed. Students will be able to design and simulate circuits of varying complexity in any of the courses mentioned above at their own leisure. Students may work on homework assignments, simulate actual laboratory assignments, assess “what if” situations and enhance their capstone design projects. </p> <p>Each experimental module will be developed and designed to be self-sufficient, making it more flexible to be used in variety of the courses offered in the ETIS department. Additionally, a quick reference/tutorial guide will be developed for the software so that instructors teaching any of the courses listed above could easily adopt this technology into their courses. The experimental modules will tentatively comprise of sections such as </p> <p>Introduction: Purpose, industrial use, other applications, relevance to other modules </p> <p>Theoretical background: Explanation of required knowledge of concepts and relations </p> <p>Hardware: Explanation of the hardware used in the module along with safety tips </p> <p>Procedures: Suggestions regarding synthesis of a working circuit </p> <p>Expected results: Assessment of learning through structured questions and calculations Solicitation of suggestions for improving the learning experience </p> <p>Very often, course content in the field of engineering technology becomes unnecessarily limited by the textbook or available hardware in the laboratory. Integrating the Automation Studio software through development of proposed experiments opens the door to course updating and revision without major hardware procurement. </p> </blockquote> </li> <li>IMPLICATION FOR INSTRUCTIONAL ENHANCEMENT <blockquote> <p>Through the use of the proposed simulation software faculty and students will be able to remarkably expand the number of various components and processes that they typically become familiar with in the listed ETIS courses. Students and faculty will be able to examine many design scenarios in the classroom without the use of actual hardware. This, in no way, implies that the use of actual hardware will be eliminated. On the contrary, the existing hardware will be used more effectively and safely by first examining the situation through a simulation package. </p> <p>There are an average of 20-24 students enrolled in each of the listed courses every year who could potentially benefit from implementation of this software in the curricula. I will further explore the possibilities of utilizing this software by courses in other departments such as Agriscience/Agribusiness, Physics, and Aerospace. </p> <p>The use of such software provides flexibility in that it can be adapted to individual learning styles. The faculty will be able to coach students at various learning levels. Students may use as much time as needed in a computer lab to learn the concepts and operational details of a hardware or a process. </p> <p>Many industries currently use simulation software to reduce the design and prototyping costs. The effective use of Automation Studio package through the proposed experiments will parallel such current practices in the industry.</p> </blockquote> </li> </ol> | True | 0019 | ||
| 162 | Rebecca | Seipelt | rseipelt@mtsu.edu | ../Faculty/faculty_images/none.jpg | Biology | Basic & Applied Sciences | 2004 | Summer | Interactive Problem Solving in Genetics | The purpose of this proposal is further renovate a technology-delivered section of the general genetics course to provide additional feedback related to outside of class problem-solving activities. | True | 0060 | ||
| 179 | Curtis | Church | cchurch@mtsu.edu | Mathematics | Basic & Applied Sciences | 2005 | Fall | True | 0108 | |||||
| 174 | Seth | Johnson | jsjohnso@mtsu.edu | Art | liberal arts | 2005 | Summer | Database of Interface Design Styles for Multimedia Design Students | <html> <head> <meta name="GENERATOR" content="Microsoft FrontPage 6.0"> <meta name="ProgId" content="FrontPage.Editor.Document"> <meta http-equiv="Content-Type" content="text/html; charset=windows-1252"> <title>New Page 1</title> </head> <body> <ol> <li type="I">PROJECT DESCRIPTION (including purposed and objectives of project, program design, procedures and methods, timeline for completing the project, etc.) <br> <br> As a new faculty member within the Department of Art, I am responsible for several courses concerned with the design, implementation, and delivery of interactive web experiences as well as design history and associated movements. Currently, there does not exist a way to archive stylistic approaches to interface design on the web. Due to the limited lifespan of web sites, students do not have the opportunity to see a site’s visual evolution. Because the World Wide Web is still considered to be in its infancy, stylistic approaches often change at a rapid pace. My proposal is to create an image database that archives screen shots of specific websites and categorizes the designs based on site type, stylistic trends, navigation style, color palette, image usage, typography treatments, etc. The database will allow searching (filtering) and sorting of records so that students can easily access different design styles based on specific search criteria. For example, a student could easily search for interface designs created specifically for personal promotion, designed in the modernist revival style, using contrasting typefaces with duotone images and an overall complementary color palette. I would even like to build in the ability to have students upload their own screenshots and search criteria as part of in-class assignments that were previously done on the message board utility within Pipeline.<br> <br> With the grant, I need help creating a database to archive and categorize the images and scripting to populate the web template that I will create. Currently the Graphic Design area has an OSX server running Unix with PHP capabilities and more than ample storage space to house the image files. Hosting the database on the Graphic Design server would be ideal for easy access and maintenance, for which I will be responsible, but I understand that this may not be the easiest solution. Awarding this summer fellowship will give me the opportunity to work with an ITD professional who can appropriately guide me in the best direction for such a venture. I plan to have this project complete by the beginning of Fall class of 2005 to be used in both my Multimedia Authoring 2 class and my History of Graphic Design workshop.<br> <br> </li> <li type="I">IMPLICATION FOR INSTRUCTIONAL ENHANCEMENT (including method of project evaluation, expected results, etc.) <br> <br> The creation of this project will improve the Multimedia Design, Multimedia Authoring 1 and 2, and Graphic Design History courses by creating a tool that will give students the opportunity to view and analyze past stylistic approaches to interface design, something that has never existed before. Currently, these courses consist of students from the Department of Art and College of Mass Communications. This tool could eventually be available to other schools for educational use and could bring distinction to our university. For evaluation purposes, I would like to create a focus group of students and faculty members to test the usability and functionality of the educational tool.<br> </li> </ol> </body> </html> | True | 0025 | |||
| 177 | Scott | McDaniel | smcdanie@mtsu.edu | Developmental Studies | Developmental Studies | 2005 | Fall | True | 0016 | |||||
| 176 | Marva | Lucas | mlucas@mtsu.edu | Developmental Studies | Developmental Studies | 2005 | Summer | Marva S. Lucas<br> GRANT TITLE<br> University Seminar Online Faculty Manual<br> SUMMARY<p> The purpose of this project was to develop an online instructor’s manual for faculty teaching University Seminar (UNIV 1010). This course is designed to assist first-year students in developing tools necessary for an effective transition into the university community that will ultimately lead them to success. Unlike other university faculty, UNIV 1010 instructors are not all housed in a single department full time where they have opportunities for collaboration with peers that would facilitate the exchange of ideas that leads to more effective teaching. Also, due to the nature of this program, each fall several new instructors teach the course. Although many of the instructors are acquainted with the use of technology, many are not aware of how it can be utilized to help achieve instructional goals. Creating the online manual gives UNIV 1010 instructors immediate access to sample syllabi, sample lesson plans, topics for small group discussion, other web resources, and PowerPoint presentations that can be utilized in class.<p> REPORT<p> Recommendations set forth by a University Retention Task Force in 1993 suggested that the University Seminar course be expanded to include most of the incoming students. This suggestion was based on information from Noel-Levitz that indicated “extended orientation courses improve retention, improve academic performance (including grade point average, communication skills, units completed, academic dismissals, study habits and attitudes, and relations with faculty) and increase knowledge of Student Services.” The report also indicated that MTSU students who took the course were retained at rates higher than those that did not.<p> Based on this report, Fay Johnson in Academic Affairs was given the responsibility to grow the program. As a result the program has grown from the offering of 7 sections in fall 1992 to over 60 sections in Fall 2004. Because of a renewed focus on student transition and retention, and the increasingly significant role that this course can serve in regards to it, the responsibilities for the University Seminar 1010 program were transferred to the Academic Enrichment Department.<p> The catalog description of University Seminar 1010 (UNIV 1010) states that it is a course “designed to help freshman students develop tools needed for success. This seminar course helps new students appreciate the value of a higher education, learn about the numerous campus resources available to them, clarify their career goals, and gain academic skills required of the successful college student.” Presently, it is an elective 3-hour course required only of undeclared students. There are several students who opt to take the course based on its merits. Class sizes are capped at 25 students and are taught by approximately 45 University administrators, faculty, and adjuncts from the community. <p> The purpose of this project was to develop an online instructor’s manual for this course. Unlike other university faculty, UNIV 1010 instructors are not all housed in a single department full time where they have opportunities for collaboration with peers that would facilitate the exchange of ideas that leads to more effective teaching. Also, due to the nature of this program, each fall several new instructors teach the course. Although many of the instructors are acquainted with the use of technology, many are not aware of how it can be utilized to help achieve instructional goals. The purpose of the online manual included the following:<p> <ul> <li>Provide a central and readily accessible location for information on teaching UNIV 1010 <li>Provide PowerPoint presentations on UNIV 1010 topics that can be integrated into classroom instructional strategies <li>Provide information on the five key components of the course: academic skills, career planning, university resources, time and financial management, and lifestyle issues <li>Provide sample lesson plans for each key component of the course that include the use of technology <li>Provide web resources for each key component of the course. <li>Provide instructions on syllabus preparation and sample syllabi <li>Provide information on classroom management <li>Provide a list of university resources relative to each key component <li>Provide examples of active learning instructional strategies <li>Provide topics conducive to small group discussions </ul> Performance is improved when instructors are given the tools that they need to be effective and when they have the opportunity to learn from each other. This online manual will enable over 45 new and veteran instructors to quickly access information that will readily enable them to develop various instructional strategies. It will also equip instructors with ideas to maximize student engagement in the classroom making it a more student-centered environment. Students at MTSU are expected to be comfortable in the use of technology as they matriculate. <p> Therefore, it is very important that UNIV 1010 instructors model the use of technology in the classroom. Having this online manual will help them to achieve this. They will learn to make assignments that require students to utilize technology. In master classrooms, instructors will be able to present various topics just by accessing the PowerPoint presentations available on this site. Instructors have been encouraged to develop other presentations on their own and make them available to be placed on the site as well for shared usage. Instructors, while presenting a topic in the class, may also open one of the many related links that will be available on the site. For example, when encouraging student campus involvement, the instructor can from this site open the link to Student Organizations. Early exposure to the various ways the instructors use technology in the classroom will encourage students to become comfortable with it also. <p> Veteran instructors of this course, and experts in this field who have provided training to UNIV 1010 faculty have contributed to the information that has been made available. This faculty manual (www.mtsu.edu/~univ1010) will always be a work in progress as new PowerPoint presentations, new topics for discussion, new University resources, and new classroom activities are added. Approximately 1900 freshman students take UNIV 1010 during the academic year. The online manual provides a treasure of centralized and readily accessible information that has the potential of transforming the way this large group of students are taught this course. <p> | True | 0016 | ||||
| 172 | Ping | Zhang | pzhang@mtsu.edu | Mathematics | Basic & Applied Sciences | 2005 | Spring | True | 0034 | |||||
| 178 | Ginger | Holmes - Rowell | rowell@mtsu.edu | Mathematics | Basic & Applied Sciences | 2005 | Fall | True | 0034 | |||||
| 180 | Chuck | Higgins | chiggins@mtsu.edu | ../Faculty/faculty_images/Higgins.jpg | Physics | Basic & Applied Sciences | 2005 | Fall | A WebCT Shell for the Astronomy Lab Classroom | In an effort to enhance our current Astronomy 1031 lab course, I propose to develop web/computer component course materials via WebCT in the form of (I) online pre-class readings, and (II) interactive in-class computer tutorials and worksheets. The WebCT Shell developed through this grant will be shared with all faculty members who teach sections of the Astronomy 1031 lab course. The instructional goal is to create a better environment for student learning by (1) requiring that the students come to class better prepared, and (2) to use technology to allow peer-based learning during the class time. Using WebCT to implement Online tutorials and quizzes, and by adding interactive computer worksheets, we hope to allow the students to learn more and have better retention of the material. These ideas come from an overarching goal to use technology to improve the quality of the general science courses, especially for non-science majors, and to encourage more students to pursue science and mathematics in their careers at MTSU. | Instructional Technology Development Grant<p> A WebCT Shell for the Astronomy Lab Classroom<p> Dr. Chuck Higgins<br> Department of Physics and Astronomy<br> April 24, 2006<br> Final Report<br> For the Instructional Technology Development Grant received for Fall 2005 and Spring 2006, the results and lessons learned are given here.<p> Work Completed<p> <ol> <li>Twelve pre-lab reading materials and lab quizzes were developed for the Astr 1031 lab class during Fall 2005. Three hours course release time was used for this activity. <li>All pre-lab reading material was put on the Astronomy Lab website for students to access at any time. <li>All lab quizzes were converted to Online quizzes using WebCT course products.</ol> Results<p> <ol> <li>Out of ten sections of the Astr 1031 lab course, we tested the WebCT quizzes in two sections, the sections taught by Dr. Higgins and Dr. Paul Lee. Instructors in all other sections gave the quizzes on paper. <li>All five instructors teaching agreed that the pre-lab reading material and the quizzes were extremely helpful in getting the students prepared for class. <li>The class periods went more smoothly because of the better student preparation. This allows the student to better understand the concepts and learn more. <li>As expected, the peer teaching and learning is helpful for the students. <li>It also allowed more flexibility in the overall course grade for the students because the newly added quizzes counted approximately 10% of the grade. </ol> Lessons Learned<p><ol> <li>WebCT is a very useful tool, but since I am not an expert, I still find it clumsy to use. For example, I could not figure out why two of my students could not get access to my WebCT quizzes. I specifically checked this and could not solve this problem. For them I had to give paper quizzes. <li>The students did not seem to be bothered by the requirement to read “extra” material to help them prepare for the lab.</ol> Future Goals<p><ol> <li>We would like to add more interactive computer worksheets and activities to further enhance our laboratories. <li>For some of our labs, we would like to develop a complete computer-based lab where the students enter data, do calculations, make graphs, answer questions, and write results and conclusions all via the computer. <li>Beginning in Fall 2006 we hope that all instructors are using the WebCT material for the Astr 1031 lab course. <li>We were not able to administer the diagnostic test to assess student learning. We hope to complete this in subsequent semesters, but we will probably attempt this in the Astr 1030 lecture course rather than the laboratory course. </ol> | True | 0071 | |
| 175 | Randy | Livingston | rlivings@mtsu.edu | ../Faculty/faculty_images/LivinstonRandy.jpg | Journalism | Mass Communication | 2005 | Summer | Video Tutorials for Media Design | <ol> <li type="I">PROJECT DESCRIPTION The objective of this project was to deliver Quicktime video tutorials that cover key topics in Media Design. Topics include graphics lab procedures and project-specific instruction in Macintosh OS X, Adobe Illustrator, Adobe Photoshop, and QuarkXpress. The proposed Quicktime training modules were: </li> </ol> <blockquote> <ol> <li>Using Suitcase to Manage Fonts <li>Scanning and Resolution (Photoshop) <li>Printing from QuarkXpress <li>How to Build an Illustration (Illustrator) <li>Flightchecking and Packaging a Job for Print (QuarkXpress). </ol> <p>Media Design students are visually oriented and learn by seeing and then doing. Indeed, most students learn more quickly and comprehensively by seeing a process demonstrated repetitively and then actively engaging in the process. The Quicktime format is a portable and flexible medium that allows the learner to set his or her own pace, i.e., pause, replay, and skip content. The project is delivered on universal DVD format. Students are given two DVD’s as an accessible resource for help and instruction. These tutorials support and enhance the efforts of our lab assistants and reinforce Media Design instructors’ lectures. The DVD’s, indeed, deliver a much-needed knowledgebase that is available, timely, relevant, and specific. <p>Full-motion digital video and audio voice-over was captured by way of Ambrosia Software’s Snapz Pro for Macintosh. Snapz Pro allowed me to record the action on screen. I was able to work on the computer while narrating the process. This offers a kind of computer software teaching that is unmatched by any other method. Snapz Pro offers several different algorithms for professional audio and video compression. The ubiquitous Quicktime format has been used to deliver crisp and clear cross-platform audio and video. I used iMovie and Final Cut Pro for video editing. From inception to delivery of the DVD’s, this project required 8 weeks. A significant amount of that time was spent in experimenting with compression algorithms to determine the best file size and quality. There was also much work involved in research and acquiring hardware required for audio input (Mac-compatible professional microphones and pre-amplifiers). </blockquote> <ol> <li type="I" value="2">INSTRUCTIONAL ENHANCEMENT These Quicktime video tutorials have delivered a learning resource that all instructors may utilize in the classroom and in the laboratory. The DVD’s offer the student very specific instruction in a portable format. Quicktime video has proven to be a great way to deliver one-on-one teaching and assists instructors with topics that require repetition. In addition, this medium is accommodating the needs of a large group—interactive visual learners. The video tutorials accomplish much of what instructors are not able to accomplish through one-time lectures and demonstrations. A survey was used to gather qualitative and quantitative data and opinions. The success of this project has inspired me to expand learning topics and make more DVD’s. Before continuing with production, I will be conducting additional usability studies and testing with students and lab assistants.</li> </ol> | True | 0064 | ||
| 173 | Narayanan | Neithalath | Engineering Technology & Industrial Studies | Basic & Applied Sciences | 2005 | Spring | True | |||||||
| 105 | Constance | Schmidt | cschmidt@frank.mtsu.edu | ../Faculty/faculty_images/cschmidt.jpg | Instructional Technology Support Center | Education and Behavioral Science | 1994 | Summer | none | none | <html> <body bgcolor="#ffffff"> <p>As you know, I was a recipient of an Instructional Technology Grant this past summer. I am writing to summarize what I was able to accomplish during the grant period.</p> <p> </p> <p>I set out to integrate multimedia technology into my freshman course in General Psychology (Psychology 141). I am currently teaching this course to approximately 100 students in the Master Classroom in Peck Hall 109. After experimenting with HyperCard, HyperStudio, AppleMedia Tool, and PowerPoint; I decided to use PowerPoint as the primary program for my course conversion.</p> <p>Using PowerPoint, I have developed "slide show" presentations for the first third of my General Psychology Course. These presentations cover the course introduction, research methods, sensation and perception, and other topics. The presentations include text, graphics (using PowerPoint's graph-drawing capabilities), clip art, charts, and tables. I have also imported Hypercard images from public domain stacks available to me. Each lecture I developed uses a different PowerPoint template (background, color scheme, etc.). Each lecture also makes use of PowerPoint's capabilities to build slides and to use various visual effects during slide transition. I have successfully used the PowerPoint slide presentations during the first two weeks of classes this semester. The students are responding very favorably to the PowerPoint format.</p> <p>I also have been able to locate several sources of video which I am incorporating into my lectures. The textbook we use in General Psychology comes with a videodisc containing brief examples of various Psychological concepts and experiments. I am using the segments on this videodisc in my lectures this semester. One of my colleagues also obtained a copy of a "Child Development" videodisc which was free with a book adoption in another departmental course. I will use several segments on this videodisc during the semester. Finally, I have located video-clips from popular movies on a CD-ROM which I purchased over the summer. I will use these clips to illustrate various Psychological concepts in my course. This semester, I will be physically switching from the computer to the video-disc player during classroom presentations. However, I hope eventually to create a "seamless" presentation. The new version of PowerPoint is supposed to allow the user to enter videodisc frame numbers and thus drive the videodisc player without leaving the slide environment. When the new version is available on the site license, I will convert my slide presentations to it.</p> <p>Before, during, and after the grant period, I attended workshops to increase my multimedia skills. I attended the Apple Media Tool Beginner Workshop and Ted Hasselbring's Workshop on Multimedia Instruction last Spring. Over the summer, the College of Education organized several Friday morning workshops on Hypercard, HyperStudio, and PowerPoint. I attended most of these workshops and found them very helpful. By the time the PowerPoint workshop was offered, I was proficient enough at using the software to help Joel Hausler and Sandi Smith present the workshop. Finally, I attended the Writing to Read 2000 breakout session at the 51st Annual Education Conference, "Teaching and Learning in the 21st Century."</p> <p>I plan to share my newfound expertise with my colleagues. As you know, I have been organizing a "Master Classroom Demonstration" series as an administrative intern in Dr. Hindman's office. I am asking recipients of the summer release time grants to open their classrooms to visits by faculty members during the year. I plan to open my General Psychology class to visits several times this semester.</p> <p>I would like to thank your office for this opportunity to integrate multimedia technologies into my course. I have made a good start toward reaching my goal of converting my General Psychology class to a multimedia format. I plan to gradually complete this conversion during the next several semesters.</p> </body> </html> | False | 0144 | |
| 37 | Barbara | J. | Draude | bdraude@frank.mtsu.edu | ../Faculty/faculty_images/bdraude.jpg | Nursing | Basic and Applied Sciences | 1994 | Summer | none | Utilized Asymetrix ToolBook authoring software to developed presentations containing text and graphics that illustrated trauma situations and allowed for student exercises in assessment and determination of appropriate care. | <html> <body bgcolor="#ffffff"> <p>I would like to update committee members on the progress I have made on the project undertaken for this grant. Two purposes were described in the initial proposal: 1. To design a multimedia presentation for teaching nursing students the concepts of Trauma nursing and how to design nursing plans to use in the delivery of care to the victims of trauma. 2. To increase my knowledge on how to use multimedia and computer technology in the classroom.</p> <p><b>1 . Multimedia Presentation:</b></p> <p>I have worked on two of three sections of the presentation. The first section combines text and graphics to provide information about the means by which trauma is sustained and the priorities of initial care that the trauma victim requires. The first o f the presentation allows students to see examples of trauma situations (graphics), determine areas of , complete an exercise in establishing , and develop several generic care plans for trauma victims. The second section has four trauma scenarios which allow the students to review a trauma situation, discuss priorities of assessment and determine appropriate care. The third section which cannot be completed until the presentation program has video capabilities will show<i> </i>a multiple trauma situation which will allow the students <font size="-2">to </font>integrate from the two sections. Work on the project will be ongoing through the next semesters as video and sound components can be added. I plan to attend additional classes on those components and continue to work with Sylvia and Vicki to revise and polish the presentation.</p> <p><b> 2. Multimedia and Computer Technology in the classroom:</b></p> <p>Through working with this project, I have greatly increased my understanding of multimedia technology. I have a much better understanding of how it can and will<i> </i>be used in the classroom. I plan to continue the learning process by observing how other Faculty use the master classroom in the next semesters. I have two possible inservices in mind to present to the others on the Nursing Faculty during the next year to demonstrate the things I have learned this summer.</p> <p>One area that I have not as yet been able to address is increasing my understanding of computer technology such as networking, electronic mail, accessing Internet, etc. This is a topic I plan on Continuing to address in the next semesters. I hope to attend classes by the Office of Informational Technology on this topic.</p> <p>I have enjoyed working on this project this summer and appreciate all the help and expertise given by Sylvia and Vicki. Thank you.</p> <p> </p> </body> </html> | False | 0226 |
| 39 | John | Duke | not available | ../Faculty/faculty_images/jduke.GIF | Music | Liberal Arts | 1994 | Fall | none | Began working on an interactive tutorial for use with Music 310, introduction to Music. He arranged for and Television Services conducted the video taping of demonstrations of 20 musical instruments. | <html> <body bgcolor="#ffffff"> <p>During the Spring Semester, performances on the following instruments were recorded and filmed by MTSU students and faculty:</p> <p>Percussion Family: Student performances plus teacher portions.</p> <p>Teachers portion of all woodwind, brass, and strings with the exception of teacher portion on baritone horn and viola.</p> <p>Also, during the semester and continuing into the summer, we are proceeding with the editing of the recordings in preparation for reducing the video to High 8, prior to con@ version to digital format for the eventual CD-ROM.</p> <p>We discovered during the Spring, that the recordings that we made can have a dual purpose: (1) The original purpose of being part of, a CD-ROM which has been previously described, and (2) longer versions of the recordings can be used "as is" in classes such as Music Appreciation and Instrumentation. (The tapes have already been used in both these classes.) Because of this dual use, however, different versions of the tapes must be edited, with the CD-ROM version being much shorter and the video-tape version being longer in the performance demonstration and omitting the scale portions.</p> <p>To assist in trying to solve the recording, editing, and design problems of the project, I have taken courses offered by the Office of Information Technology in such things as HyperCard, HyperGasp, HyperStudio, and Techniques for Creating Effective Interactive Multimedia. I have also had meetings with individuals on campus who are familiar with aspects of the project--such as Gina Phipps, Marc Barr, Christy Newell, Pat Jackson, and Kenneth Byers. They have all been very helpful.</p> <p><b>Problems.</b></p> <p>The project has turned into a perfect example of one of Murphy's Laws--"Everything takes longer than you think," I feel, though, that the time spent is leading to a better understanding of some of the problems in producing multi-media assistance in teaching. Information for the project has come from many corners of the campus. There is some information here, and there is some there. There is some equipment here; there is some there. MTSU is moving toward better centralization of both information and equipment to make such projects as I am attempting possible. A workplace has recently been provided In the Learning Resource Center which will help In the completion of: the project. It is sometimes difficult to be on the "cutting edge" of this development, but it is also very exciting. I plan to request another grant in order to complete the project during the Fall Semester of this year.</p> </body> </html> | False | ||
| 112 | Phyllis | L. | Thomas | pthomas@mtsu.edu | ../Faculty/faculty_images/pthomas.jpg | Accounting | Business | 1994 | Summer | none | Learned the Asymetrix ToolBook software package and used it to develop materials for her ACTG 331 course. | <html> <body bgcolor="#ffffff"> <p>I proposed to use the release time this summer to develop skills using ToolBook, Harvard Graphics, and PowerPoint. The original plan was to use these software packages to develop student assignments and teaching aids.</p> <p>The project that I proposed using ToolBook is still in process, The computer system purchased by the university has had major technical problems, This has slowed my progress. ToolBook also is more detailed and difficult to master than I anticipated, ToolBook requires the use of programming to accomplish any task, The programming language used in the program is unique to ToolBook. Like other programming languages, this language is detailed and the syntax is critical.</p> <p>I will continue to work on the project as I teach my fall classes. The presentation software will make it possible to use the computer in class lectures, The limitation of its use is in the availability of the necessary computer hardware in the classrooms. Computers and some type of projection system or a computerized classroom are necessary to use this technology effectively.</p> <p>The student project in the area of budgeting is almost complete and students will be using it this fall in ACTG 331. A group project to be run in the computer lab will be ready for use this fall. The completion of these projects is behind schedule due to changes in the software and lack of access to the software necessary. The School of Business has gone to all Windows based software. To change to any Windows based software the computer in my office had to be replaced and then I had to learn Windows, I have been using Quattro, but this software is unavailable in the computer labs due to lack of funds and memory constraints on the computers. Lotus 123 for Windows cannot read Quattro files, so the programs had to be rewritten so they could be used on campus.</p> <p>The area of multimedia will be an asset in the teaching of college students. The commitment of financial support in the granting of release time and in the acquisition of technological equipment is important if MTSU plans to encourage faculty to explore this new frontier. The continuation of this type of support will be necessary, if the university plans to pursue advances in this area.</p> </body> </html> | False | |
| 116 | William | R. | Whitehill | wwhitehill@mtsu.edu | ../Faculty/faculty_images/wwhitehill.jpg | Health, Physical Education, Recreation and Safety | Education and Behavioral Science | 1994 | Summer | none | Worked on the development of instructional materials that demonstrate the energy systems of the human body. He identified software and graphics, and scripted the text for the program. | <html> <body bgcolor="#ffffff"> <p>The project is to incorporate text and graphics to demonstrate and provide a different teaching/learning methodology in the area of energy systems of the human body.</p> <p>The following has been accomplished during the Fall 1994 semester:</p> <ul> <li>Text for the computer assisted instructional (CAI) program has been scripted <li>Graphics for the CAI have been identified <li>Software for the CAI program has been identified and obtained </ul> <p> </p> <p>The following items have been initiated for the project to proceed during the Spring 1995 semester:</p> <ul> <li>Authorization for the use of the graphics is currently being sought <li>Scanning of the graphics is underway <li>Modifications, color and labeling, of the graphics is being processed </ul> <dir> <p> </dir> <p>Although the authorization of the graphics has slowed the progress of the project the time line for completion should not be affected. Testing of the project will commence as soon as the<b> </b>CAI program is complete.</p> </body> </html> | False | 0096 |
| 33 | Carol | Dawson | cdawson@frank.mtsu.edu | ../Faculty/faculty_images/cdawson.jpg | Developmental Studies | Developmental Studies | 1994 | Summer | none | Conducted research into multimedia hardware and software. Through her department, purchased hardware and software for use in developmental studies courses. And began to prepare multimedia instructional materials for DSM 080 Elementary Algebra. | <HTML> <BODY BGCOLOR="#ffffff"> <P>The following objectives were what I hoped to accomplish through my participation in this project and what I have accomplished toward each goal.</P> <ol> <li>To become proficient in the use of multimedia equipment. I have become somewhat proficient in the use of the Mac Powerbook (where before I used IBM) with HyperCard, HyperGasp, Color Tools, etc. </li> </ol> <blockquote> <P>There are still areas of HyperCard which I hope to utilize more fully on future presentation preparations. I am still awaiting training on specific equipment I will be using in the Master Classroom since construction has yet to be completed.</P> </blockquote> <ol> <li value="2">To become knowledgeable of the resources available for use with multimedia equipment in my subject area. </li> </ol> <blockquote> <P>I have found that the current available materials which are math-specific consist primarily of CAI materials with the exception of some software for use in presentations such as Zap-a-Graph.</P> </blockquote> <ol> <li value="3">To purchase through the Developmental Studies budget software for use with mulitmedia for all subject areas of the department.</li> </ol> <blockquote> <P>The following were purchased through the Developmental Studies budget at my request, all of which I have reviewed:</P> <ul> <li>Freelance Graphics</li> <li>PowerPoint</li> <li>Apple Media Tool</li> <li>Apple CD Multimedia Kit</li> <li>CD Rom Player</li> <li>CD Rom Software: Mega-Rom and Macademic</li> <li>HyperCard 2.2</li> <li>Cinemedia Volume I: Starter Kit</li> <li>Zap-a-Graph</li> <li>Scientific and Graphical Tool Kit</li> <li>Click Art Dos 3.5</li> <li>HyperGasp</li> <li>Multi-Media Collection</li> <li>Soundworks Collection</li> <li>Shareware Breakthrough</li> <li>Pagemaker 5-pack</li> </ul> </blockquote> <ol> <li value="4"> To prepare or obtain already prepared multimedia presentations for use in DSM 080 Elementary Algebra on topics such as math specific study skills, order of operations, solution of equations, graphing and operations on polynomials.</li> </ol> <blockquote> <P>There are no available materials already prepared so all presentation material must be prepared by the user. I have completed approximately one-third of the materials necessary for a complete course of Elementary Algebra.</P> <P>Furthermore, I will be giving a presentation using what I am now able to do at the full Developmental Studies Departmental meeting at the beginning of the Fall Semester. I will also be doing a presentation on this at the 1994 meeting of the Tennessee Association for Developmental Education and have submitted similar proposals to the National Council of Teachers of Mathematics and the National Association for Developmental Education.</P> <P>I have planned a study to take place during the Fall Semester, 1994, comparing Pretest and Posttest scores of students in the multimedia classroom to those in a regular classroom.</P> <P>I have identified a departmental need for an inventory of all available software with a description of what it does for each individual faculty member's use. The Developmental Studies Department is also studying the necessary equipment and budget to create a multimedia classroom or mobile multimedia equipment.</P> </blockquote> </BODY> </HTML> | False | 0493 | |
| 89 | Christie | Nuell | cnuell@mtsu.edu | ../Faculty/faculty_images/cnuell.jpg | Art | Liberal Arts | 1994 | Fall | none | Learned the Macromedia Director software package and created an interactive multimedia tutorial entitled "The Language of Form" for use in her Art 390 course (Orientation to Art.) | <html> <body bgcolor="#ffffff"> <p>I have spent this semester learning Macromedia Director, and creating an interactive tutorial called "The Language of Form", designed for use in Art 390 (Orientation to Art), a general studies course.</p> <p>The decision to use Director rather than HyperGasp was based on the superior quality of color images scanned in thousands of colors instead of just 256. HyperGasp kept crashing when I imported PICT images at that resolution, so although it meant learning the Lingo scripting language and the score-based system used by Director, I decided to go that route.</p> <p>I am about 3/4 finished with the project. I have completed the sections on the Elements of Design, the Principles of Composition and the 4 images I showed in depth with the exception of a few small areas. The interactive Help screen is complete. Now I have to create the attract loop, add sound, and write the Self Test, and finish an animation which is taking me some time to figure out as it is interactive and relies on scripting to work. The application is already over 12 MB, and contains scores of scanned images which serve as examples of how line, texture, color, pattern balance and other art terms are defined and can function. I have the application on a 44MB Syquest disk, and would love to show you what I have if you have a Syquest Drive, or if you would like to view it on mine.</p> <p>I have had the application reviewed by both students from my ART 390 class this semester, and other faculty who teach the course. I got some excellent suggestions from them, which I have incorporated into the piece, and favorable feedback about both its concept and design.</p> <p>I cannot begin to count the hours I have put into this project, but it is up in the hundreds. Typically I have worked on it for between 2 and 7 hours, seven days a week. I have a computer and Syquest drive at home so l was able to continue work there evenings and weekends. Considering that I had some experience with interactive multimedia before I started I can't imagine what I would have accomplished if I had attempted this project without prior experience.</p> <p>I really appreciate having been awarded the grant and having some extra time to put towards this project, and feel that I have learned a lot this semester. I shall finish the work as quickly as possible, and will report back to the committee after I have been able to use the finished product on my Art 390 class which will be taught in the Master Classroom in Fall 1995. Meanwhile, please feel free to call me at 2506 to make arrangements to see what I have accomplished.</p> </body> </html> | False | 0181 | |
| 4 | William | J. | Badley | wbadley@mtsu.edu | ../Faculty/faculty_images/wjbadley.jpg | Developmental Studies | Developmental Studies | 1994 | Fall | Computer Presentations for the Writing Classroom | Conducted research on teaching writing using computers and attended workshops on presentation software. He created Microsoft PowerPoint presentations for lectures in his DSE 080-10 writing course. | <html> <body bgcolor="#ffffff"> <p> Because I did not get a computer with sufficient hard disk memory<b> </b>to hold the necessary software until November, much of my preparation for teaching DSE 080 in the Master Classroom, Peck Hall 218, consisted of background reading on teaching writing on computers and learning software and the UNIX system for our new HP 5000.</p> <p> I first read Bertram C. Bruce and Andee Rubin, <i>Electronic Quills: A Situated Evaluation of Using Computers for Writing in Classrooms</i> (Hillsdale, N.J.: L. Erlbauill Associates <font size="-2">7 </font>1993- Technology in Education series). Secondly, I read Bertram C. Bruce, Joy Kreeft Peyton, and Trent Batson (eds.), <i>Network-Based Classrooms: Promises and Realities</i> (Cal-abridge [England) and New York: Cambridge University Press, 1993) and Cynthia L. Selfe and Susan Hilligos (eds.), <i>Literacy and Computers: The Complications of Teaching and<b> </b>Learning, with Technology </i>(New York: Modern Language Association, 1994).</p> <p> I attended Office of Information Technology instructional sessions on Power Point (Introduction and Intermediate) and on Introduction to the HP-UNIX. I also attended sessions during the Technology Show in October.</p> <p> Finally, after I was issued a new computer with enough capacity for Microsoft Office) I began to develop presentations for DSE 080- 10 which meets<b> </b>in the Master Classroom, Peck Hall 218, TR 1:40-2:55. So far I have created presentation material on Power Point for every class session, covering topics of course requirements, points for discussion from Chapters 1 and 2 of Susan Fawcett and Alvin Sandberg, <i>Evergreen with Readings: A Guide to Writing</i>, Fourth Edition (Boston: Houghton Mifflin /, 1992), and pop quizzes.</p> <p> </p> </body> </html> | False | CAB |
| 52 | Janice | C. | Hayes | jhayes@mtsu.edu | ../Faculty/faculty_images/hayes.GIF | Educational Leadership | Education and Behavioral Science | 1994 | Fall | none | Used Microsoft PowerPoint and Word to develop technology based instructional materials that are utilized in her YOED 310 course. She incorporates some type of instructional technology into every session of YOED 310. | <html> <body bgcolor="#ffffff"> <p>A. Use technology to revise, update and implement materials for an existing course. <blockquote> <p><b>1. </b>By using PowerPoint and Microsoft Word all class notes, handouts and transparencies were computerized.</p> <p><b>2. </b>Computerizing video materials was not completed as the equipment needed still has not come in to<b> </b>the computer lab. Therefore it was not available for me to learn and to use.</p> </blockquote> <dir> <p><b>3.</b> Several cooperative learning modules using PowerPoint were created and tested with the students in YOED 310. The modules were also revised based on student suggestion and use. </dir> <p>B. Support procedures that could significantly affect an existing course. <blockquote> <p><b>1.</b> All of the equipment in the<b> </b>21st Century Classroom were used in teaching the course. Equipment used in the teaching learning processes were the following:</p> <blockquote> <p>a. Each individual Power PCs. Students learned how to access materials on their own computers.</p> <p>b. Teacher computer, CD ROM and laser disc player</p> <p>c. Laser printer</p> <p>d. Overhead projector with LCD panel</p> <p>e. VCR player</p> </blockquote> <p><b>2.</b> Dr. Terry Weeks will be teaching YOED 310 in the Spring of 1995. I havemade available to him all of the materials that were created.</p> </blockquote> <p>C. Expand upon and improve instructor skills and knowledge related <p>to the use of technology in the classroom. <blockquote> <p><b>1 .</b> I attended ten different workshops to learn how to use both the hardware and to learn more about the software that is available to use with the 21st Century Classroom. Among the workshops were the following:</p> <blockquote> <p>a. Beginning PowerPoint</p> <p>b. Advanced PowerPoint</p> <p>c. Using Microsoft Works</p> <p>d. Building data systems</p> <p>e. Using Internet</p> <p>f. Using Hypercard</p> <p>g. Using Hyperstudio</p> <p>h. Teaching students to use the Power PCs</p> <p>i. Educational software available for faculty and students in Computer Center</p> <p>j. Using the CD ROM, laser disc player, VCR player and LCD panel</p> </blockquote> <p><b>2. </b>Ms. Sandi Smith, Dr. Marvin Peyton and Dr. Joel Hausler provided personal</p> <p>assistance when I ran into difficulty or needed special help.</p> <p><b>3.</b> Much of the materials were created on the computer in my office and then utilized in the classroom. This added convenience to the processes, since the labs and the classroom are constantly in use.</p> <p><b>4. </b>The knowledge gained is already being used. I will be teaching a course I have never taught in the Spring and have already begun developing materials for the course. The knowledge and skills learned this semester are already being utilized for t he new course.</p> <p><b><i>5.</i> </b>Several learning modules for student involvement were created using PowerPoint. The modules were used by the students during the semester.</p> </blockquote> <p><b><font size="+2">D. Reach large numbers of students</font></b></p> <blockquote> <p><b>1.</b> During YOED 3 1 0 students were expected to present a topic to the class. Each student was required to utilize some audiovisual in the presentation. Students imitated some of my learning and used the CD ROM, VCR player, the laser disc, and materials on the overhead LCD panel using PowerPoint.</p> <p><b>2.</b> As a result of my use and that of their peers, students experienced and practiced using multimedia into the teaching/learning processes.</p> <p><b>3.</b> Thus far, Dr. Weeks has received the materials I have developed. He will decide which materials he may want to use when teaching. Ms. Smith also asked for copies of some of the materials to use in technology demonstrations and presentations that she gives.</p> </blockquote> <p>E. Offer a more flexible approach to instruction that is better adapted <p>to individual capacities and needs of students. <blockquote> <p><b>1 .</b> Students in YOED 310 gained knowledge of learning styles (Gregorc and Dunn and Dunn) and multiple intelligences (Gardner) and were able to see the importance of appealing to the differing styles and intelligences by the use of multimedia. Students were required to prepare unit plans in their majors that incorporated the use of learning styles and multiple intelligences.</p> <p><b>2.</b> I have created by own learning style evaluation tool that students and teachers can use without having to buy special materials.</p> <p><b>3.</b> Every lesson included some form of multimedia. The materials seem to add more interest and attention to lecture, discussion and cooperative learning lessons. 'Me evaluations of the students at the end of the semester seem to support this observation.</p> </blockquote> </body> </html> | False | 0535 |
| 19 | James | L. | Bush | jlbush@mtsu.edu | ../Faculty/faculty_images/bush.GIF | Accounting | Business | 1994 | Fall | none | Prepared presentations using Microsoft PowerPoint software; and examples and problems using Microsoft Excel software for use in his Accounting 691 course. | <html> <body bgcolor="#ffffff"> <p>The purpose of this report is to give an account of the progress and accomplishments of my Fall 1994 OIT Grant. The basic thrust of the grant proposal was to all me to develop materials for Accounting 691 so that it would be possible to effectively employ the technology of the Master Classroom for teaching this course.</p> <p>Although the proposal submitted suggested that I would attempt to develop computer-based material for the last five chapters first and use this material in my Fall '94 section of this class, that turned out not to be possible to do. My section of Accounting 691 was scheduled to meet in the master classroom in the Business Building; however, I opted to swap that room to a peer who was already assigned a daytime slot in the master classroom. The exchange of rooms seemed to be a logical solution to an illogical scheduling problem. My colleague was employing the computer to teach a day section of her course, but would have been forced to present the material to a second section of the same course without benefit of the computer. (Essentially, this would necessitate two preparations for the same course.)</p> <p>During the grant period, I prepared PowerPoint slides for chapter objectives for all fifteen chapters which are covered in the Accounting 691 text. Since problem analysis and development of solutions to problems are important skills for students of this course, PowerPoint slides and/or Excel spreadsheets of examples and assigned problems were developed for about sixty percent of the material covered in the course. (At the writing of this report, the figure approaches 90%--with additional materials to amplify and modify what I had done already having been added to the mix.)</p> <p>Developing examples and problem solutions was somewhat more time consuming than was anticipated. The primary factors contributing to the longer development time was the need to avoid merely jumping directly to a problem's ultimate solution and the need to develop clear applications of the concepts being taught to develop the solutions which are proposed.</p> <p>Development time seemed to be extended due to the convergence of the learning curve associated with learning new software packages, and the fact that converting rationale and problem analysis/solution from the traditional proposal to software-based approaches proved to be time consuming. The fact that site license-based software comes without hard-copy reference materials exacerbated the problem. Even though I took University-sponsored training in the software, I managed to have the usual problems getting to an adequate level of competency to permit the efficient use of the software I was attempting to employ. However, I have not as yet managed to secure anything approaching a manual for any of the software--a continuing irritation.</p> <p>I had suggested in my proposal that it would be possible to develop questionnaires to elicit feedback from my students concerning the use of technology in Accounting 691. Since I basically gave the master classroom away and was unable t o find a portable computer and a high-intensity projection panel for the classroom I was using, I did not develop or distribute any questionnaires for the Fall '94 section of Accounting 691. I will to develop and administer questionnaires for the current section of this course. These questionnaires will be forwarded along with an analysis of the responses to them to OIT upon completion of the current semester.</p> </body> </html> | False | 0050 |
| 81 | Diane | Miller | dmiller@mtsu.edu | ../Faculty/faculty_images/dmiller.jpg | Mathematical Sciences | Basic and Applied Sciences | 1995 | Fall | Lessons in Logo | Changed the current learning environment in MATH 201 Geometry for Elementary Teachers from the instructor-centered, lecture approach to one in which students are actively engaged in the learning process through cooperative group activities and individual and small group investigations using the computer | <html> <body bgcolor="#ffffff"> <p><b>INTRODUCTION</b></p> <p>Logo is a programming language useful in teaching the process of thinking and learning. The essence of Logo is thinking about processes--how you are doing what you are doing. In Logo, creating your product is more important than the finished product. It is more interesting and educational to examine how a design was created than the design itself.</p> <p>You have an idea for a project and try to think of strategies to achieve your goal. You spend some time just thinking about how to approach your problem, then experiment with some ideas. You begin to separate your problem into small, manageable chunks, and you solve the smaller problems. If one way doesn't work, then you think of another. You try ideas and observe the results. You learn to look at a problem from different approaches. You see a better way of doing something, and you modify your idea, test it, and work out the kinks until you have what you want. You combine your small working chunks into a larger solution. You express yourself clearly, precisely, and without ambiguity. Your ideas are organized sequentially, and it is easy to understand your work if you leave it and return later. These problem solving skills developed using Logo apply to daily life as much as to Logo. If you learn nothing else doing Logo, you must learn problem solving skills.</p> <p>Logo provides an environment in which you assume the responsibility for learning.</p> <p>When using Logo you should:</p> <ul> <li>experiment with Logo commands to understand them and become confident using them; <li>plan your task and organize it into its various components; <li>write a set of instructions to perform each small task; <li>construct a program to perform all the tasks in the appropriate order; <li>evaluate your program to assess whether the task is performed correctly; and <li>debug your program by locating and correcting any errors that are detected or, perhaps, restructure your approach to the problem. </ul> <p>The classroom teacher serves as a facilitator, helping students understand new Logo commands and procedures; suggesting approaches for completing a task; helping determine where and why things are not going as expected; and offering support, suggestions, and encouragement. Logo is a participatory, hands-on learning environment where both student-teacher and student-student interactions are important. Logo's best known feature is the turtle, a triangular cursor used to create graphics. Since the turtle moves in distances and turns in degrees, studying geometry by constructing and investigating polygons makes Logo a powerful learning tool. We hope you enjoy your Logo experience and believe that by the end of Lesson 6 your problem solving skills will have been enhanced by the lessons presented in this text.</p> </body> </html> | False | 0301 | |
| 22 | Patrice | Y. | Caux | pcaux@frank.mtsu.edu | ../Faculty/faculty_images/pcaux.jpg | Foreign Languages and Literatures | Liberal Arts | 1995 | Summer | Developing French Multimedia Tools | Used the HyperStudio, PowerPoint and Dasher software applications to design instructional materials for use in French 315 - French Phonetics and Pronunciation. These materials assist students in learning the symbols in the International Phonetic Alphabet, as well as other basic concepts. | <html> <body bgcolor="#FFFFFF"> <p>In the process of developing the materials for the project, I discovered how much I did not know about creating multimedia materials to assist me in my instruction. In the past, I had compiled an electronic workbook using a language-learning authoring program for our first-year program at the University of Houston. This program was used in a lab situation where students could complete the exercises at their leisure, keeping track of their performance at the same time. <p>However, when I proposed to develop the materials for my French 350 using Hyperstudio, Powerpoint, and Dasher, I was looking at materials to be used in the lab as well as the classroom. <p>From the point of view of the developer, this project gave me an appreciation of the magnitude and scope of the goal I had set for myself. I had embarked on a journey under the assumption that learning to master the tools used to develop my materials was going to be a snap. On the contrary, I spent a lot of time learning how to produce, edit, and integrate digitized video, graphics, and sound. Consequently, the final outcome of the project was a beginning. I was able to create a stack with the different sounds of the French language expressed through digitized video clips of the mouth positions. Having a problem synchronizing the sound and the video, I created separate files for the audio. Another stack I created using Hyperstudio, had a scanned in picture of the mouth with the different parts labeled. Students could click on different areas of the graphic and get a definition. As for the authored exercises, I prepared stacks using Dasher. Students were able to master the International Phonetic Alphabet and do phonetic transcriptions. <p>Not having enough time to complete the project over the summer, I worked on the Powerpoint presentations during the semester the course was offered. <p>The evaluation was mixed. Students like the authored stacks with the exercises and found them to be quite helpful. As for the digitized video, graphic, and sound stacks, the students did not find them to be as helpful. The in-class presentations using Powerpoint were very helpful. <br>I believe that this project was a good beginning. However, it will have to undergo serious revisions. My idea is to have an integrated package so that students can have all the information accessible on a CD-ROM. I am in the process of reviewing the materials to develop and refine further what I had started. </body> </html> | False | |
| 9 | Sarah | Barlow | sbarlow@mtsu.edu | ../Faculty/faculty_images/sbarlow.jpg | Biology | Basic and Applied Sciences | 1995 | Summer | Topics in Biology | Revised instructional materials for Biology 100 - Topics in Biology through the development of teaching modules and the integration of instructional technologies. She used hardware such as laserdisc players, videocassette recorders and computers, as well as software packages such as HyperCard, PowerPoint and HyperStudio. | <HTML> <BODY BGCOLOR="#ffffff"> <P> The purpose of the project is to revise materials for Biology 100, "Topics in Biology," through the development of teaching modules and the integration of instructional technologies. Teaching modules, or units, to be used in large lecture classes held in the Master Classroom (DSB 100) have been developed through the presentation platform known as "PowerPoint." Titles of modules are:</P> <P>(1) Course Orientation;</P> <P>(2) Introduction to Science;</P> <P>(3) Introduction to Biology;</P> <P>(4) Cytology; and</P> <P>(5) Cell Division.</P> <P> "HyperStudio" was used to integrate visuals provided through videodiscs and videotapes. Development of additional modules continues.</P> <P> Being able to concentrate on the project without teaching responsibilities resulted in the development of several modules during the summer. The opportunity to work on this project with the financial support of the University was gratifying.</P> <P> he project will be presented as part of the MTSU Technology Show on October 10, 1995.</P> </BODY> </HTML> | False | ||
| 106 | Stephen | R. | Schmidt | sschmidt@mtsu.edu | ../Faculty/faculty_images/sschmidt.jpg | Psychology | Education and Behavioral Science | 1995 | Fall | Multimedia Tour of Cognitive Psychology | Developed a multimedia version of PSY 404 Introduction to Cognitive Psychology. It includes four types of materials: PowerPoint presentations of lecture material, Hypermedia illustrations of basic concepts, HyperCard demonstrations of experimental foundations, and use of the Internet as a library resource. | <html> <body bgcolor="#ffffff"> <p>Each of these projects has been successful, but I would not say that they are completed. I continue to develop and refine these materials to match changes in the field and the changes in instructional technology.</p> <p>A) Material Developed: I have developed computer software for students to participate in experiments as part of classroom activities in Introduction to Cognition (Psych 404). The software includes HyperCard stacks that students may use on their own in the Psychology Computer Lab.</p> <p>I have preparation of multimedia instructional materials for use in the Master Classrooms. These materials include PowerPoint presentations as well as HyperCard stacks of experiments described in item a above.</p> <p>PowerPoint presentations and multimedia demonstrations in the form of audio and video clips are used during every class session of my Cognitive Psychology course. All together I have created 36 presentation requiring 60 meg of disk storage space.</p> <p>B) Materials Evaluation: While developing the materials I taught back-to-back sections of Introduction to Cognition.</p> <p>In the 9:00 section I was in a Master Classroom, and in the 10:00 section I was in a regular classroom. In the Master Classroom I used PowerPoint presentations during every lecture. In the regular classroom I covered the same material, relying primarily on the chalkboard to cover the information, but supplementing the material with graphics displayed on an overhead projector.</p> <p>I compared performance of the two classes on: a) examinations, b) teacher evaluations, and c) ratings of the use of media in the classroom. The two classes did not differ in examination performance or in teacher evaluations. However, the students were very positive about the Master Classroom, and highly rated the use of the media in the classroom.</p> <p>In addition, the students noted that it was much easier to take notes in the Master Classroom. These results led me to continue to develop Master Classroom lectures that included more multimedia presentations of material. </body> </html> | False | 0509 |
| 107 | Greg | W. | Schmidt | gschmidt@mtsu.edu | ../Faculty/faculty_images/gschmidt.jpg | Psychology | Education and Behavioral Science | 1995 | Spring | none | Developed new technology-based instructional materials and modified existing ones for use in his Psychology of Social Behavior (PSY 221) course. He used Microsoft PowerPoint and Excel to integrate his own computer software, classroom demonstrations and video clips into course materials. | <html> <body bgcolor="#ffffff"> <p>My general goal during the grant period was to familiarize myself with PowerPoint and to develop lectures for PSY 221 (Social Psychology) using the new technology. Moreover, I was especially interested in utilizing the equipment that the master classroom makes available to the instructor. This produced two specific goals. First, to use the spreadsheet/graphics features of PowerPoint to collect data from the class, enter onto a spreadsheet, and graph in real time. Second, to identify videos and video clips that could be used to enhance lectures. These could be shown on the videotape player or eventually transferred to CD-ROM.</p> <p>To these ends, I spent the semester learning to use PowerPoint an developing a number of lectures, particularly those that involve spreadsheet/graphics. As I began to understand the new capabilities that PowerPoint and master classroom make possible (e .g., pictures, video clips, drawings), I drew up a list of lectures for the course and made detailed notes of which pictures, graphs, a videos would enhance each lecture. In this way, I can quickly develop each new lecture as time permits. Finally, I viewed those tapes from the "Discovering Psychology" series that are most relevant to social psychology. I kept an outline of each program, indicating topics covered. I intend to make this list available to my colleagues so that they can use this tape as a resource when they use the mater classroom.</p> <p>I found the grant extremely useful. It allowed me to set aside portions of each day to concentrate on the task at hand. This is usually quite difficult because of teaching and departmental responsibilities. The grant gave me the excuse I needed to a void many of these mundane duties.</p> </body> </html> | False | 0505 |
| 65 | Glenn | E. | Littlepage | glittlepage@mtsu.edu | ../Faculty/faculty_images/glittlepage.jpg | Psychology | Education and Behavioral Science | 1995 | Spring | Development of Computerized Course Presentation Materials for Psychology of Social Behavior | Used Microsoft PowerPoint and Multimedia ToolBook to develop multimedia presentations containing text, graphics, video, sound and animation for use in his Psychology of Social Behavior (PSY 221) course. | <html> <body bgcolor="#ffffff"> <p>This is to summarize the accomplishments resulting form the Instructional Technologies Grant that I received. The grant was used to develop instructional materials for Psychology 221, Psychology of Social Behavior. I developed and used the materials during the Spring 1995 semester. Two sections of students (about 160 total) were enrolled in the spring courses. In addition, I used the materials for a smaller section during the Summer 1995 session. I am scheduled to teach in the master classroom during both semesters of 1996, and plan to use these materials (and revisions) for those sections. I also showed a sampling of the materials and described my experiences to other faculty members at a recent technology workshop on campus.</p> <p>The materials that have been developed are used in almost all of the class sessions. Most presentations involve the computer, but a few videotapes and very short video segments are used. In addition, one topic is presented using a visual presenter because it involves the use of many pictures (facial emotions) which can be shown more efficiently in that format.</p> <p>The majority of the materials that were developed were instructor-controlled computer presentations. These serve as lecture aids. All are presented as PowerPoint presentations, although other software (0-FOOT, Soundedit, etc.) has been used to create special effects. The most common slide is a text slide. Many text slides build or incorporate two-column builds. Clip art is occasionally used to illustrate a point, for example a filing cabinet to illustrate a schema (mental categorization system). Graphs are frequently used to present data from relevant research. Scanned images are used to illustrate points (such as various types of advertisement strategies). Occasionally, audio segments are used emphasize a point or generate interest.</p> <p>My personal reaction is that students enjoy this presentation format, and are attentive. I know that the use of these materials has generated enthusiasm on my part, and has resulted in tighter, better organized lectures. I did glance at student responses to questionnaires distributed by the Office of Information Technology. These student responses indicated that the students were favorably disposed to the use of the technology in this class.</p> <p>I have enclosed a copy of a typical class lecture.</p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" align="CENTER"> <b>GROUPS</b></td> <td width="50%"> <p><center><b>GROUP</b></center></p> <ul> <li><font size="-1">TWO OR MORE <b>INTERDEPENDENT </b>INDIVIDUALS WHO <b>INFLUENCE </b>ONE ANOTHER THROUGH <b>SOCIAL INTERACTION.</b></font> <li><i><font size="-1">family, bowling team, workgroup, committee, etc.</font></i> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" align="CENTER" valign="TOP"> <b>GROUPS ARE LIKE MACHINES??</b></td> <td width="50%"> <p>GROUPS LIKE MACHINES?</p> <ul> <li><font size="-1">MULTIPLE PARTS</font> <li><font size="-1">PARTS MUST WORK TOGETHER</font> <li><font size="-1">REQUIRE MAINTENANCE</font> <li><font size="-1">DON'T WORK BEST WHEN NEW</font> <li><font size="-1">GROUPS MUST DEVELOP BEFORE REACHING PEAK EFFECTIVENESS</font> </ul> </td> </tr> </table> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <p><center><b>TWO WAYS TO BECOME</b></center></p> <p><center><b>INVOLVED IN A GROUP</b></center></p> <ul> <li><font size="-1">FORM A NEW GROUP</font> <li><font size="-1">JOIN A PREVIOUSLY EXISTING GROUP</font> </ul> </td> <td width="50%"> <p><center> <b>GROUP DEVELOPMENT</b></center></p> <ul> <li><font size="-1">FORMING</font> <li><font size="-1">STORMING</font> <li><font size="-1">NORMING</font> <li><font size="-1">PERFORMING</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b>GROUP SOCIALIZATION</b></center></p> <p><font size="-2">NI -.WMEMBE MARGINAL</font></p> <p><font size="-1">MEMBER</font></p> <p><font size="-1">ROSPEq'nVE</font></p> <p><font size="-1">EMBER @MEMEER</font></p> <p><font size="-1">. …… …….</font></p> <p><font size="-2">ENTRY ACCEPT DRVER EXIT</font></p> <p><font size="-1">ANCE TIME GENCE</font></td> <td width="50%"> <p><b> GROUP STRUCTURE</b></p> <ul> <li><font size="-1">STABLE PATTERNS OF BEHAVIOR <i>(GROUPS PERSONALITY)</i></font> <li><font size="-1">DEVELOPS GRADUALLY</font> </ul> <p align="RIGHT"> <hr align="RIGHT" noshade width="90%"> <ul> <li><font size="-1">NORMS & ROLES</font> <li><font size="-1">STATUS & POWER (DIFFUSE & SPECIFIC)</font> <li><font size="-1">GOALS & REWARDS</font> <li><font size="-1">COMMUNICATION</font> </ul> </td> </tr> </table> <p; <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP" align="CENTER"> <p><b> COMMUNICATION NETWORKS</b></p> <p align="LEFT"><font size="-2">CENTRALIZED / DECENTRALIZED</font></td> <td width="50%"> <p><center><b>COMMUNICATION NETWORKS</b></center></p> <p><font size="-2">CENTRALIZED / DECENTRALIZED</font></p> <p> </p> <p><font size="-2">FEWER MESSAGES</font></p> <p><font size="-2">LEADER EMERGES</font></p> <p><font size="-2">GOOD FOR SIMPLE PROBLEMS</font></p> <p><font size="-2">LEADER OVERLOADED ON</font></p> <p><font size="-2">COMPLEX PROBLEMS</font></p> <p><font size="-2">LACK OF SATISFACTION</font></td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b> GROUP PERFORMANCE</b></center></p> <p> </p> <ul> <li><font size="-1">INDIVIDUAL PERFORMANCE IN A SOCIAL SETTING</font> <li><font size="-1">(SPEECH, PIANO RECITAL, TYPING)</font> <li><font size="-1">INTERACTIVE GROUP PERFORMANCE</font> <li><font size="-1">(PIT CREW, TUG OF WAR,<i>VOLLEYBALL, MCDONALDS)</i></font> <li><font size="-1">INTERACTIVE GROUP PERF INVOLVES ELEMENTS OF INDIVIDUAL PERFORMANCE</font> </ul> </td> <td width="50%"> <p><center><b>INDIVIDUAL PERFORMANCE IN</b></center></p> <p><center><b>A SOCIAL SETTING</b></center></p> <dir> <p> </dir> <ul> <li><font size="-1">SOCIAL FACILITATION</font> <li><font size="-1">TRIPLET STUDY</font> <li><font size="-1">SOCIAL IMPAIRMENT</font> <li><font size="-1">STAGE FRIGHT, BAD GOLFER</font> <li><font size="-1">EASY OR WELL-LEARNED TASKS ARE FACILITATED</font> <li><font size="-1">INHIBITION OCCURS FOR NEW OR DIFFICULT TASKS</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b>FACILITATION & IMPAIRMENT</b></center></p> <ul> <li><i><font size="-1">GOOD & BAD POOL PLAYERS</font></i> <li><i><font size="-1">SKILLED VS </font></i><font size="-1">BEGINNING<b> </b><i>TYPIST</i></font> <li><font size="-1">NEW<b> </b><i>VS WELL PRACTICED MEMORY TASK</i></font> </ul> </td> <td width="50%" valign="TOP"> <p><center><b>EXPLANATIONS FOR</b></center></p> <p><center><b>FACILITATION-IMPAIRMENT</b></center></p> <ul> <li><font size="-1">AROUSAL-DRIVE MODEL</font> <li><font size="-1">EVALUATION APPREHENSION</font> <li><font size="-1">DISTRACTION-CONFLICT</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b> AROUSAL-DRIVE MODEL</b></center></td> <td width="50%" valign="TOP"> <p><center><b>EXPLANATIONS FOR</b></center></p> <p><center><b>FACILITATION-IMPAIRMENT</b></center></p> <ul> <li><font size="-1">AROUSAL-DRIVE MODEL</font> <li><font size="-1">EVALUATION APPREHENSION</font> <li><font size="-1">DISTRACTION-CONFLICT</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b>INTERACTIVE GROUP</b></center></p> <p><center><b>PERFORMANCE</b></center></p> <ul> <li><font size="-1">STEINER</font> <li><font size="-1">ACTUAL PROD. = POTENTIAL PROD. - PROCESS LOSSES</font> </ul> </td> <td width="50%"> <p><center><b>POTENTIAL PRODUCTIVITY</b></center></p> <ul> <li><font size="-1">MEMBERS <i>(KNOWLEDGE, SKILLS)</i></font> <li><font size="-1">TASK</font> </ul> <dl> <dd><font size="-2">-DETERMINES WHICH KNOWLEDGE &</font> <dd><font size="-2">SKILLS ARE RELEVANT</font> <dd><font size="-2">- DETERMINES HOW INDIVIDUAL</font> <dd><font size="-2">CONTRIBUTIONS CAN BE COMBINED</font> </dl> <ul> <li><font size="-1">SUPPORT (SUPPLIES, EQUIPMENT,</font> <li><font size="-1">INFORMATION, ETC.)</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b>PROCESS LOSSES</b></center></p> <ul> <li><font size="-1">SOCIAL LOAFING</font> <li><font size="-1">COORDINATION LOSSES</font> <li><font size="-1">FAULTY STRATEGIES</font> <li><font size="-1">FAILURE TO USE EXPERTISE</font> </ul> </td> <td width="50%"> <p><center><b>MOTIVATIONAL &</b></center></p> <p><center><b>COORDINATION LOSSES</b></center></p> <p><font size="-2">NOISE PER PERSON</font></p> <p align="RIGHT"><font size="-2">POTENTIAL</font></p> <p><font size="-2">REDUCED EFFORT</font></p> <p align="RIGHT"><font size="-2">PSEUDOGROUP</font></p> <p align="RIGHT"><font size="-2">ACTUAL</font></td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><center><b>MOTIVATION & COORDINATION LOSSES</b></center></p> <p><font size="-2">GROUP SIZE</font></td> <td width="50%"> <p><center><b>GROUP DECISIONS</b></center></p> <ul> <li><font size="-1">GROUPS HAVE MORE RESOURCES TO MAKE EFFECTIVE DECISIONS, BUT SOMETIMES MAKE POOR DECISIONS.</font> <li><font size="-1">INADEQUATE INFORMATION SHARING</font> <li><font size="-1">POLARIZATION (BANDWAGON)</font> <li><font size="-1">GROUPTHINK (PREMATURE CONCURRENCE SEEKING)</font> </ul> </td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <p><center><b>GROUP POLARIZATION</b></center></p> <ul> <li><font size="-1">GROUP DECISIONS AREN'T ALWAYS MIDDLE OF THE ROAD, COMPROMISE DECISIONS</font> <li><font size="-1">IF GROUP MEMBERS HAVE AN INITIAL LEANING, THEN GROUP DECISION MAY BE IN THE SAME DIRECTION, BUT MORE EXTREME</font> <li><i><font size="-1">CHANGE JOBS, GET MARRIED, EMPLOYEE EVALUATION</font></i> </ul> </td> <td width="50%" valign="TOP"> <p><center><b>GROUP POLARIZATION</b></center></p> <p><font size="-2">GROUP GROUP</font></p> <p><font size="-1">AVG <i>AVG</i></font></p> <p> </p> <p><center><font size="-1">0 1 2 3 4 5 6 7 8 9</font></center></td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <p><center><b>GROUP POLARIZATION</b></center></p> <p><center><font size="-1">GROUP</font></center></p> <p><center><font size="-1">AVG</font></center></p> <p><font size="-2">GROUP GROUP</font></p> <p><font size="-1">AVG <i>AVG</i></font></p> <p><center><font size="-1">NEUTRAL</font></center></p> <p><center><font size="-1">0 1 2 3 4 5 6 7 8 9</font></center></td> <td width="50%" valign="TOP"> <p><center><b>REASONS FOR POLARIZATION& COMPROMISE</b></center></p> <ul> <li><font size="-1">PERSUASIVE ARGUMENTS (INFORMATIONAL INFLUENCE)</font> <li><font size="-1">SOCIAL COMPARISON (NORMATIVE INFLUENCE)</font> </ul> </td> </tr> </table> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <p><center><b>GROUPTHINK</b></center></p> <ul> <li><font size="-1">PREMATURE CONCURRENCE SEEKING RESULTS IN A POOR QUALITY DECISION DESPITE COMPETENT DECISION MAKING GROUP</font> <li><font size="-1">BAY OF PIGS, PEARL HARBOR, WATERGATE COVER-UP, CHALLENGER LAUNCH DECISION</font> </ul> </td> <td width="50%" valign="TOP"> <p><center><b>GROUPTHINK</b></center></p> <dl> <dd><font size="-2">DIRECTIVE LEADER</font> <dd><font size="-2">INSULATION</font> <dd><font size="-2">UNSYSTEMATIC APPROACH</font> <dd><font size="-2">ILLUSIONS OF UNANIM</font> <dd><font size="-2">INVULNERABILITY</font> <dd><font size="-2">SELF-CENSORSHIP</font> <dd><font size="-2">DIRECT PRESSURE</font> <dd><font size="-2">MINDGUARDING</font> <dd><font size="-2">INCOMPLETE SURVEY OF</font> <dd><font size="-2">OBJECTIVES & OPTIONS</font> <dd><font size="-2">POOR INFO SEARCH</font> <dd><font size="-2">FAILURE TO REAPPRAISE</font> <dd><font size="-2">NO CONTINGENCY PLANS</font> </dl> </td> </tr> </table> </body> </html> | False | 0534 |
| 17 | Larry | L. | Burriss | lburriss@mtsu.edu | ../Faculty/faculty_images/lburriss.jpg | Journalism | Mass Communication | 1995 | Fall | Development of Web-Based Media Law Class | Developed a course that will teach journalism students how to use on-line services and the Internet to gather information for news stories, to interview sources, to check background information, and to collect statistical data for in-depth new stories. | <html> <body bgcolor="#ffffff"> <p>In 1995 I received a Teaching Technologies Grant from the Office of Information Technology. This grant allowed me to take a one-course teaching load reduction to in order to develop MTSU's first totally on-line course, Jour/RaTV 420, Media Law. The course is a link from my home page, <font face="Courier New"><a href="http://www.mtsu.edu/~lburriss">http://www.mtsu.edu/~lburriss</a></font>.</p> <p>The development of this course was carried out in two stages: the construction of the web page to support the course, and the location and loading of reading materials for the course. In the construction of the course I chose to take a "minimalist" approach, particularly since many of the students do not have access to graphic browsers. Thus I deliberately limited the amount of graphics and other devices on the site.</p> <p>Basically the site construction developed from the regular course syllabus, with appropriate links added. The majority of my time was spent reviewing hundreds of web sites that contained articles, court cases, legal briefs, etc. for the students to read. Once the sites were located the were integrated into the course outline. The readings had to related directly to the lecture material I over in class, and is being continually updated as new court decision related to mass media are rendered.</p> <p>The basic requirements for this course are as follows:</p> <ol> <li> Read the assigned material. The course outline lists text readings that accompany most topics. Because there are no classes in the traditional sense, all of the class "lecture/discussion" material is presented through readings available on the WWW. All initial links are made through the syllabus as modified for use on the web. <li>Participate in our ListProc discussion group. I created a discussion group that operates as follows: Every other Monday I posted a question to the class. The students then have until noon Friday to respond. The responses are to be approximately 500 words long, and students are instructed to rely on the text and reading material for supporting documentation. By the following Friday the students are required to respond, in one message, to two other responses. In the reply they are to say something to the effect, "I agree with Sue because ..... I disagree with Bill because…" They have to document why they agree or disagree. The next Monday I post another question, and the process starts all over again. <br>The students are encouraged to use the ListProc group for any media law related topic, and in several cases they started their own discussions. This way we keep an on-going discussion of current media law issues and topics. <br>In addition, I regularly post legal-related information from other ListServ groups, web sites, etc. <li> The students are required to join, and participate in, a media law-related off-campus discussion group. <li> There is a midterm and final exam, both administered via e-mail. </ol> <p><b>RESULTS:</b></p> <p>I've noticed that students seem more willing to discuss and express themselves via e-mail than they do in a regular class. In addition, their comments seem more "on-target" and incisive than in-class comments. I feel this is because students are able to think about their answers before they are delivered, and are thus less likely to be afraid of a "wrong" answer.</p> <p>In addition, because there is no time limit on discussion, the comments can be more in-depth and there is no need to cut off the discussion because "we are running out of time." Thus the discussion of a particular issue can go on for weeks at a time as students find new arguments and angles for a particular topic.</p> <p>One interesting, albeit unexpected, result of this course was the fact that there are several off-campus people who participate in the course. While this raised some concern, on the part of admissions and records officials, about off-campus "users," this has added an extra dimension of expertise to the discussion.</p> <p>Here are some of the comments the course has generated:</p> <p>"I've bookmarked your law course....I like the idea and hope all goes well."</p> <dl> <dd>R. Thomas Berner <dd>Professor of Journalism <dd>Pennsylvania State University </dl> <p>"I'm a graduate student at USC School of Journalism....Would you mind if I monitor your listproc group? I will also "audit" your web page."</p> <dl> <dd>Jim Murray <dd>Newberry County School District <dd>South Carolina </dl> <p>"I've got a note here to see your web site and course..."</p> <dl> <dd>Paul Martin Lester <dd>University of California, Fullerton </dl> <p>"I am a 2nd year law student at DePaul in Chicago....[comments about discussion question followed]"</p> <dl> <dd>Patricia Sullivan <dd>[Comments about discussion question] <dd>Dan L. Burk <dd>Seaton Hall University </dl> <p>"This is a great class. In fact, I was interviewed because I am a member of this class and one of my quotes was, "I wish all my classes were online."</p> <dl> <dd>G.C. Hutson <dd>MTSU student <dd> </dl> <p>[Course was cited in "The Electronic Classroom," Link-Up, Jan./Feb. 1997]</p> <p>[Course was cited in "Common Sense Needed in Internet Relationships," the Daily News Journal, Feb. 1997]</p> <p>"I...took several of your courses, including the Internet class [and] many of the skill, both investigative and technical, I learned in that class have been an invaluable help."</p> <dl> <dd>David Laprad <dd>MTSU graduate </dl> <p>Below is a list of e-mail domains of people who are currently actively participating in the class.</p> <dl> <dd>@CHAPIN.SC.US <dd>@IBM.NET <dd>@MAINE.MAINE.EDU </dl> <p>Finally, I should note that as a direct result of this grant, and the subsequent development of this course, I won the 1996 Innovative Excellence in Teaching, Learning and technology Award from the National Conference on College Teaching, Learning and Technology. This recognition in turn helped lead to the publication of my article, "Safety in the CyberVillage: Some Internet Guidelines for Teachers," in Focus on Elementary, the quarterly journal of the Association for Childhood Education, International.</p> <p>In addition, I have appeared on WHRT (15 minute interview) and WTVF (60 minute panel discussion) to discuss on-line education in particular, and the Internet in general.</p> </body> </html> | False | 0272 |
| 111 | Sharon | Smith | sssmith@mtsu.edu | ../Faculty/faculty_images/shsmith.jpg | Journalism | Mass Communication | 1995 | Spring | Public Relations Publication | Used Microsoft Word and Aldus PageMaker to develop a series of instructional modules for use in Public Relations Publication (PR 338). The modules allow for hands- on use of these software packages by students and immediate feedback when modules are complete. | <html> <body bgcolor="#ffffff"> <p>During spring semester 1995, 14 computer modules were developed for the Public Relations Publications course, PR 338 in the Journalism Department, The modules deal with fonts (two modules), text, clip art, headlines (two modules), magazines, newsletters, tabloid newspapers, flyers, programs, and brochures (three modules).</p> <p>Twenty students pretested most of the modules, and some minor modifications were made to some modules, The revised set of modules will be used in all PR 338 classes during fall 1995 and spring 1996 semesters.</p> <p>The modules were designed to help students learn publications design and learn a computer software program (Aldus Pagemaker) simultaneously. Course lectures have changed radically because of the modules, with students learning half or more of the course material from the modules, The mid-term and final exams were revised, and I am currently completely changing the booklet of required supplementary material that students must purchase.</p> <p>One unexpected result of this project is that it takes students less time to cover the material in the modules than it takes using the traditional lecture method. What took two class periods of lecture to cover takes about 20 minutes with the modules. Students can begin working on exercises and projects more quickly than before and can complete more different assignments. New projects for the course will be the flyer, magazine two-page spread, and four-page program. A new assignment will be to research primary sources at Todd Library on an aspect of publication design.</p> <p>A pre-test/post-test questionnaire was also developed to gather student opinions about computer-based learning. This questionnaire will be administered during both fall 1995 and spring 1996 semesters.</p> <p> </p> <p><center><b><font size="+2">Questionnaire</font></b></center></p> <p><center><b><font size="+2">PR Publications</font></b></center></p> <p> </p> <p>Will you give me your opinion about computers? Please answer honestly--there are no "right" or "wrong" answers. Your opinions will help improve this course now and for others in the future. Thank you!</p> <p><b>1.</b> In approximately how many college courses have you used computers at all?</p> <p>____none</p> <p>____1-2</p> <p>____3 or more</p> <ul> <ul> <dir> <p> </dir> </ul> </ul> <p><b>2.</b> In how many of your college courses were computers used <i>only</i> for word processing, like a typewriter?</p> <p>____none</p> <p>____1-2</p> <p>____3 or more</p> <ul> <ul> <dir> <p> </dir> </ul> </ul> <p><b>3.</b> In how many of your college courses have you been required to learn course material presented in units which were stored in the computer?</p> <p>____none</p> <p>____1-2</p> <p>____3 or more</p> <ul> <ul> <dir> <p> </dir> </ul> </ul> <p><b>4.</b> How familiar are you with the following broad types of computer software:</p> <blockquote> <blockquote> <blockquote> <blockquote> <blockquote> <p> <table width="370" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="33%"> very familiar</td> <td width="33%"> somewhat familiar</td> <td width="34%" align="CENTER"> not familiar</td> </tr> </table> </blockquote> </blockquote> </blockquote> </blockquote> </blockquote> <p>word processing on</p> <blockquote> <p>Macintosh computers ____</p> <p>IBM computers____</p> </blockquote> <p>desktop publishing on</p> <blockquote> <p>Macintosh computers ____</p> <p>IBM computers ____</p> </blockquote> <p>drawing or painting on</p> <blockquote> <p>Macintosh computers ____</p> <p>IBM computers ____</p> </blockquote> <p> </p> <p><b>5. </b>How familiar are you with the following specific types of computer software:</p> <blockquote> <blockquote> <blockquote> <blockquote> <p> <table width="375" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="33%"> very familiar</td> <td width="33%"> somewhat familiar</td> <td width="34%" align="CENTER"> not familiar</td> </tr> </table> </blockquote> </blockquote> </blockquote> </blockquote> <p>Microsoft Word ____</p> <p>Aldus PageMaker ____</p> <p>Aldus Freehand ____</p> <p>ClatisWorks ____</p> <p>Macwrite ____</p> <p>Macdraw/Macpaint _____</p> <p>QuarkXpress ____</p> <p>other __________ ____</p> <ul> <dir> <p> </dir> </ul> <p><b>6. </b>Where have you gotten your experience with computers and computer software?</p> <p>(Check all that apply.)</p> <p>____at home</p> <p>____in high school</p> <p>____in college</p> <p>____other (please specify) ____________</p> <p>____don't have experience on computers</p> <p> </p> <p><b>7.</b> How many years have you been using a computer for:</p> <p> <table width="450" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <b>word processing</b></td> <td width="50%"> <b> desktop publishing</b></td> </tr> <tr> <td width="50%"> ____none</td> <td width="50%"> ____none</td> </tr> <tr> <td width="50%"> ____less than1</td> <td width="50%"> ____less than 1</td> </tr> <tr> <td width="50%"> ____1-2</td> <td width="50%">____1-2</td> </tr> <tr> <td width="50%"> ____3 or more</td> <td width="50%"> ____3 or more</td> </tr> </table> <p> </p> <p><b>8.</b> At the present time, how interested are you in using a computer to design publications?</p> <p>____very interested</p> <p>____somewhat interested</p> <p>____not at all interested</p> <p> </p> <p><b>9. </b>What is your sex?</p> <p>____female</p> <p>____male</p> <p> </p> <p><b>10.</b> What is your classification?</p> <p>____freshman</p> <p>____sophomore</p> <p>____junior</p> <p>____senior</p> <p> </p> <p><b>11.</b> Name of high school you graduated from:</p> <p>__________________________________</p> <p> </p> <p><b>12.</b> Location of high school:</p> <p>city or town_____________________________</p> <p>county_________________________________</p> <p> </p> <p><b>13.</b> Approximate number of seniors in your high school graduation class____________</p> <p> </p> <p>Thank you! Please return to Dr. Sharon Smith.</p> <p> </p> <p><b><font size="+3">Fun with fonts</font></b></p> <p> </p> <p>There are thousands of fonts to choose from, but most of the time you will work with only one or two per publication. In selecting a <b>readable </b>font, here's what to look for:</p> <ul> <li>Roman fonts. With high contrast thick and thin strokes, Roman fonts tend to be more readable than Modern fonts, with no contrast in the strokes of the letters. Some Modem fonts are readable in headlines and in publications with very little writing , such as flyers and leaflets, however, most Roman fonts tend to be more readable than most Modem fonts. <li>Round bowls. The circular part of most letters should be very round, not oval. <li>Large x-height. The ascenders and descenders should be short, with most of the font space taken up by the middle part of the letter. </ul> <p> </p> <blockquote> <p>Font sizes:</p> <blockquote> <p>headlines -- 14 point and larger, bold</p> <p>copy (articles) -- between 8 and 12 points, normal; 9 or 10 points looks best</p> <p>cutlines or captions -- between 8 and 12 points, bold or italicized; make sure these look very different from the articles</p> <p>photo credits -- very small, 4 or 6 points</p> <p>folio lines -- 10 or 12 points</p> </blockquote> </blockquote> <p> </p> <p>Now that you know how to choose fonts based on readability factors, go to Module 2 and place the most readable fonts in the left column and the less readable fonts in the right column. Make each font a different size, and write the name of the font, the size, Roman or Modern, round or oval bowls, large or small x-height. <b>Print your Module 2 layout.</b></p> <p> </p> <p><b><font size="+3">Placing text</font></b></p> <p> </p> <p>Most of your articles will be written in a word processing program, such as Microsoft Word, and after editing and rewriting, will be imported into your layout.</p> <p>To place an article, choose File, Place, and find the PR Publications folder on the hard drive or the file server. In that folder, you may choose any of the three articles.</p> <p>Click the mouse button once on your layout, and the article will flow downward. Using the pointer tool, roll up the article to make it shorter; roll it down to show the entire length of the article. Roll it back up all the way and move it to another part of your layout. Unroll it again.</p> <p>Hold down the mouse button in the middle of the article. When two crossed arrows appear, move the entire article around. Click once on the article to select it, then change the shape of it by pulling on a comer to stretch it wider or narrower.</p> <blockquote> <p><b>Print your layout.</b></p> </blockquote> <ul> <dir> <p> </dir> </ul> <p><b><font size="+3">Fun with clip art</font></b></p> <p> </p> <p>Using the pointer, click on the sailboat to select it. Point at one of the squares and hold down the mouse button. Drag the square down, then up. Do this with another square and pull it sideways. The sailboat becomes distorted. To keep your clip art in proportion, hold a shift key down and drag a square in any direction.</p> <p>Crop the sailboat using the cropping tool. Select the sailboat, center the cropping tool over a square, hold down the mouse button, and move the mouse to temporarily delete a portion of the art. Restore the deleted portion by holding the mouse button d own and moving the cropping tool to reveal the parts deleted.</p> <p>Delete the sailboat. Now, import clip art by choosing File, Place. Find the clip art folder on the hard drive or the file server and select the piece of clip art you want.</p> <p>Place four pieces of clip art on the layout and make them different sizes. Import text. Wrap the text around the art by clicking on a piece of art to select it, then choose Element, Text Wrap. To move the text closer to the art or further away, point a t one of the diamonds, hold down the mouse button, and move the diamond.</p> <blockquote> <p><b>Print your layout.</b></p> </blockquote> <ul> <dir> <p> </dir> </ul> <p><b><font size="+3">Headlines</font></b></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP">Headlines are the most conspicuous element on newspaper and newsletter pages. Most headlines are <b>news </b>headlines, which means they contain verbs. A headline without a verb is a <b>label </b>head, used mostly with feature articles.</td> <td width="50%" valign="TOP"> <p><font size="-1"> news head:</font></p> <p><b><font size="+1">Company sets sales record</font></b></td> </tr> <tr> <td width="50%" valign="TOP"> Choose one font for all heads, which can be either <b>boldface </b>or <b><i>boldface italics</i></b>. Italicized heads are not used for hard news articles.</td> <td width="50%" valign="TOP"> <p> label head in bold italics: </p> <p><b><i><font size="+2">Policy Q</font></i><font size="+2">&A column</font></b></td> </tr> <tr> <td width="50%" valign="TOP"> Heads are usually flush left, ragged right. They are never centered in a newspaper or newsletter, but can be in a magazine, annual report, or on the front of a brochure. In a two-line head, it doesn't matter which line is slightly longer, but all heads should extend completely across all related copy and graphics.</td> <td width="50%" valign="TOP"> <p><font size="-1"> two-line head:</font></p> <p><b><font size="+1">MTSU to admit more older students beginning in fall</font></b></td> </tr> <tr> <td width="50%" valign="TOP"> A headline written in all capital letters is not very readable. The most readable headline is written <b>downstyle</b>,which means that only the first letter of the head is capitalized, and all other letters are lower case except for the first letter of names or places or things which are normally capitalized.</td> <td width="50%" valign="TOP"> <b><font size="+2">ALL CAPS CAN BE HARD TO READ</font></b></td> </tr> <tr> <td width="50%" valign="TOP"> Leave about one-sixth of an inch (1 pica) of space above and below each head in your layout.</td> <td width="50%" valign="TOP"> </td> </tr> <tr> <td width="50%" valign="TOP"> Use heads that are simple-no double and triple decks!</td> <td width="50%" valign="TOP"> <p><font size="-1"> double decked head (don't use):</font></p> <p><b><font size="+3">Peck Hall burns</font></b></p> <p><b>Most students happy, unconcerned about classes or tuition refunds</b></td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0" height="673"> <tr> <td width="50%" height="84" valign="TOP"> A large head means that the article is very important. The size of the head indicates the relative importance of that article on that page.</td> <td width="50%" valign="TOP"><font size="+1"> </font><b><font size="+4">Cope burns</font></b></td> </tr> <tr> <td width="50%" height="164" valign="TOP"> Headlines are written in the <b>historical present </b>tense. Omit words like <b>as, a, an, is, are. </b>Instead of <b>and, </b>use a comma (,), and instead of a period, use a semicolon (;). Single quotation marks are correct in a head rather than double. Place colon between a person, time, or place and the rest of the head.</td> <td width="50%" valign="TOP"> <p> <b><font size="+2">Students, faculty enjoy Spring Break</font></b> </p> <p><b><font size="+1">Dean: 'funding crisis looms for TBR schools and MTSU'</font></b></td> </tr> <tr> <td width="50%" height="46" valign="TOP"> Most readers will not share your sense of humor, so use cute, witty heads sparingly.</td> <td width="50%" valign="TOP"><b><font size="+1">All the good gourmets trek to the Boro for yummies</font></b></td> </tr> <tr> <td width="50%" height="31" valign="TOP"><b><font size="+2"> Good headlines:</font></b></td> <td width="50%" valign="TOP"> </td> </tr> <tr> <td width="50%" height="204" valign="TOP"> <b>* </b>kicker - A kicker runs above the main head, adding information. The main head makes sense without the kicker, but the kicker cannot exist without the main head. Compared to the main head, kickers are half the point size, one-third or less the length, flush left, underlined. The main head may or may not be indented two or three spaces (1-2 picas). Kickers open up space within your layout.</td> <td width="50%" valign="TOP"> <p> <b><font size="+1">October</font></b></p> <p><b><font size="+3">Snow strikes</font></b></td> </tr> <tr> <td width="50%" height="127" valign="TOP"> * hammer - Hammers consist of one or two words. They are two times the point size of the main head, flush left, never underlined. They catch the attention of the reader and open up space within your publication. Don't use at the top of a page,</td> <td width="50%" valign="TOP"> <p><font size="+1"> </font><b><font size="+4">Flu</font></b></p> <p><b><font size="+2">Employees urged to take precautions</font></b></td> </tr> </table> <p> </p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> * tripod - One or two words twice the size<font size="-2"> </font>of the two-line main head. Tripods add variety to your headlines and page layout.</td> <td width="50%" valign="TOP"> <p> <b><font size="+3">Fire</font></b></p> <p><b><font size="+2">Peck Hall burns as students cry</font></b></td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0" height="351"> <tr> <td width="33%" height="86" valign="TOP"> *canopy -this extends over copy and related art or photos to tie the unit together visually.</td> <td width="36%" valign="TOP"><b><font size="+1"> </font><font size="+3"> Student wins big $$</font></b></td> <td width="31%" valign="TOP"><i> Martha Craig holds a check for $15,000.</i></td> </tr> <tr> <td height="256" valign="TOP"> </td> <td valign="TOP"> <p> Iduz ipsum dolor sit amet, consecture adipiscing eht, sed diam nonuynimy nidh euismod tinciduent ut laoreet dolor magna aliquam erate volumpate. Ut wisi eniin ad minim ve@am, quis nostrud exerci tation ullamcorper susci pit loboritis nist ut aliquip ex ea commodod.</p> <p>Accumsam et isustoodio diginissim qui</td> <td valign="TOP"> blandit praent luptatum zzril delenit augue duis dolore te feugait nulla facihsi. Lorem ipsum. dolor sit amet, consecteuer adipiscftlg</td> </tr> </table> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="43%" valign="TOP"> <b><font size="+3">Poor headlines:</font></b></td> <td width="23%" valign="TOP"> <b><font size="+1">Raiders win big game</font></b></td> <td width="34%" valign="TOP"> <b><font size="+1">MTSU employees get new holiday</font></b></td> </tr> <tr> <td valign="TOP"> *bumped, tombstone, or jammed heads Raiders win--These describe heads placed side by big game side. Visually, they run together, causing readers to read all as if they were one headline.</td> <td valign="TOP"> Ut wisi eriim ad minim v@nlam, quis nostrua exerci tation ullamcorper suscipit loborus nisl ut aliquip ex ea onunodo condequate. Duis autem vei cum rture dolor in hendreict in vulpuate velit</td> <td valign="TOP"> estle conse quate, facilisis at vero eros et. Duis aut cm vel cum iiiure dolor in hend reiet in vulpuate velit esse mol estie Esse mol feugiat nuna facilisis at vero cros et accu msan et isto ido dignissm qui blandit prasentlup tatum zzril deleitt augue duis dolore te consequate, vel feugait nulla irum dolore eu facihsi.</td> </tr> </table> <p>* bucket head and chopped head- Both are a type of decked head. A bucket is a head in which the second deck is placed in the second column, like a bucket. In the chopped head, the second deck runs from the second column across the entire article. Readers tend to begin reading the article just below the start of the second deck rather than looking for the lead, casing confusion and decreased readership of the article.</p> <p>bucket head:</p> <p><font size="+2"> </font><b><font size="+3">MTSU </font></b><font size="+2"> </font><b><font size="+3">wins </font></b><font size="+2"> </font><b><font size="+3">bigtime!</font></b> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%" valign="TOP"> In the iduz ipsum isusto odio chopped head, the second deck runs from dolor sit amet, computers diginissim quiar-</td> <td width="33%" valign="TOP"> <p> <b><font size="+1">Funding for computers approved</font></b></p> <p>augue nonuyniimy quis nostrud duis dolore tenidh euismod exerci tation feugait nuea</td> <td width="34%" valign="TOP"> consecture blandit praent adipiscing eht, luptatum zzrila sed diam niiiiim veriiam, </td> </tr> </table> <p>chopped head:</p> <p><b><font size="+3">Accreditation looms</font></b></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%" valign="TOP"> Iduz ipsumdolor sit amet, quis nostrud consecture exerci tation dipiscing eht, ullamcorper sed diamAccumsam et magna liquam tsusto odio erate volumpa'e. @!ginissim</td> <td width="33%" valign="TOP"> <b><font size="+1">Team to visit soon</font></b> suscipit loboritis nonuynimy nidh nisi ut aliquip euismod ex ea conimodod tinciduent ut consequat. laoreet dolor met, cons ecteuer adi piscing</td> <td width="34%" valign="TOP"> qui Ut wisi enitn ad Diandit praent niiriim ve@am, luptatum zzrfl dele@t augue duls dolore te feugait nuila facihsi. orem psum dolor sit alit, sed diam nonunimy nibh euismod.</td> </tr> </table> <p>* shotgun head- This is a head placed over the heads of two other articles in an attempt to tie them together. Never create a head that has no article of its own!</p> <p><b><font size="+3">THEC recommends full funding</font></b></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p> <b><font size="+2">MTSU gets increase of over $11 million</font></b></p> <p>Accumsam et isusto odio diginissim qui blandit praent luptatum zzril delenit augue duis dolore te feugait nulla facilist.</td> <td width="50%" valign="TOP"> <p> <b><font size="+2">Master plan phase I to be implemented</font></b></p> <p>Lorem ipsum dolor sit amet, consecteuer. Diam nonummy nibh euismod tincidunt ut laroeet dolore magna ahqua m erate vOlutPat.</td> </tr> </table> <p> </p> <p><center><font size="+3">MTSU NEWS</font></center></p> <p><center><b><font size="+1">Vol 1 No. 2 Middle Tennessee State University February 1995</font></b></center></p> <p><center> </center></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%" valign="TOP"> <p> <font size="-1"> Ever seen zillions of balloons soaring through the sky in a thousand directions bound for far away places?</font></p> <p><font size="-1">The "Great Balloon Ascension," a massive fund raiser for 10 local American Field Service (AFS) chapters will send over 10,000 helium-filled balloons on their way Sunday, April 4 at 3:00 p.m. in the Greenland Parking Lot. MTSU President James Walker wil l pull the rope that releases the balloons.</font></p> <p><font size="-1">Each balloon will carry a tag with the name and address of a donor to the fund drive.</font></td> <td width="33%" valign="TOP"> <p><font size="-1"> person whose balloon travels the farthest will receive a $ 1 00 cash prize. Second and third proes of $50 and $20 will also be awarded.</font></p> <p><font size="-1">Beginning March 1 . the AFS will iriltiate a campaign to sell the balloons for the launch at $2.00 each. A table with balloons will be located in the basement of Keathley Unversity</font></td> <td width="34%" valign="TOP"> <p> <font size="-1">Center. Balloons may also be puchased from an AFS member or through the International Student Office in Cope.</font></p> <p><font size="-1">Funds will be used to provide AFS scholarships to foreign students who will live with local families and attend MTSU.</font></p> <p><font size="-1">Call 898-3874 for further information.</font></td> </tr> <tr> <td valign="TOP"> <p><font size="-2"> </font><font size="-1">Interesting and educational are two words used to explain the field trip taken by Criminal Justice, Sociology, and Psychology faulty on January 16.</font></p> <p><font size="-1">The trip, taken to the Tennessee State Penitentiary for men near Wartburg, included a limited tour of the penitentiary. The different types of prisoners in each building and why they were placed there was explained. After a tour of the cafeteria, sever al cell blocks, guards stations and towers, and the gymnastic area, faculty were entertained by the prison band, The Nuts and Bolts.</font></p> <p><font size="-1">Faculty were given an opportunity to ask both prisoners and administrators questions about the penitentiary.</font></p> <p><font size="-1">One of the things most interest-</font></td> <td valign="TOP"> <p> <font size="-1">The Student Government Association's first open house fair held in Memorial Gym on January 25, was a huge success, according to SGA President Marc Surmners.</font></p> <p><font size="-1">Maldng approidmately $1,898 from admission fees and item sales, the SGA president declared the open house a big success and proposed to hold another fair next spring. He also talked about a c@val in front of Keathley University Center for next fall.</font></p> <p><font size="-1">'All booths had tremendous business, but it seems that students want job information the most," Summers said.</font></p> <p><font size="-1">The pet booth also did quite a bit of business, selling 167 goldfish in small bowls and several parakeets. Other booths included several specialty craft booths and food booths.</font></p> <p><font size="-1">SGA officers offered special thanks to everyone who helped in any way, especially faculty.</font></td> <td valign="BOTTOM"> <font size="-2">photo by Jane <i>SGA President Marc </i>Summers <i>reftlls the </i>popcom popper <i>at the open housefair</i></font></td> </tr> </table> <p><center><b><font size="+3">Flyers</font></b></center></p> <p> </p> <p>Flyers are communication tools. They not only give readers information, but should motivate them to action with an action statement.</p> <p>They should almost always be on clear, bright colored paper.</p> <p>The copy should be downstyle, with one or two fonts, not counting the logo. Copy may be flush left, flush right, or centered, with all three used in one flyer. Make sure the layout is not cluttered. Use rules sparingly.</p> <p>Flyers should be "user friendly" with plenty of white space. A photo or other graphic helps call attention to the flyer and adds interest to the layout,</p> <p>Do a flyer for an international public relations conference. It will be held December 5-7 at MMU and will feature speakers from Hill & Knowlton (Dublin, Ireland), Schartz International (Bonn, Germany), and IJR (Tokyo, Japan). Registration will cost $225 and includes breakfast, two lunches, and two dinners. Overnight accommodations will be at the Garden Plaza Hotel in Murfreesboro. For more information, contact Your Name at 1-615-898-2814.</p> <p> </p> <p><center><b><font size="+3">Programs</font></b></center></p> <p> </p> <p>Programs can be produced very easily on a personal computer. In Page Setup, choose "wide" and set margins for .65" or 4 picas left and right, and .8" or 5 picas top and bottom. In Options, Column Guides, you'll want two columns with 1.0" or 6 picas of space between.</p> <p>Paper color should be clear and either light or bright. Beige, cream, or white are fine, too. Ink should be black or a very dark color. Use one font throughout, with heads and copy either centered or flush left. All heads should be dovmstyle. Too many boxes, screens, reverses, and graphics cause clutter and do not help your layout to be readable.</p> <p>Do not number the pages or include a folio. The cover should tell the name of the event, date, place, and sponsor. The inside right page contains the schedule of events or speakers. When the schedule is long, the left page must contain schedule information, also. Normally, the left page is either blank or contains additional information about speakers, sponsors, prizes, etc. The back page can also contain this information or it may be blank.</p> <p>Now, redo a program approved by your professor. Tell what colors of ink and paper you will use to make the program look much more interesting.</p> <p> </p> <p> </p> <p>nameplate (includes folio) Avant Garde 6 pts.</p> <p>folio Avant Garde 1 2 pts.</p> <p> </p> <p><center><b>Vol, 1 No, 4 Middle Tennessee State University April 1995</b></center></p> <p> </p> <p><b><font size="+3">The most newsworthy story is place at the top on page 1</font></b></p> <p> </p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%" valign="TOP"> <font size="-2">Iduz ipsum dolor sit Ut wisi enlin ad minim consecture adipiscing eht, veniam, quis nostrud xerci E euisinod tation uflamcorper suscipit '0 lobortis nisl ut ahquip ex ea photos, cuflines. ate. commodo condequate. Duts .C 4- Ut wisi eriim ad veniam. autem vel cum @ure dolor quis ostrud exerci tation hendrelet in vulpuate veht esse E ullamcorper suscipit loboritis molestie onsequate, facilisis at0 nisi ut aliquip ex ea connnodod vero eros et. consequat. Ut wisi vel <i>//m" ttm </i>0 optionsa congue nihil iinperdiet a a 'O domint di quild mazim placerate (D =t blandit prasent luptatum zzrfl %o 0 avoid square graphic elements- facter possitn</font></td> <td width="33%" valign="TOP"> <font size="-2">cum iriure Accumsam et isusto odio dolor In hendrelet in vulpuate diginissim qui blandit praent veht esse molestie consequate, luptatum zzril deleriit augue duis vel illum dolore eu feugiat nulla 0- dolore te feugait nulla facihsi. facilisis at vero eros et accumsan photo credit L4orem ipsum dolor sit amet, et isto ldo dignissm qui blanditc 0 consecteuer adipiscing elft, sed prasent uptatum zzril deleiiit photo by Jane 0 9 diam nonununy nibh euismod augue duis dolore te eugait c tincidunt ut laroeet dolore nulla facihsi. Nam hber tempor <i>7hls /s a cu&lne lbr the above </i>magna aliquam crate volutpat. cum solut nobts elefiend <i>photo # looks voy dhy*ront</i></font></td> <td width="34%" valign="TOP"> <p> <font size="-1">Leave about a pica of space above and below heads photos, cutlines.</font></p> <p><font size="-1">photo credit</font></p> <p><font size="-1">Avandt Garde 6 pt.</font><font size="-2"></font></p> <p><font size="-2">Aasunm. eleriit ugue duis dolor te 'a try to keep them rectangular Esse molestie condequat, feugrait nuba endrerit in vel thum dolore eu feugiat nulla vulputate velit esse molestie facilisis at vero eros et ccumsan diam nonummy. Tincidunt ut et tusto odio dignissm qui laoreet magna affiquwn</font></td> </tr> </table> <p><b><font size="+3">Other heads are smaller in point size than the first head</font></b> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%" valign="TOP"> <p> <b><font size="+1">This brief story goes with the above graphic</font></b></p> <p><font size="-2">nissm qui blandit prasent luptatum zzril delenit augue duis dolore te feugait nuba facihsi. Nam bber tempor cum solut nobis cleflend optionsa congue nih:U imperdlet do@nt di quild mazim placerate facter c euismod tinciduent ut Iduz ipsum dolor sit laoreet dolor magna amet, consecture adipiscing elit, aliquam crate sed diam nonuymmy nidh volumpate. Ut wisi eulmnod tinciduent ut laoreet erdm</font></td> <td width="33%" valign="TOP"> <font size="-2"> ahquip consequat. ex ea connnodod consequat. Accumsam et isusto odio Accunisam et tsusto odio diginissim qui blandit praent diginissim qui blandit praent luptatum zzril deleriit augue duts luptatum zzrfl delenit augue duis do-lore te feugait nura facihsi. dolore te feugait nulla facihst. Lorem ipsum dolor sit amet * L4orem lpsum dolor sit amet, consecteuer adipiscing eht, sed consecteuer adipiscing elit, sed diam nonunnny nibh euismod diam nonunimy nibh euismod tincidunt ut laroeet dolore tincidunt ut laroeet dolore magna aliquam crate volutpat.agna aliquam crate volutpat. Ut wisi eriim ad minim 0 '2 ;age 2 MTSU News April 14n5</font></td> <td width="34%" valign="TOP"> <font size="-2">consecture adipiscing for the ullamcorper suscipit cht, sed diam United Way drlve lobortis nisl ut ahquip ex ea commodo condequate. uisutem vel cum irlure dolor In hendreiet in vulpuate veht essemolestie consequate, facilisis at vero eros et. Duis autem vel cum irture dolor in hendreiet in vulpuate velit esse molestie consequate, vel filum dolore eu feugiat nulla facilisis at vero eros et accumsan et isto ido digaddolor magna ahquam crate veniam, quis nostrud volumpate. Ut wisi eniin ad exerct tation nitriim ventam, quis nostrud coxper suscipit loboritis exerr,i tation ullamcorper nisi ut ahquip ex ea connnodod suscipit loboritis @si ut</font></td> </tr> </table> <p><b><font size="+2"></font></b> </p> <p><b><font size="+2">A canopy head goes over related copy and graphics</font></b></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%"> <p> <font size="-2">duz ipsum dolor sit tincidunt ut laroeet dolore amet, consecture adipiscing elit, magna aliquam erate volutpat.</font></p> <p><font size="-2">sed diam nonuymmy nidh Ut wisi eniin ad minim</font></p> <p><font size="-2">euismod tinciduent ut laoreet veniam, quis nostrud exerc</font></td> <td width="33%"> <p> <font size="-2">Ii dolor magna ahquam erate tation uhamcorper suscipit volumpate. Ut wisi eniin ad lobortis nisl ut aliquip ex ea minim veriiam, quis nostrud conunodo condequate. Duis</font></p> <p><font size="-2">exerci tation ullamcorper autem vel eum iriure dolor in</font></p> <p><font size="-2">suscipit loboritis riisi ut ahquip hendreiet in vulpuate velit esse ex ea commodod consequat. molestie consequate, facflisis at Accumsam et isusto odio vero eros et.</font></p> <p><font size="-2">diginissim qui blandit praent Duis autem vel eum</font></td> <td width="34%"> <p> <font size="-2">luptatum zzril deleriit augue duis iriure dolor in hendreiet in dolore te feugait nulla facihsi. vulpuate velit esse molestie Lorem ipsum dolor sit amet, consequate, vel filum dolore eu consecteuer adipiscing elit, sed feugiat nulla facihsis at vero er os diam nonurnmy riibh euismod et accumsan et lsto ido digriissm</font></td> </tr> </table> <p> </p> <p><b><font size="+2">Side heads</font><font size="-2"> </font><font size="+2">are different</font></b> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%" valign="TOP"> <p><font size="-2"> volumpate. Ut wisi eniin adniinffn veniarn, quis nostrud exerci tation uramcorpersuscipit loboritis rasi ut aliquipex ea conimodod consequat.Accumsarn et isusto odiodiginissiin qui blandit praent</font></p> <p> </p> <p> </td> <td width="50%" valign="TOP"> <font size="-2"> volumpate. Ut wisi eniin adniinffn veniarn, quis nostrud exerci tation uramcorpersuscipit loboritis rasi ut aliquipex ea conimodod consequat.Accumsarn et isusto odiodiginissiin qui blandit praent</font></td> </tr> </table> <b><font size="-2"></font></b> <p><b><font size="+2">New VP to head</font><font size="-2"> </font><font size="+2">finance office</font></b> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="33%"> <font size="-2">c: Iduz ipsum dolor sitamet, consecture adipiscirig elit, sed diam nonuynuny nidh euismod tinciduent ut laoreet dolor magna ahquam erate volumpate. Ut wisi eni ad minim veniam, quis nostrud exerct tation ullamcorper suscipit loboritis nisi ut aliquip ex ea commodod consequa t.ccumsam et isusto oddig@sstm qui blandit praent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. L40rem ipsum dolor siamet, consecteuer adipiscing elit, sed diam nonununy nibh euismod tincidunt ut laroeet dolore magna aliquam e rate volutpat.</font></td> <td width="33%"> <p> <b><font size="-2">a</font></b><font size="-2">tum zzril delenit augue dutsdolore te feugait nulla facilisi. 'aL4orem ipsum dolor sit amet, 57onsecteuer adipiscing elit, sed <i>2</i>i= nonur=y ntbh euismodtincidunt ut laroeet doloremagna aliquam erate volutpat.Ut wisi enim ad minimeniam, quis nostrud exercitation ullamcorper uscipitlobortis nisl ut aliquip ex eaconimodo condequate. Duis</font></p> <p><font size="-2"></font> </td> <td width="34%" valign="TOP"> <p> <b><font size="+2">Promotions</font></b></p> <p><font size="-2">\Athlch headline does this 00</font><font size="-1">photo go with? Use a tuck-in Hendreiet in vulpuate</font><font size="-2">to link graphics with thevelit esse olestle consequate,right aitcle. 0facihsis at vero eros et.Duis autern vel eumiriure dolor in hendreict invulpuate velit esse molestieconsequate, vel Mum dolore eufeugiat nuha facilisis at vero eroset accumsan et isto ido dignissmtuck-in qui blandit rasent uptatumzzril delenit augue duis dolore teI feugait nulla facilisi.photo by</font></td> </tr> </table> <p><b><font size="+2">Recycling comes to MTSU</font><font size="-2"></font></b></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <font size="-2">uscipit loboritis nisi ut altquilp ?t'2 ex ea commodod consequat.a et tusto odio dignissm qui blandt Iduz ipsum dolor sit :E(D Accumsam t susto odio 13prasent luptatum zzril delenit amet, consecture adipiscing elit, '0augue duts dolor te feugrait sed diarn nonuynuny riidh iginissim qui blandit praentnuua hendrerit</font></td> <td width="50%"> <font size="-2"> nonunnny. dolor magna aliquam erateL4orem ipsum dolor sit arnet, 0.Tincidunt ut laoreet magna olumpate. t wisi enitn ad consecteuer adipiscing elit, sed 0ahquam erat volumpat. minftn ve@am, quis nostrud <i>5</i>diain nonununy nibh euismodmagazinein vulputate velit euismod tinciduent ut laoreet luptatum zzrfl delenit augue dutsdolore te feugait ulla facilisi.esse molestie diam</font></td> </tr> </table> <p><center><b><font size="+3"></font></b> </center></p> <p><center><b><font size="+3">Magazines</font></b></center></p> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <p> <b><font size="+2">Magazine layout</font></b></p> <p>* has lots of white space with with elements concentrated in the center</p> <p>* designed in 2-page spreads (series of facing pages)</p> <p>* has margins, even if many bleeds are used</p> <p>* has columns but not all space is fulled with elements copy and graphics</p> <p>* folios run at the bottom of each page</p> <p>* each page has a dominant element - graphic or head</p> <p>* heads are downstyle and above or to the left of the lead</p> <p>* uses decorative initials to help set a mood or tone for an article</p> <p>* a small ornament (square, bullet) signals the end of each article</p> <p>* articles jump to the next page</p> <p>* may use cutoff rules but not column rules or borders around a page</p> <p>* the layout should make it easy to find the beginning of the article</td> <td width="50%" valign="TOP"> <p> <b><font size="+2">Newspaper layout</font></b></p> <p>* lots of white space is considered a mistake</p> <p>* each page is designed separately</p> <p>* margins are very clearly used</p> <p>* all column space is filled with</p> <p>* folios run at the top of each page</p> <p>* each page has a dominant head</p> <p>* heads are flush left, downstyle</p> <p>* does not use decorative initials</p> <p>* does not use anything at the end of each article</p> <p>* articles should not jump</p> <p>* no column rules or cutoff rules, no borders around a page</p> <p>* the layout should make it easy to find the beginning of the article</td> </tr> </table> <p><font size="-1"></font> </p> <p><b><font size="+3">Total Quality Management</font></b></p> <ul> <dir> <p> </dir> </ul> <p> <table width="550" border="1" cellspacing="2" cellpadding="0"> <tr> <td width="56%"> <p> Photo of employees in a seminar learning about total quality of management.</p> <p> </p> <p>The cutline is here, describing the photos above and below.</p> <p> </p> <p>Employees put TQM into action.</td> <td width="44%"> <font size="-2">olumpate. Ut wisi en:hn ad minim veniam, quis nostrud exerci tation ullamcorper suscipit loboritis riisi ut ahquip ex ea commodod onsequat.Accunisam et isusto odio diginissim qui blandft praent luptatum zzrfl delerat augue duisPhoto of employees in a seminar learning olore te feugait nulda facihsi.Lorem tpsum dolor sit amet,about total quality management, consecteuer adipiscing elit, seddiam nonun=y ibh uismod tincidunt ut laroect dolore magna aliquam erate volutpat.Ut wisi eriim ad minim veniam, quis nostrud cxerci tation uramcorper uscipit lobortis nisl ut ahquip ex ea connnodo condequate. Duis autem vel cum iriure dolor in hendreict in vulpuate velit esse molestie onsequate, facilisis at vero eros et.Ut wisi vel cum @ureThe cutline <i>is here, describing the photos</i> dolor in hendreiet in vulpuatevelit esse olestie consequate,<i>Wmve clrtd below.</i> vel irum dolore eu feugiat nueafacilisis at vero eros et accumsan et isto ido dignissm qui blandit rasent uptatum zzril delenit augue duis dolore te feugait< Employees put TQM nulla facflisi. Nam Tiber temporinto action, cum solut nobis lefiendoptionsa congue riihil imperdlet doniint di quild mazim placerate</font></td> </tr> </table> <p><b><font size="+3">Go to GENESCO</font></b></p> <p><font size="-2">facter possim asunm.Esse molestie condequat, vel illum dolore eu feugiat nulla facihsis at vero eros et accumsan et iusto odio dignissm qui landit prasent luptatum zzril dele@t augue duis dolor te feugrait nuua hendrerit in vulputate veht esse molestie diain nonunirny. T incidunt t aoreet magna aliquam erat volumpat. Iduz ipsum dolor sit amet, consecture adipiscing elit, sed diam nonuyniiny nidh eutsmod tinciduent ut aoreet dolor magna aliquam erate volumpate. Ut wisi enirn ad minim veriiam, quis nostrud exerci tation ullamcorper suscipft loboritis nisi t liquip ex ea commodod consequat.Feiin milio et isusto odio diginissiin qui blandit praent luptatum zzril delenit augue duis dolore te feugait ulla facilisi. Ut wisi eriim ad minim veniam, quis nostrud exerci tation ullamcorper suscipft lobortis nisl ut ahquip ex ea commodo ondequat e. Duis autem vel eum irlure dolor in hendreiet in vulpuate velit esse molestie consequate, facilisis at vero eros et.Duis autem vel umiriure dolor in hendreiet invulpuate velit esse molestieconsequate, vel fllum dolore eufeugiat nulla facihsis at vero eroset accumsan et isto do dignissm qui blandit prasent luptatum zzril delenit augue duis dolore te feugait nulla facihsi.Nam hber tempor cumsolut nobis elefiend ptionsacongue nihil imperdiet doniint di</font></p> <p><b><i><font size="+2">Photos </font></i><font size="-2">by Jane <i>Doe</i></font></b></p> <p><font size="-2">quild mazim placerate facter possim asunm. Esse molestie condequat, vel irum dolore eu feugiat nura facihsis at vero eros et ccumsan et iusto odio dignissm qui blandit prasent luptatum zzril delenit augue duis dolor te feugrait nulla hendrerit in vulputate elit esse molestie diam nonunnny. nncidunt ut laoreet magna ahquam erat volumpat.Lorem ipsum dolor sit amet, consecteuer dipiscing cht, sed diam nonunimy nibh euismod tincidunt ut laroeet dolore magna aliquam erate volutpat. Nen hber tempor cum olut nobis eleflend optionsa congue nihfl imperdiet doniint di quild.Iduz ipsum dolor sit amet, consecture adipiscing elit, sed iam onuynimy nidh euismod tinciduent ut laoreet dolor magna ahquam erate volumpate. Ut wisi enim ad minim veniam, quis nostrud xerci tauon ullamcoi-per suscipff loboritis riisi ut ahquip ex ea commodod consequat. V' </font><b><i>The cutline is here, describing the photo below.</i></b></p> <p><b><font size="-1">This is another photo showing employees putting TQM into action.</font></b></p> <ul> <ul> <ul> <ul> <dir> <p> </dir> </ul> </ul> </ul> </ul> <p>Now, redo the lay out of a two page spread approved by your professor.</p> <p>Set the margins at .65" or 4 picas top and sides, and .8" or 5 picas at the bottom. Choose three columns with .2" or 1 pica space between.</p> <p>Change the length of the article you have chosen to redo. Change the graphics or add to them.</p> <p> </p> <p><b><font size="+2">Newsletter Project</font></b></p> <p> </p> <p>Newsletters convey news, perhaps not hot news, but news to the reader. They contain few if any features. The articles are short, emphasizing facts. Lists of names, sentence fragments, and abbreviations can be used as long as the reader knows what they mean.</p> <p>Compared to newspaper layout, newsletter layout is much simpler: in fact, the simpler the better. The simplest are 8 1/2" x 1 1" and 8 1/2" x 14" (legal size). They can be printed on one side of the paper or both sides. They can be typeset, typewritten , or done on a computer. They can be copied on a copy machine, printed by laser printer, or by offset printer.</p> <p>Use only black ink for heads and body copy. An ink color may be used for rules, screens, and in the nameplate. Paper color should be clear and bright (not mossy or murky) or white. Font size for the body copy should be between 9 and 12 points with ragged right margins. Place a dominant head high on each page, and make sure all heads are downstyle. A masthead is usually located inside on page 2 or 3.</p> <p>The following annoy readers: underlining names, bolding names, or putting them in all capital letters throughout the newsletter. These do not help your newsletter to communicate</p> <p>Photos add considerably to the cost of your newsletter, so make sure they are really wanted by the readers, that your budget is large enough to accommodate them, and that they reproduce well. Be careful not to have too many boxes (photos, screens, boxed articles, clip art, charts, etc.) on any one page, and make sure all boxes are larger than postage stamps.</p> <p>Find a newsletter having many mistakes in design. Redesign It into a two-page newsletter.</p> <p>The target public for your redesigned newsletter must be external even if the original newsletter is for internal publics.</p> <p>Come up with three article ideas for the front page, and at least three plus the masthead for page 2.</p> <p>How will you distribute it? A mailing label should only take up 1/3 of page 2 at the bottom.</p> <p>Set up two separate newsletter files on your computer disc--page one and page two. Margins should be .6" or 4 picas top and sides, and .8" or 5 picas at the bottom. Space between the columns should be .2" or 1 pica.</p> <p>First, draw your @ (nameplate) including folio.</p> <p>Using modular layout, write heads and Import text.</p> <p>Remember, dominant heads must be high on each page. All heads should be flush left, downstyle. The folio on page 2 should be at the top, with the page number on the outside.</p> <p>You must import at least one piece of clip art and at least one photo. Don't forget a cutline and photo credit.</p> <p>Write complete masthead information on page two. Look at other newsletters and tabloid newspapers for ideas. Box or screen the masthead.</p> <p>Follow instructions on your syllabus for the prospectus. This project is due in two weeks.</p> <ul> <ul> <ul> <ul> <dir> <p> </dir> </ul> </ul> </ul> </ul> <p><b><font size="+2">Peck Hall burns to the ground</font></b><font size="-2"></font></p> <p><font size="-2"></font> </p> <p><font size="-2">Iduz ipsum dolor sit amet, consecture adipiscing elit, sed diam nonuymmy nidh euismod tinciduent ut laoreet dolor magna aliquam erate volumpate. Ut wist enim ad minim veniam, quis nostrud exerct tation ullamcorper suscipit loboritis nisi ut aliq uip ex ea coniinodod consequat.Accumsam et lsusto odio diginissirn qui blandit praent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Lorem psiim dolor sit amet, consecteuer adipiscing elit, sed diam nonunimy nibh euismod tincidunt ut largeet dolore magnaaliquam erate volutpat.Ut wisi enim ad minveniam, quis nostrud exercitation ullamcorper suscipitlobortis nisl ut aliquip ex ea commodo condequate. uts utem vel eum iriure dolor in hendreiet in vulpuate veltt esse molestie consequate, facilists at vero eros et.Ut wist vel eum triure dolor in endreiet in vulpuate velit esse molestie consequate, vel illum dolore eu feugiat nulla facilisis at vero cros et accumsan et tsto ido dignissm ui landit prasent luptatum zzril delenit augue duis dolore te feugait null a facilisi. Nam liber tempor cum solut nobts elefiend optionsa congue ihfl imperdiet domint di quild mazim placerate facter possim asurrm.Esse molestie condequat.</font></p> <p><b><font size="-2"></font></b> </p> <p><font size="-2">oast hotdogsIduz ipsum dolor sit amet,consecture adipiscing elit, sed diam nonuynuily nidh eutsmod tinciduent ut laoreet dolor agna aliquam erate volumpate. Ut wisi enim ad minjin veniam, quis nostrud exerci tation ullamcorper suscipit loboritis nisi ut liquip ex ea c ommodod consequat.Accumsam et tsusto odio diginissixn qui blandit praent luptatum zzril delenit augue uis dolore te feugait nulla facilist. Lorem ipsum dolor sit amet, consecteuer adipiscing elit, sed diain onummy nibh eutsmod tincidunt ut laroeet dolore magna aliquam erate volutpat.Photo by Jane Dm<i>nis is </i>a utune ... ne <i>is </i>having a @ time.Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut liquip ex ea connnodo condequate. Duisphoto by Jane.ftghtem stmggle to extinguish the blame as PLvck <i>Hall is destro@ Friday ight.</i>vel illum dolore eu feugiat nuha facthsts at vero eros et accumsan et lusto odio dignissm qui blandit prasent luptatum zzril elenit augue duis dolor te feugrait nulla hendrerit in vulputate velit esse molestie diam nonununy.</font></p> <p><b><font size="+3">Aids policy passed</font></b></p> <p><font size="-2">duz ipsum dolor sit amet, consecture adipiscing eht, sed diam nonuymmy nidh eutsmod tinciduent ut laoreet dolor magna aliquam erate olumpate. Ut wist enim ad minim veniam, quis nostrud exerct tation ullamcorper suscipit loboritis nisi ut aliquip ex ea ommodod consequat.Accumsam et isusto odio diginisshn qui blandit praent luptatum zzril delenit augue duis dolore te feugait nulla acihsi. L4orem ipsum dolor sit amet,horizontal Igyout</font></p> <ul> <ul> <ul> <dir> <p> </dir> </ul> </ul> </ul> <p><b><font size="+2">Peck Hall burns; students cheer</font></b></p> <p><font size="-2"></font> </p> <p><font size="-2">Iduz ipsum dolor sit amet, consecture adipiscing elit, sed diam nonuymmy nidh eutsmod tinciduent ut laorect dolor m4na aliqum erate volumpate. Ut wist enim ad @ftn veniam, quis nostrud exerct tation uhamcorper suscipit loboritis ni si ut aliquip ex ea commodod consequat.Accumsam et isusto odio diginissim qui blandit praent luptatum zzril delenit augue duis dolore te feugait nulla facilist. Lorem psum dolor sit amet, consecteuer adipiscing elit, sed diam nonummy nibh eutsmod tincidunt ut laroeet dolore magna aliquam e rate olutpat.Ut wisi enim ad minimveniam, quis nostrud exerciIduz ipsum dolor sit amet</font></p> <p><b><font size="+2">AIDS policy</font></b></p> <p><font size="-2">consecture adipiscing elit, seddiam nonuymmy nidh eutsmodaliquam erate volumpate. Ut wist enim ad minim veniam, quis nostrud exerct ation ullamcorper suscipit loboritis ntsi ut aliquip ex ea commodod consequat.Accumsam et isusto odio diginissim qui blandit praent uptatum zzril delenit augue duts dolore te feugait nulla facilisi. Lorem ipsum dolor sit amet, consecteuer adipiscing elit, sed</font></p> <p><b><font size="+1">Good Friday added to holidays at MSTU</font></b></p> <p><font size="-2">vel illum dolore eu feugiat nuhaholidays at MTSU factlisis at vero eros et accumsanet isto ido dignissm qui blandit prasent luptatum zzril elenit augue duls dolore te feugait nullaPhoto by.Janelwis is a cutune ... <i>everyone Is </i>@ngfun ing marshmallmm.diam nonununy nibh utsmod tincidunt ut laroeet dolore magna altquam erate volutpat.Ut wist enim ad minim ventam, quis nostrud exerct tation ullamcorper uscipit lobortis nisl ut ahquip ex ea commodo condequate. Duis autem vel eum iriure dolor in hendretet in vulpuate velit esse molestte onsequate, facthsis at vero eros et.Duts autem vel eum iriure dolor in hendreiet in vulpuate velit esse molestie consequate,facilist.Nam Itber empor cum solut nobts elefiend opttonsa congue nihtl imperdtet doniint di quild mazim placerate factervertical layout<b> <i>voca e</i></b></font></p> <ul> <ul> <ul> <dir> <p> </dir> </ul> </ul> </ul> <p><b><font size="+2">Good Friday declared new</font></b> <b><font size="+2">holiday</font></b></p> <p><font size="-2">Iduz ipsum dolor sit amet, consecture adipiscing elft, sed diam nonuynnny nidh euismodtinciduent ut laoreet dolor Magna aliquam erate olumpate. Ut wist enim ad minim veniam, quis nosftud exerci tation ullamcorper suscipft loboritis nisi ut ali quip ex ea commodod onsequat.Accumsam et isusto odio diginissim qui blandft praent luptatum zzril delenft augue duis dolore te feugait nulla facihsi. Lorem psum dolor sit amet, consecteuer adipiscing elit, sed diaim nonununy nibh euismod tincidunt ut laroeet dolore magna aliquam erate olutpat.Ut wisi enim ad mimm veniam, quis nostrud exerct tation uhamcorper suscipit lobortis nisl ut ahquip ex ea<b>'</b></font></p> <p><b>New AIDS policy signed</b></p> <p><font size="-2">commodo condequate. Duts autem vel eum irlure dolor in hendrelet in vulpuate velit esse molestie consequate, facihsis at vero eros et.Ut isi el eum iriure dolor in hendretet in vulpuate velit esse molestie consequate, vel thum dolore eu feugiat nulla facilisis at vero eros et accumsan t isto ido dignissm qui blandit prasent luptatum zzril delenft augue duts dolore te feugait nuba facilist. Nam liber tempor cum solut nobis leftend optionsacongue nll lerdiet domint di Ut wist enim ad mintin veniam, quild mazixn placerate facter quis nostrud exerci tationpossim su=. ul@corper suscipft lobords nislEsse molestle condequat, ut ahquip ex ea commodo vel ihum dolore eu feugiat nulla condequate. Duts utem vel eum facilisis at vero eros et accumsan triure dolor in hendretet in et tusto odio dignissm qui blandit vulpuate veht esse molestie onsequate, facilists at vero eros et.</font></p> <p><b><font size="+2">Seminars on effective</font></b></p> <p><font size="-2">teachingscheduled<Duis autem vel eum iriure dolor In hendrelet in vulpuate velit esse molestie consequate, vel illum dolore eu feugiat nulla acthsts at vero eros et accumsan et isto tdo dignissm qui blandit Photo by.Jane prasent luptatum zzri l delenit Peck Hall burns <i>as</i> ts <i>@t</i> ugue duls dolore te feugait nullamarshmallow and hot <i>dogs.</i> facthst.</font></p> <p> </p> <p><b><font size="+2">Peck Hall burns</font></b><font size="+2"></font></p> <p><font size="-2">Nam liber tempor cumsolut nobts elefiend optionsaprasent luptatum zzril delenit congue nihfl imperdiet domint di augue duts dolor te eugrait nulla quild mazim placerate facter hendrerlt in vulputate velft esse pmsim asumn. Esse molesttemolestie diam nonunimy. coridequat, el iflum dolore euTincidunt ut laoreet magna feugiat nulla facilisis at vero eros aliquam erat volumpat. Iduz et accumsan et iusto odio ipsum olor sit amet, consecture dignissm qui blandit prasentadipiscing elit, sed diam luptatum zzril delenit augue duisnonuymmy nidh eutsmod olor te feugrait nulla hendrerittinciduent ut laoreet dolor Magna Former faculty member aliquam erate volumpate. Ut wisi enim ad minim eniam, quis honored at reception nostrud exerci tation uramcorper in vulputate velit esse molestie suscipit loboritis nist ut aliquip diam onummy. Tincidunt ut ex ea conmiodod consequat. laoreet Magna aliquam eratFeim miho et isusto odio volumpat.diginissim qui blandit raent Lorem ipsum dolor sitluptatum zzril delenit augue duts amet, consecteuer adipiscing eht, dolore te feugait nulla facthst. sed diam onummy nibh</font></p> <p><font size="-2"></font> </p> <p><font size="-2"></font> </p> <p><b><font size="+1">Brochure Design Module I</font></b></p> <p>The basic purpose of a brochure is to sell or to offer something, like a service or a product. Brochures demand action from the reader.</p> <p>Brochures are divided into six panels or columns--three on each side of the paper.</p> <p>The cover, which is panel 1, should be an eyecatcher in both graphics and words. Also, the name of the organization should be on the cover, usually at the bottom. Use only one font for all the words on the cover, and align the words to the center or left.</p> <p>The cover should cause the target public to pick up the brochure. Name or imply the target public on the cover, and write a few other words that will cause them to think they need to read this brochure.</p> <p> </p> <p><center><b><font size="+1">How to plan for</font></b></center></p> <p><center><b><font size="+1">a career in</font></b></center></p> <p><center><font size="+1"></font> </center></p> <p><center><b><font size="+2">Agribusiness</font></b></center></p> <p> </p> <p>The target public for these words is anyone thinking of majoring in agribusiness or agriculture at MTSU. Drag the headline to panel 1,</p> <p>Do you think the target public will be interested in picking up this brochure? What graphics might you use to help make the words more interesting?</p> <ul> <dir> <p><b><font size="+1"></font></b> </dir> </ul> <p><b><font size="+1">Brochure Design Module 2</font></b></p> <p>Most of the writing in a brochure is on panels 2. 3. and 4, The first headline and paragraphs on panel 2 must focus the interest of readers so they will read the entire brochure.</p> <p>The information on panel 2 must be complete and not continued on another panel. Panels 3 and 4 should go together and may have a headline or graphic across both. Copy should not jump from panel 4 to another panel.</p> <p>If you want action from the reader, state that action very clearly, Include a phone number and street address where the reader can get more information. The action statement usually goes at the bottom of panel 4.</p> <p>Brochure headlines are simple, clear, and direct. They are most readable if they are flush left, downstyle. Using headlines, readers should be able to find each section of the brochure that interests them. Don't use jargon, Be completely honest about t he service or product you are offering.</p> <p>Use clip art or photographs to illustrate the copy. These should help convince readers that they want to do what the action statement says. To be effective, photographs must be larger than a postage stamp.</p> <p> </p> <p><b><font size="+1">Brochure Design Module 3</font></b></p> <p>Panel 5 should be compatible with panel 2, and the information should not jump to another panel. Break up a "gray' panel with bulleted items, headlines. graphics, or photos.</p> <p>Panel 6 is usually an address panel (self mafler) or contains useful but not crucial information, such as a map. Mail to business addresses, not home addresses. Less junk mail comes to business addresses, and people are more likely to read their business mail than their home mail. This increases the likelihood that the target publics will read your brochure.</p> <p>The sponsoring organization's street address should be on panel 6, preferably at the bottom or as a return address for a self-mafler.</p> <p>To design your own brochure, select "wide" in Page Setup and change margins to: .5" or 3 picas for the top, bottom, and left margins, and .4" or 2.5 picas for the right margin In Options, Column Guides, type three for number of columns and .5" or 3 pic as in space between columns. Be sure your heads are flush left, downstyle on panels 2-5. Your cover should name or imply the target public and should be interesting enough to cause them to pick up your brochure.</p> <p> </p> </body> </html> | False | 0043 | |
| 99 | Georgina | Ross | gaross@mtsu.edu | ../Faculty/faculty_images/gross.jpg | Developmental Studies | Developmental Studies | 1995 | Spring | none | Developed an interactive computer application with Macintosh based authoring software that aids Developmental Reading students with pronunciation, definition, and comprehension of unfamiliar words. | <html> <body bgcolor="#ffffff"> <p>I sent you a report in Fall 1995 concerning my technology release-time activities and plans for completing the project. These plans to develop software for the Developmental Studies reading lab were put aside, however, and more valuable development of computer use with DS reading students has evolved. My project was originally conceived when the lab received computers (Macintosh SE30's) that it was presumed would be able to run HyperGasp created programs that incorporated speech. Unfortunately, these computers turned out to lack the necessary power and speed. In Spring 1997 the reading lab received four IIsi computers which were connected to the internet. Given these unexpected tools, effort was redirected into integrating the benefits of internet usage into the reading class curriculum. This has been accomplished in two ways. First, I have become owner of a listserv, dsreading, that consists of all students in DS reading classes. Students are being required to post book reviews to this listserv in order to pass the class. Second, students are being given extra credit if they search the internet and bring in author information or reviews of book they have read. I look forward to revising the instructional strategies that have been developed and employed and plan to expand internet use in the curriculum in the future.</p> <p>I have not given up on the idea of incorporation speech into reading exercises. We have submitted a proposal for new computers for the lab. I will be eagerly looking at the possibilities they open for exercises in which selected words or text are read aloud by the computer.</p> </body> </html> | False | 0016 | |
| 55 | Thomas | W. | Hutchison | thutchis@mtsu.edu | ../Faculty/faculty_images/hutchinson.GIF | Recording Industry | Mass Communication | 1995 | Summer | History of the Recording Industry | Transferred 35mm slides, still frames from video, text, and audio to CD-ROM for use in History of the Recording Industry (RIM 300). | <html> <head> <meta name="GENERATOR" content="Microsoft FrontPage 6.0"> <meta name="ProgId" content="FrontPage.Editor.Document"> <meta http-equiv="Content-Type" content="text/html; charset=windows-1252"> <title>New Page 1</title> </head> <body> <body bgcolor="#ffffff"> <p>The following is a report on the project which was developed for <b>RIM 300, </b>History of the Recording industry. <p>The course uses examples of music from different areas and eras of the late 19th and early 20th century. For this project, songs were selected from various time periods and music genres. The songs were then recorded to digital audio tape from original cylinder and <b>78 RPM </b>records. The songs were equalized to compensate for the limited fidelity of early recordings and to provide some consistency in sound reproduction, as much as possible. <p>The songs were then transferred to (2) audio compact discs to be played to the class. The use of CDs allowed the instructor to present material in a non-linear fashion, unlike that on audio tape. Two discs were developed containing the following songs. <p>A PowerPoint presentation was then developed describing the events surrounding each recording and providing background on the songwriter and recording artist. The PowerPoint presentation was displayed while the music was being presented in the classroom. <p>RIM 300 <p>SONG LIST VOLUME I <ol> <li> Sidewalks of New York - George Gaskin, 1895 </li> <li> King Cotton March - Sousa </li> <li> Cornet Duet Boston Belles Polka - 1894 </li> <li> Miseere - Ferruccio Giannini, l899 </li> <li> The Mocking Bird - Harry Taft, l899 </li> <li> After the Ball - Joan Morris, 1892 </li> <li> Under the Bamboo Tree - Bob Cole - 1902 </li> <li> Meet Me in St. Louis, Louie - Kerry Mills, 1904 </li> <li> Wait Till the Sun Shines, Nellie - Harry Von Tilzer, 1905 </li> <li> That Lovin' Traumerei - Al lolson </li> <li> Heine at College - Joe Weber & Lew Fields </li> <li> May Irwin's Frog Song - May Irwin </li> <li> Casey at the Bat - De Wolf Hopper </li> <li> Maple Leaf Rag - Scott Joplin </li> <li>Perfect Rag - Jelly Roll Morton </li> <li> Harlem Strut - James P. Johnson </li> <li> Che geleda manina - Caruso, 1906 </li> <li> Vesti la gibba - Caruso, 1907 </li> <li> Some of These Days - Sophie Tucker, 1911 </li> <li> Alexander's Ragtime Band - Irving Berlin, 1927 </li> <li> They Didn't Believe Me - Grace Kerns & Reed Miller, 1915 </li> <li> April Showers - Al Jolson, 1921 </li> <li> I Ain't Got Nobody - Marion Harris, 1920 </li> <li> Melancholy (or My Melancholy Baby) - Gene Austin, 1927 </li> <li> Alexander's Ragtime Band - Max Morath </li> <li>Let Me Sing and I'm Happy - Al Jolson </li> <li>All Alone - Connee Boswell </li> <li>Everybody Step - Ella Fitzgerald </li> <li>Oh How I Hate to Get Up In the Morning - Irving Berlin </li> <li>Cheek to Cheek - Fred Astaire </li> <li>White Christmas - Bing Crosby </li> <li>Easter Parade - Judy Garland &: Fred Astaire </li> <li>There's No Business Like Show Business - Ethel Merman </li> </ol> <p> <p>RIM 300 <p>SONG LIST VOLlJME 11 <p>E-092 193 10 <p>TAPE: Musical Theatre: 1920's <ol> <li>"A Pretty Girl is Like a Melody" from Zeigfeld Follies of 1919. Music & Lyrics: Irving Berlin. Singer: John Steel </li> <li>"Baltimore Buzz" from Shuffle Along. Music: Eubie Blake; Lyrics:Noble Sissle. Singer:Noble Sissle. </li> <li>"I Want To Be Happy" from No No Nanette. Music:Vincent Youmans; Lyrics: Irving Caesar; Singers: Joseph Coyne and Binnie Hale. </li> <li>"Can't Help Lovin' Dat Man" from Show Boat. Singer: Helen Morgan; Music: Jerome Kern; Lyrics: Oscar Hammerstien II. </li> <li>"Ol' Man River" from <u>Show Boat</u> Singer: Paul Robeson; Music: Jerome Kern; Lyrics: Oscar Hammerstien II. </li> <li>"Doin' the New Low Down" from <u>Blackbirds of 1928. </u>Singer: Bill Bojangles Robinson; Music: Jimmy McHugh; Lyrics: Dorothy Fields. </li> <li>"Makin' Whoopee" from <u>Whoopee. </u>Singer: Eddie Cantor; Music: Waker Donaldson; Lyrics: Gus Faun. </li> <li>"I Got Rythm." from <u>Girl Crazy. </u>Singer: Ethel Merman; Music: George Gershwin; Lyrics: Ira Gershwin. </li> <li>"Night and Day" from <u>Gay Divorce. </u>Singer: Fred Astaire; Music & l.yrics: Cole Porter. </li> <li>"Black Bottom Stomp." Music: Jelly Roll Morton: Artist: Dick Hyman </li> <li>"Charleston" from <u>Runnin' Wild. </u>Music: James P. Johnson; Artist: Dick Hyman </li> </ol> <p>(CENTER FOR POPULAR MUSIC ) 11 <ol> <li>"Livery Stable Blues" -Original Dixieland Jazz Band (1917) </li> <li>"Alligator Hop"- Joe Oliver (1923) </li> <li>"New Orleans Blues"- Jelly Roll Morton ( 1902) </li> <li>"Hotter than That"- Louis Armstrong(1927) </li> <li>"Carolina Shout"- James P. Johnson ( 1921 ) </li> <li>"T" Ain't So, Honey"- Whiteman; vocals: Croshy (1928 ) </li> <li>"Jack the Bear"- Duke Ellington ( 1939) </li> <li>"Crossroads"- Robert Johnson (most influential of blues songs) </li> <li>"You Gonna Need Somebody When You Die"- Charlie Patton (impromptu sermon in middle, influence for church/gospel music) </li> <li>"Match box Blues"- Blind Lemon Jefferson (Okey Records, Atlanta 1927; later recorded by Sun artists Carl Perkins and Jerry Lee Lewis) * Jefferson is the best-selling of rural bluesmen </li> <li>"Irene"-Leadbelly (Huddie Ledbetter) Recorded for Library of Congress in 1934: later a number one hit for the Weavers "Goodnight Irene" *song is about four minutes long </li> <li>" Take a Whiff on Me"- Leadbelly (song about cocaine) Leadbelly brought traditional negro folk songs to general public</font> Tape-9A </li> </ol> <p>Country <ol> <li>"The Little Ole Log Cabin in the Lane"- Fiddlin' John Carson <br> <br> Recorded in Atlanta, Georgia on June 13, 1923. Released on Okeh Records; recorded on Ralph Peer's portable equipment. Song was a product of blackface minstrelry. Melody from "The Lily of the Valley." Church-derived style of singing. <br> </li> <li>"Sally Goodin"- A. C. "Eck" Robertson</li> <p align="left">Recorded: July l, 1922 in New York for Victor. First documented commercial recording by a southern white folk performer. Alexander Campbell Robertson, an Arkansas-born, Texas-reared fiddler. Party tune.<br> <li>Sir Patrick Spens (Kirkland) (woman solo vocal) <br> </li> <li>Wild Bill Jones (Kirkland) (guitar, fiddle, vocal) <br> </li> <li>"Silk and Satin"- Sam Avery and Bud Green (fiddle and guitars) <br> <br> Recorded by Mary EIizabeth Barnicle(c. 1898-1979) This was recorded in 1948 on 78 rpm luminum or acetate discs, usually in remote cabins, country stores, or schoolhouses. Usually accompanied by her husband Tillman Cadle. Used these recordings in her classes at New York University and the University of Tennessee. Collected in the Smokey Mtn. area of east Tennessee. </li> <li>"Mulberry Gap"- Sam and Charley Green (fiddle and banjo) 1948 <br> </li> <li>"Jordan is a Hard Road to Travel"- Uncle Dave Macon and his Fruit Jar Drinkers Recorded in New York, May 9, 1927. Sam McGee, guitar; Kirk McGee, fiddle; Mazy Todd fiddle. Uncle Dave ffom Smart Station was Opry's first star and beloved entertainer for over 30 years. Original Dan Emmett minstrel song.<br> </li> <li>"The Prisoners' Song"- Vernon Dalhart (written by Guy Massey) <br> <br> Recorded in New York on August 13, 1924 for Victor. First "hillbilly hit" (over a million) Dalehart, bom Marion T. Slaughter in Jefferson, Texas. Forsook popular and light opera music he had previously sung and recorded only hillbilly songs. Recorded under countless pseudonyms for virtually every record label. Most important recording artist next to Jimmie Rodgers. <br> </li> <li>"Good-bye Sweet Liza Jane"- Charlie Poole with the North Carolina Ramblers Recorded in New York, September 9, 1930. Song from vaudeville/ragtime tradition. Poole had fondness for Al Jolson's singing. Poole played banjo. Before be died May 21, 1931 he and his musicians had become the most popular string band in the upper South, particularly in western North Carolina where he made his home. <br> </li> <li>"Where We'll Never Grow Old"- Smitb's Sacred Singers <br> <br> Recorded in Atlanta on April 23, 1926 for Columbia Records. Vocals: J. Frank Smith, Rev. M. L. Thrasher, Clyde B. Smith, and Clarence Rodnick; Piano: Mrs. T. C. Llewellyn. The song exemplified the church as a musical force for community. Commercialized in roughly the same manner and during the same period. One of the earliest recorded examples of quartet style. Southern fundamentalist theology. Was best-selling record in Columbia "old-time" series. </li> <li>''Birmingham Jail"- Tom Daby & Jimmie Tarlton <br> <br> Recorded in Atlanta on November 10, 1927 for Columbia Records. Performers were paid $75 per side. Tarlton's steel guitar playing, influenced by bottleneck blues, is one of the earliest examples found on country music recordings. Song achieved major sales. </li> <li>" The Fatal Wedding"- Bradley Kincaid <br> <br> Recorded in Chicago on December 19, 1927 for Gannett Records. Kincaid was a singer on WLS, where his programs and songbooks proved immensely popular. He moved to the National Bam Dance. He did more to circulate southern folk songs ("Barbara Allen") than any other singer in America during the pre-WWII period. <br> </li> <li>"Wildwood Flower"- the Carter Family (the "National Anthem" of country music) <br> <br> Recorded in Camden, NJ on May 10, 1928. Maybelle Carter played guitar (picking melody with her thumb on bass strings while brushing rhythm on the treble strings with a down stroke of her first two fingers) Sara Carter on vocals and guitar. "Wildwood Flower" was a parlor song. <br> </li> <li>"Waitin' For the Train"- Jinmie Rodgers <br> <br> Recorded in Atlanta on October 22, 1928 with a brass band for Victor Records. It is the adaptation of an old folk song The recording was Rodgers' best seller. He used the "lonesome yodel." <br> </li> <li>"Daddy and Home"- Jimmie Rodgers <br> <br> Written with his sister-in-law Elsie Williams. Recorded in Camden, NJ on June 12, 1928 featuring only himself and his guitar. </li> </ol> <p>CENTER FOR POPULAR MUSIC <ol> <li>"Good News"- Fisk Jubilee Quartet (1910) </li> <li>"If You See My Saviour"- Dixieaires (1945) </li> <li>"Gospel Train"- GoldenGateQuartet (1937) </li> <li>"Didn't It Rain"- Mahalia Jackson (1958) </li> <li>"Twelve Gates to the City"- Clara Word ( I 9G I ) </li> </ol> <p>WORLD WAR II POP: <ol> <li>"In the Mood"- Glenn Miller </li> <li>"The Apple Jack"- Joe Morris </li> <li>"New Spanish Two Step"- Bob Willis and His Texas Playboys </li> <li>"I Only Have Eyes For You"- Franh Sinatra </li> <li>"They Say It's Wonderful"- Perry Como </li> <li>"Stardust"- Nat Kmg Cole </li> <li>"I'll Get Along Somehow"- Ruth Brown </li> <li>"Caldonia"- Louis Jordan </li> <li>"Choo Choo Ch'Boogie"- Louis Jordan </li> <li>"I've Got You Under My Skin"- Frank Sinatra </li> </ol> </body> </html> </html> | False | 0021 |
| 94 | Brenda | A. | Parker | csbrenda@mtsu.edu | ../Faculty/faculty_images/bparker.jpg | Computer Science | Basic and Applied Sciences | 1995 | Summer | Revised CSCI 100, a general computer literacy course, in order to introduce students to electronic mail, the Internet, and the Microsoft Windows environment. | Revised CSCI 100, a general computer literacy course, in order to introduce students to electronic mail, the Internet, and the Microsoft Windows environment. | <html> <head> <meta name="GENERATOR" content="Microsoft FrontPage 6.0"> <meta name="ProgId" content="FrontPage.Editor.Document"> <meta http-equiv="Content-Type" content="text/html; charset=windows-1252"> <title>New Page 1</title> </head> <body> <p><font face="Arial">The Instructional Technologies Development Grant that I received for Summer, ‘95 was very beneficial to me and l appreciate the opportunity that OIT gave me in order to pursue some studies that I needed to do for our Computer Literacy, COSC 100, class. I wish at this time to relay to you some of the activities that l was able to accomplish this summer with the aid of this grant. First I will list activities proposed in my grant application and secondly show the results of these activities. Attachments are included to indicate results more clearly. </font> </p> <p><font face="Arial">Also I would like to thank OlT again for the wonderful opportunity that I had this summer to pursue studies in software and hardware. It was very beneficial to me and I personally feel that it will have an impact on our COSC 100 students when we are able to implement many of these activities that l developed this summer. Thank you for your support! </font> </p> <p><font face="Arial"><b>Proposed Activities</b> </font> </p> <blockquote> <ol> <li><font face="Arial">Develop tutorials for Windows lab assignments </font></li> <li><font face="Arial">Develop tutorials<b> </b>for<b> </b>Windows applications assignments </font></li> <li><font face="Arial">Develop Internet laboratory exercises </font></li> <li><font face="Arial">Study multimedia applications and grant possibilities tor multimedia equipment. </font></li> <li><font face="Arial">Develop questionnaire for students to evaluate internet and other newly developed lab assignments.</font></li> </ol> </blockquote> </dir> </ul> </ul> <p><font face="Arial"><b>Activity Results</b></font></p> <blockquote> <ol> <li><font face="Arial">Please note the attached Windows lab assignment (s). I determined through the study of the Windows environment that an in-depth study of the Windows operating system would not be appropriate for this class--others in the department have the same opinion. This class is a one-hour credit class; therefore. We are very limited as to what we can accomplish for this time period. However. l did conclude that students in this class should be exposed to some<b> </b>of the basics of the Window environment. Therefore I developed<b> </b>one lab that I thought would be appropriate for this class. </font></li> <li><font face="Arial">Attached you will note some of my ideas related to tutorials for hands-on word processing and spreadsheet assignments. These tutorials will explain the basic concepts and then give short exercises students to require them to actually use the given concept. With the grant that I had this summer l was able to determine which software that I will recommend to the department to be used in this 100 course and I was able to plan the format for many of the tutorials. However I felt that it would not be appropriate for me to completely write the tutorials since I do not know which software package would be recommended by the department. </font></li> <li><font face="Arial">Please note the attached Internet laboratory exercise. This summer I spent some time developing this lab. I determined that this lab would also be useful for our Computer Orientation (COSC 115) a three-hour credit computer class. Therefore I enhanced the 100 Internet lab and developed a more complex lab for the 115 class. This lab is also attached. Since this summer. other teachers have been interested in this lab and it has also been revised for classes attended by our majors. </font></li> <li><font face="Arial">I studied presentation graphics packages (PowerPoint) and learned how to do various exercises in PowerPoint including using CD-ROMs. how to include videos and sound into a presentation etc. I developed a short slide show that could be used in our CS100 class to help students learn how a computer works. I also searched the Web for appropriate grant sources to help buy multimedia equipment for our COSC 100 classroom but was not able to completely find appropriate sources. However I do plan to continue looking. </font></li> <li><font face="Arial">I developed a short questionnaire to be administered to students during final exam time to determine how well the student are familiar with the Internet, WWW, and other newly developed labs. A rough draft is attached. </font></li> </ol> </blockquote> <center> <p><b><font face="Arial">Tutorial Descriptions</font></b></p> </center> <ul> <dir> <p><font face="Arial">Lab 1 - Introduction to MS Windows 3.1 Understanding your Computer What is Windows 3.1? Understanding the basics of using Windows Major divisions of Microsoft Windows </font> </p> <p><font face="Arial">Lab 2 - Introduction to MS Works (OR Word) - Word Processing retrieve a file Editing a document Underline, bold, italics delete insertion save a file print a file </font> </p> </dir> <dir> <ul> <dir> <p><font face="Arial"><b>NOTE:</b>The attached document labeled "Historical Perspective" will be loaded by students during lab to their disks and they will be asked to make changes in this document. I will give students a copy of what the final result will be, show them in the tutorial how to make changes in the document and then require students to turn in an edited document for a grade on this lab. </font> </p> </dir> </ul> <p><font face="Arial">Lab 3 Word Processing II retrieve a file edit a document search and replace cut and paste change margins save a file print a file </font> </p> </dir> <dir> <ul> <dir> <p><font face="Arial"><b>NOTE:</b> Other changes will be made on the previous document and I will require students to make more elaborate changes which might include: two column format, inserting clip art into the document, changing fonts. All exercises will be geared to help students learn how to do the above operations. </font> </p> </dir> </ul> <p><font face="Arial">Lab 4 - Word Processing III create a document, edit a document, format a document, save a document print a document </font> </p> </dir> <dir> <ul> <dir> <p><font face="Arial"><b>NOTE:</b> Require students to create a short document and use many of the editing features learned in previous labs.</font></p> </dir> </ul> <p><font face="Arial">Lab 5 - Introduction to Works or Word Spreadsheets what is an electronic spreadsheet inserting information into a cell deleting information from a cell using functions/formulas print a spreadsheet save a spreadsheet retrieve a spreadsheet </font> </p> </dir> <dir> <ul> <dir> <p><font face="Arial"><b>NOTE:</b> Ask students to retrieve a spreadsheet that I created and, using this spreadsheet, make changes in the spreadsheet to practice the above skills. </font></p> </dir> </ul> <p><font face="Arial">Lab 6 - More on Spreadsheets inserting rows in previously created spreadsheets inserting columns deleting rows deleting columns using the copy function using graphics capabilities </font> </p> </dir> <dir> <p><font face="Arial">Lab 7 - Internet what is the internet? how do students access internet at MTSU electronic mail talk gopher Netscape WWW </font> </p> </dir> <dir> <p><font face="Arial">Lab 8 - Internet|continued</font></p> </dir> </ul> <p><b><font face="Arial">CS100 Internet Activities</font></b><font face="Arial"> </font> </p> <p><font face="Arial"><b>I. Using TALK</b> </font> </p> <blockquote> <p><font face="Arial">The TALK utility allows users to communicate with each other at the same time - very similar to talking on the phone. However, both parties who wish to "talk" to each other must be logged on to frank at the same time. To see a list of everyone who is logged on to frank, type the word <b>who</b> and hit <b><ENTER></b>. </font></p> <ol type="A"> <li><b><font face="Arial">Calling Users</font></b><font face="Arial"> <br> When you have determined who is presently logged onto the system, you can phone another user with the command: <br> <b>talk name_of_user </b>and hit <b><ENTER></b> <br> For example, if you wish to call me (provided you know that I am on the system), you should type: <br> <b>talk csbrenda</b> <br> since csbrenda is my account name. When this command is typed in, a split screen will appear along with a cursor denoting where you should type in your telephone conversation. </font></li> <li><b><font face="Arial">Answering a Phone Call</font></b><font face="Arial"> <br> If a person is called on the "phone" using the talk command, a message will appear on the user's screen letting this user know that he has a phone call. If he wishes to hold a phone conversation, the user should respond with the command: <br> <b>talk <account name of person doing the calling</b>>and hit <b><ENTER></b> <br> For example, if you are csharry and you call me, I should respond with the command: <br> <b>talk csharry </b>and hit <b><ENTER></b> </font></li> <li><b><font face="Arial">Hanging Up</font></b><font face="Arial"> <br> When you wish to end the conversation, hit ESC (the Escape key) and choose item QUIT on the menu. <br> Let's try using the talk utility at this time. Call your partner and tell your partner something interesting about yourself! </font></li> </ol> </blockquote> <p><b><font face="Arial">II. Using Gopher </font></b> </p> <blockquote> <p><font face="Arial">Gopher is an internet utility which can aid you in finding resources or information. Gopher was developed by the Computer and Information Services Department of the University of Minnesota. Gopher is menu driven which makes it easy to search for information. Let's f~rst investigate MTSU's gopher resource. </font></p> <blockquote> <ol> <li><font face="Arial">Type: <b>gopher </b>and hit <b><ENTER></b> <br> You should see information at the bottom of the screen to aid you in navigating your search. Usually to move forward, hit the <b><SPACE></b> bar and to move backwards, hit <b>b</b>. </font></li> <li><font face="Arial">Follow directions on the screen to search for the following information: </font></li> <blockquote> <dir> <p><font face="Arial">a) According to the National Weather Service forecast for Nashville, what will Friday night's weather be?</font></p> <p><font face="Arial">b) According to "MTSU IN THE NEWS", what is PROFNET? <br> </font></p> <p><font face="Arial">c) What is the meaning of the word lurker?<b> </b>Use the Jargon Book found under </font></p> <ul> <dir> <p><font face="Arial">Univ. of Penn. Jargon Dictionary. Use Gopher Library and Other On-Line. </font></p> <p><font face="Arial">Resources, Jewels, Library, Reference, and News, General Reference Sources, etc.</font></p> </dir> </ul> <p><font face="Arial">d) The United States' first manned space flight project was successfully accomplished in ________(how many?) years and ______ (how many?) manned space flights were accomplished. Hint: Look under NASA, Mercury, etc.</font></p> </dir> <dir> <p><font face="Arial">e) Looking at Vanderbilt's 1994-1995 calendar, when was their homecoming? </font></p> <p><font face="Arial">How often is the Vanderbilt Peabody Journal of Education published? </font></p> <p><font face="Arial">g) What is the MTSU's Todd library call number of the book by Leo Tolstoy titled "Esarhaddon, and other tales"?</font></p> </dir> </blockquote> </ol> <blockquote> <p><font face="Arial">(To get out of the library telnet, hit <b><CONTROL></b> and ] at the same time. <b>Then type quit.</b> </font></p> <p><font face="Arial">To exit the gopher program: </font> </p> <p><font face="Arial">Type: <b>q</b> and then hit <b>y</b> when the system asks you if you want to "really quit". To exit frank: </font></p> <p><font face="Arial">Type: <b>logout </b>and then hit <b><CONTROL></b> and ] at the same time. </font></p> </blockquote> </blockquote> </blockquote> <p><b><font face="Arial">III. Using World Wide Web </font></b> </p> <p><font face="Arial">The World Wide Web was created in 1991 with the concept that there is much academic information which should be made available for everyone without cost. WWW is easy to use but in order to use it a program called a <b>browser </b>is required. The most common browsers at this time are <b>Mosaic, Netscape, and Lynx. </b>We will demonstrate Netscape in this workshop. </font></p> <p><font face="Arial">We will discuss four main activities related to WWW: navigation, forms, search engines, and bookmarks. </font></p> <p><font face="Arial">NAVIGATION: moving through a WWW hypertext system. The WWW will display pages of information with <b>links </b>to other pages. Usually the links are noted in bold or different colors. To navigate the web means that we are "looking through" a document and then following the desired links to other documents of interest. </font></p> <p><font face="Arial">FORMS: aid in navigating the web. Many web pages have the ability to accept input from the user which will allow the user to navigate more quickly through the web document. </font></p> <p><font face="Arial">SEARCH: aid in finding sources of information. A word or group of words may be typed and the web crawler will return a list of home page sites which contain documents related to the search criteria. </font></p> <p><font face="Arial">BOOKMARKS: aid in helping users remember interesting places that have been observed while navigating the web. </font></p> <p><font face="Arial"><b>NAVIGATION</b> </font></p> <p><font face="Arial">While navigating the web, the first document that is displayed at a particular site is called a home page. We will practice navigating MTSU's home page first. Load Netscape by running Windows and click on Netscape. </font></p> <p><font face="Arial">Try navigating MTSU's home page to answering the following questions: </font></p> <blockquote> <ol> <li><font face="Arial"> How many computer labs does MTSU have and in what building are they located? </font></li> <li><font face="Arial"> What is the e-mail address of Dr. Chris Pettey? <br> Look at the list of URL addresses and navigate the appropriate sites to answer the following questions: </font></li> <li><font face="Arial"> What rating does our "Cool" Teen Movie Critic give the movie Psycho (1960)? <br> HINT: Look under What's Cool. </font></li> <li><font face="Arial">What is the population growth of Nashville, TN from 1980-1992 according to the US <br> Census Bureau? </font></li> <li><font face="Arial">How many works of art were selected from American art museums for exhibition in <br> the First Ladies' Garden of the White house? </font></li> <li><font face="Arial">What are the hours of operation for the KOM 252 University Computing Lab during <br> Session I? </font></li> <li><font face="Arial">Besides Coke and Diet Coke, what else is stocked in the Carnege Mellon SCS Coke Machine? </font></li> </ol> </blockquote> <p><font face="Arial"><b>FORMS</b> </font></p> <p><font face="Arial">Suppose that we wished to determine how much a ticket for a flight on July 1 from Nashville to Chicago would cost on Southwest Airlines? We might use the location: http://www.Iflyswan.com </font></p> <p><font face="Arial">Eventually we will need to supply information to this database so that the database can search for my desired information. This type of web document uses <b>forms </b>to allow the user to supply this needed information. </font></p> <p><font face="Arial">8) How much is a ticket for this flight? </font></p> <p><font face="Arial"><b>SEARCH</b> </font></p> <p><font face="Arial">Search engines may be used to help a user find web sites for particular topics. For example, I would use the mouse to click on [Net Search if I wished to find locations on the web which contained information about "American Airlines", for example. </font></p> <p><font face="Arial">9) Use the [Net Search] facility to determine the address of the home page for American Airlines. What is the address? </font></p> <p><font face="Arial"><b>BOOKMARKS</b> </font></p> <p><font face="Arial">Surfers of the Web can spend hours and hours and hours just navigating through the Web. However, once they find an interesting site, they would like to have some method for remembering the exact address of this site. The <b>[Bookmarks] </b>menu option is provided for this purpose. Once a user has found a site, the user will use the mouse to click on [Bookmarks] and then choose option [Add bookmark]. Therefore, if the user ever wishes to revisit this site, he only needs to select <b>[Bookmarks] </b>from the menu and then choose the desired site displayed on the screen. </font></p> <p><font face="Arial">10) Look at the bookmarks that are set up in your computer and visit an interesting site. </font></p> <p><font face="Arial">CS115 Internet LAB </font></p> <p><font face="Arial"> 1. Introduction to the Internet and Electronic Mail </font></p> <p><font face="Arial">The Internet is a collection of networks which share a common name and address space. This means that computers or terminals connected to the Internet will be able to contact each other and exchange data. Among the most popular .services available on the Internet are electronic mail (e-mail), file transfer (File Transfer Protocol or FTP) and remote login via Telnet Protocol. We will discuss e-mail communication first in this lab. </font></p> <p><font face="Arial">MTSU's mainframe computer (frank) is connected to the Internet. However, since frank is a mainframe computer, all person's who wish to have access to frank must have an account. Personal accounts can be requested through the Office of Information Technology (OIT) in Cope 001. Also, for your protection a password is also assigned to your account. At this time, your instructor has set up a <b>temporary </b>account for you in order that you might practice using the Internet mail services during this lab. Your instructor will supply the password for your temporary account. </font></p> <p><font face="Arial">Your temporary account name is: cs------ </font></p> <p><font face="Arial">Your password is: -------- </font></p> <p><font face="Arial">Your Internet address is: cs------@mtsu.edu </font></p> <p><font face="Arial">Your Instructor's account name is: cs------ </font></p> <p><font face="Arial">You can send e-mail messages to anyone who has access to the Internet. This means that you can send messages to users at MTSU and to users on other networks. To send e-mail to another user at MTSU, you must know the account name of the other user. To send e-mail to a person who is not on MTSU's network, you must know their Internet address. </font></p> <p><font face="Arial">Our objective in this lab is to practice basic e-mail applications. We will practice these<b> </b>applications by: </font></p> <blockquote> <ol> <li><font face="Arial">sending an<b> </b>e-mail message to a partner and to yourself </font></li> <li><font face="Arial"> reading e-mail messages<b> </b>and </font></li> <li><font face="Arial"> sending<b> </b>an e-mail message to your instructor. </font></li> </ol> </blockquote> <p><font face="Arial">Let's begin! <b>BE CAREFUL!</b> Read all instructions carefully! </font></p> <p><b><font face="Arial">A. Gaining Access to Frank (LOGGING ON) </font></b></p> <blockquote> <ol> <li><font face="Arial">You will need a partner for this lab. Starting at the end of each row of computers in this lab, choose a partner by pairing off. Write down your partner's account name: </font></li> <li><font face="Arial">On your screen you will see the following prompt: </font></li> </ol> </blockquote> <p><font face="Arial"><b>C:\></b> </font></p> <p><font face="Arial">Type in <b>set host frank </b>and hit <b><ENTER></b>. </font></p> <p><font face="Arial">This instruction is important as it will cause the execution of a communications program that will allow your computer in the lab to connect to the MTSU's computer called frank. </font></p> <p><font face="Arial">3. At his point you should see the following prompt on the screen: </font></p> <p><font face="Arial"><b>LOGIN:</b> </font></p> <p><font face="Arial">Type in your account name exactly as given above and press <b><ENTER></b> </font></p> <p><font face="Arial">4. Next you will be asked for your password. Type in the password supplied by your instructor and hit <b><ENTER></b>. (As you type in your password, you will not see any letters on the screen. This is for your protection!) </font></p> <p><font face="Arial">You will then see the news messages on the screen. Read these messages if you wish. </font></p> <p><font face="Arial">6. You will then see: </font></p> <p><font face="Arial"><b>TERM = (vtl00)</b> </font></p> <p><font face="Arial">Press <b><ENTER></b> </font></p> <p><font face="Arial">7. Now, you should see the prompt: </font></p> <p><font face="Arial"><b>csh></b> </font></p> <p><font face="Arial">with a blinking cursor beside it. We are now ready for the first assignment - using the mail tool. </font></p> <p><b><font face="Arial">B. Running the Mail Facility </font></b> </p> <p><font face="Arial">Our mail tool is called <b>elm</b>.</font></p> <p><font face="Arial">8. Type in the following </font></p> <p><b><font face="Arial">elm</font></b><font face="Arial"> </font> </p> <p><font face="Arial">and press <b><ENTER></b> </font></p> <p><font face="Arial">9. At this time you <b>may</b> be asked to answer two questions: <br> </font></p> <ul> <dir> <p><font face="Arial">Shall I create the directory .elm for you and set it up (y/n/q)? </font></p> <p><font face="Arial">Shall I create the directory /users/class/cslOO/csl549??/Mail for you </font></p> <p><font face="Arial">(y/n/q)? </font></p> <p><font face="Arial">If you are asked these questions, type in y for each question and hit <b><ENTER></b></font></p> </dir> </ul> <p><font face="Arial">You should see a screen that looks similar to the following: </font></p> <p><font face="Arial">Mailbox is ' frank:/usr/mail/(account#)' with O messages [ELM2.4 PLQ$alpha3] </font></p> <p><font face="Arial">You can use any of the following commands by pressing the first character; </font></p> <p><font face="Arial">d)elete or u)ndelete mail, m)ail a message, r)eply or f)orward mail, q)uit </font></p> <p><font face="Arial">To read a message, press <return>. j=move down, k=move up, ?=help </font></p> <p><font face="Arial">Command: </font></p> <p><b><font face="Arial">C. Sending Mail</font></b><font face="Arial"> </font></p> <p><font face="Arial">Now we are ready to use the mail facility. Look carefully at the menu (index) displayed above and on your screen. You are now prompted to type in a command. Let's try mailing a letter to your partner! </font></p> <p><font face="Arial">10. Type in <b>m</b> - this is the menu selection for mailing a letter. Next, you must tell to whom you wish to send the letter. Send a letter to your partner by typing in your partner's user account number <b>(NOT THE PASSWORD NUMBER!)</b> and press <b><ENTER></b>. </font></p> <p><font face="Arial">11. Next you will be prompted to type in the subject of the message. Type in <b>hello </b>as the subject and hit <b><ENTER></b>. </font></p> <p><font face="Arial">12. You will now be prompted to show whom you wish copies sent to. Type in your account name and press <b><ENTER></b>. This means that the partner will receive a letter from you and you will receive a copy of the letter. We can now proceed to type the letter. The edit screen will appear as: </font></p> <ul> <dir> <ul> <ul> <ul> <dir> <p><font face="Arial">UW PICO (tm) 2.3 File: /tmp/snd.6875 l </font></p> </dir> </ul> </ul> </ul> <p><font face="Arial">^G Get Help ^O WriteOut ^R Read File ^Y Prev Pg... ^X Exit ^J Justify AW Where is ^V Next Pg...</font></p> </dir> </ul> <p><font face="Arial">13. Now type a short message. In the message, tell your partner your name, your major and your classification at MTSU. If you make a mistake while typing the letter, use the arrow keys and the backspace key. </font></p> <p><font face="Arial">14. When your message is ready to mail, hold down the <b>Ctrl</b> key and the <b>x</b> key at the same time. The computer will respond with: </font></p> <p><font face="Arial">Please choose one of the following options by parenthcsizcd Ictter: e)dit message, edit h)eaders, s)end it, or f)orget it.</font></p> <p><font face="Arial">15. Press <b>s</b> to send the message. The computer will send the message and return to the menu screen. </font></p> <p><font face="Arial">16. Send your partner another letter. (Use the above instructions if you have forgotten how to send a letter!) This time the subject of your letter should be <b>hobby. </b>In this letter, tell your partner what your favorite hobby is. </font></p> <p><b><font face="Arial">D. Reading Mail</font></b><font face="Arial"> </font></p> <p><font face="Arial">After you send the second letter, the computer will return to the menu screen. You should now have at least one new message that says: </font></p> <p><font face="Arial">N 1 Jan 31 To (name of person (some number) hello </font></p> <p><font face="Arial">This is your copy of the message that you sent to your patiner. You can tell it is a copy because of the word "To" displayed on the menu. </font></p> <p><font face="Arial">Now let's try reading your new message(s). </font></p> <ol> <li><font face="Arial">The message that you wish to read must be highlighted. Use the arrow keys to highlight the message that you wish to read. </font></li> </ol> <p><font face="Arial">18. After the message has been highlighted, press <b><ENTER></b>. This will allow you to see and read the highlighted message. If the mail message is longer than one screen, the computer will pause after each screen and wait for you to press <b><space bar>.</b> </font></p> <p><font face="Arial">19. After reading the message, notice that at the bottom of the screen is a message indicating that you should press <b>i</b> to return to the index. Press <b>i</b> at this time. </font></p> <p><font face="Arial">Note that there is no longer an <b>O</b> by the message. An <b>N</b> by the message indicates that the message is new (has not been seen before) and an <b>O</b> means that the message is old but is still unread. If there is no letter in this position, this means that you have read the message.</font></p> <p><font face="Arial">20. Read all your messages. </font></p> <p><b><font face="Arial">E. Exiting the Mail Facility and Exiting Frank</font></b><font face="Arial"> </font></p> <p><font face="Arial">Now that you have read your mail, you need to exit the mail facility. </font></p> <p><font face="Arial">21. At the menu command prompt, type in <b>q</b> which stands for quit. </font></p> <ul> <dir> <p><font face="Arial">The computer will respond with: Move read messages to "received folder? (y/n)</font></p> </dir> </ul> <p><font face="Arial">22. Type in <b>n</b> and press <b><ENTER></b> </font></p> <p><font face="Arial">The computer will then exit the mail tool and return you to the following prompt. </font></p> <p><font face="Arial"> <b>csh</b>> </font></p> <p><font face="Arial">This prompt indicates that we are still in communication with frank. Therefore, we must now inform frank that we wish to terminate communication. </font></p> <p><font face="Arial">23. Type in <b>exit</b> and press <b><ENTER></b> to exit frank. </font></p> <p><font face="Arial">The computer will respond with logout and then print a menu on the screen. </font></p> <p><font face="Arial">24. Hold the <b>Ctrl</b> key down and press the <b>F10</b> key. This will bring you back to the <b>C:\></b> prompt. </font></p> <p><b><font face="Arial">F. Review</font></b></p> <p><font face="Arial">If you read all of your mail appropriately, you should have read a letter from your instructor. In this letter, your instructor asked you a very important question. </font></p> <p><font face="Arial">25. Respond to your instructor's question by getting back into frank and sending a mail message to your instructor. The letter should contain the answer to your instructor's question! </font></p> <p><font face="Arial">26. After sending the letter to your instructor, exit the mail facility and exit communication with frank. </font></p> <p><font face="Arial">QUESTION: </font> </p> <p><font face="Arial">ANSWER: </font> </p> <p><font face="Arial">ADDRESS:</font></p> <p> </p> <p><b><font face="Arial">SITES URL</font></b><font face="Arial"> </font> </p> <p><font face="Arial">US BUREAU OF CENSUS http://www.census.gov </font> </p> <p><font face="Arial">Star Trek Home Page http://voyager.paramount.com </font> </p> <p><font face="Arial">Map Viewer Home Page http://pubweb.parc.xerox.com/map </font> </p> <p><font face="Arial">Buena Vista Movie Plex http:/bvp.wdp.com/BVPM/MooVPlex.html </font> </p> <p><font face="Arial">Movies and Television http ://alpha.acast.nova.edu/movies.html </font> </p> <p><font face="Arial">Dow Jones Quote Server http://www.secapl.com/cgi-bin/qs </font> </p> <p><font face="Arial">JobWeb http://www.risetime.com/risetime/preview.html </font> </p> <p><font face="Arial">Planet Earth Home Page http://white.nosc.mil/info_modern.html </font> </p> <p><font face="Arial">White House http://www.whitehouse.gov </font> </p> <p><font face="Arial">Library of Congress http://lcweb.loc.gov </font> </p> <p><font face="Arial">Sports Schedules http://www.cs.rochester.edu/u/ferguson/schedules/ </font> </p> <p><font face="Arial">Internet Movie Database http://www.cm.cf.au.uk/Movies/Oscars.html </font> </p> <p><font face="Arial">Elvis Shrine http://www/mitledu: 800 l/activities/4 IWest/Elvis.html </font> </p> <p><font face="Arial">Travel and Tourist Information http://www.digimark.net/rec-travel </font> </p> <p><font face="Arial">Best of the Web Awards http://wings.buffalo.edu/contest </font> </p> <p><font face="Arial">Cool Site of the Day http://www.inf~.net/cool.html </font> </p> <p><font face="Arial">The S impsons http ://www .digim ark. net/The S imipsons </font> </p> <p><font face="Arial">Wide Web of Sports http://tnswww.lcs.mit.edu/cgibin/sports </font> </p> <p><font face="Arial">Ultimate TV List http://cinenet.net.UTVL/utvl.html </font> </p> <p><font face="Arial">Chocolate Lover's Page http://www.ios.com/~mb/chocolate </font> </p> <p><font face="Arial">Natural History coast. http://ucmpl.berkeley.edu/welcome.html </font> </p> <p><font face="Arial">PC Magazine on the Web http://www.ziff.com:8001/~pcmag/ </font> </p> <p><font face="Arial">US Department of Education http://www.edu.gov/ <br> </font></p> <ul> <dir> <dir> <dir> <ul> <ul> <ul> <ul> <ul> <ul> <ul> <ul> <ul> <dir> <p><i><font face="Arial">Internet Questions</font></i></p> </dir> </ul> </ul> </ul> </ul> </ul> </ul> </ul> </ul> </ul> <p><i><font face="Arial">COCS 100 NAME</font></i><font face="Arial"> <br> <br> </font><b><font face="Arial">Please indicate best response to the following questions.</font></b><font face="Arial"> </font> </p> <p><font face="Arial">1. The name of MTSU's main frame computer is called </font> </p> <p><font face="Arial">a. mtsu </font> </p> <p><font face="Arial">b. sam </font> </p> <p><font face="Arial">c. frank </font> </p> <p><font face="Arial">d. mtsu.edu</font></p> <p><font face="Arial"> </font></p> </dir> <p><font face="Arial">2. The command to access MTSU's main frame from the lab in KOM 350 is</font></p> <p><font face="Arial">a. goto mtsu </font> </p> <p><font face="Arial">b. setfrank </font> </p> <p><font face="Arial">c. setmtsu.edu </font> </p> <p><font face="Arial">d. sethost frank </font> </p> <p> </p> </dir> </dir> <dir> <dir> <p><font face="Arial">3. What is the Internet?</font></p> <p><font face="Arial">a. a mode </font> </p> <p><font face="Arial">b. a collection of modem </font> </p> <p><font face="Arial">c. a network of computer system </font> </p> <p><font face="Arial">d. an operating system </font> </p> <p> </p> </dir> </dir> <dir> <dir> <p><font face="Arial">4. The name of the mail tool used in this class to access electronic mail is called </font> </p> <p><font face="Arial">a. elm </font> </p> <p><font face="Arial">b. mailbox </font> </p> <p><font face="Arial">c. box </font> </p> <p><font face="Arial">d. mtsu.mail </font> </p> <ul> <dir> <p> </p> </dir> </ul> <p><font face="Arial">5. What is Netscape? </font> </p> <p><font face="Arial">a. a program that allows users to implement electronic mail </font> </p> <p><font face="Arial">b. a browser </font> </p> <p><font face="Arial">c. another name for CPU </font> </p> <p><font face="Arial">d. a file transfer program <br> <br> </font> </p> <p><font face="Arial">6. What does WWW stand for </font> </p> <p><font face="Arial">a. Wide World of Windows </font> </p> <p><font face="Arial">b. Windows of Word Works </font> </p> <p><font face="Arial">c. World Wide Window </font> </p> <p><font face="Arial">d. World Wide Web </font> </p> <p> </p> <p><font face="Arial">7. Another name for electronic mail is </font> </p> <p><font face="Arial">a. surfmail </font> </p> <p><font face="Arial">b. mail surffing </font> </p> <p><font face="Arial">c. e-mail </font> </p> <p><font face="Arial">d. c-mail</font></p> <p> </p> <p><font face="Arial">8. Gopher is a tool which could be used to </font> </p> <p><font face="Arial">a. send electronic mail </font> </p> <p><font face="Arial">b. read electronic mail </font> </p> <p><font face="Arial">c. Iocate information on the Internet </font> </p> <p><font face="Arial">d. transfer information to a disk <br> </font> </p> <p><font face="Arial">9. All students must have special permission (an account must be set up) to use MTSU's main frame computer . This account is set up with two numbers. The first number is called the LOGON. What is the second number referred to as? </font> </p> <p><font face="Arial">a. password </font> </p> <p><font face="Arial">b. LOGOUT </font> </p> <p><font face="Arial">c. index </font> </p> <p><font face="Arial">d. security code </font> </p> <p> </p> <p><font face="Arial">10. Which one of the following is more accurate in denoting your Internet address? </font> </p> <p><font face="Arial">a. csl87510.mtsu </font> </p> <p><font face="Arial">b. csl87510@mtsu.edu </font> </p> <p><font face="Arial">c. csl87510$mtsu.edu </font> </p> <p><font face="Arial">d. csl87510@mtsu.edu</font></p> </dir> <p align="left"><font face="Arial"><b>Historical Perspective</b></font></p> </dir> </ul> <p><font face="Arial">A brief knowledge of<i> </i>the evolution of computers and computing is important for the "computer literate person" . Therefore, Let's examine the basic ideas behind the contributions of mankind in creating this thing called a computer. We will partition the history of computing into the following generations: </font> </p> <p><font face="Arial">The Pre-Computer age </font> </p> <p><font face="Arial">The First generation Machine </font> </p> <p><font face="Arial">The Second Generation Machine </font> </p> <p><font face="Arial">The third generation Machine </font> </p> <p><font face="Arial">The Fourth generation Machine </font> </p> <p><font face="Arial">1. The Pre-Computer AGE </font> </p> <p><b><font face="Arial">ABACUS</font></b><font face="Arial"> </font> </p> <p><font face="Arial">The abacus is an ancient calculating device (200 B.C.) which uses beads to represent digits. These beads are held in a wire frame and mathematical operations are performed by moving the beads to different areas of the frame. This is one of the earliest mechanical devices used by man to aid in data processing. </font> </p> <p><b><font face="Arial">Pascaline Calculator</font></b><font face="Arial"> </font> </p> <p><font face="Arial">A famous French mathematician by the name of Blaise Pascal invented the Pascaline which was the finest mechanical calculator. Today, there is a very popular computer programming language used in education which was given the name Pascal in recognition of Blaise Pascal's efforts back in 1642. </font> </p> <p><b><font face="Arial">Jacquard Loom</font></b><font face="Arial"> </font> </p> <p><font face="Arial">Joseph Jacquard's development of Jacquard Loom (a weaving machine which used punched cards to determine the pattern for woven material) in early nineteenth century paved the way for punched cards technology that is still used today in some applications. </font> </p> <p><b><font face="Arial">Difference Engine and the Analytical Engine</font></b><font face="Arial"> </font> </p> <p><font face="Arial">Charles Babbage is known for being the designer of the very first modern computer and is often referred to as the "Father of Computers". He designed the Difference Engine in the early 1800's but was not able to completely build this machine because the technology that existed in his day was not advanced enough to handle his intricate complex design plans. He resorted to another design called the analytical engine but ran into similar problems. Charles Babbage died a pauper and was never able to see his designs provide the ground work for the modern computers of today. <br> </font></p> <ul> <ul> <ul> <ul> <ul> <dir> <p><font face="Arial">edited by: Put your name here! </font> </p> <p><font face="Arial">Put your section name here! </font> </p> </dir> </ul> </ul> </ul> </ul> </ul> </td> </tr> </body> </html> | False | 0212 |
| 122 | Jon | Woodroof | woodroof@mtsu.edu | ../Faculty/faculty_images/jwoodroof.jpg | Accounting | Business | 1995 | Summer | none | none | <html> <body bgcolor="#ffffff"> <p>The objective of this project was to provide a facility that would expand students' learning environment to include a seamless access to remote data sites via the Internet's World-Wide Web. Through learning and implementing an HTML (Hypertext Markup Language is the language utilized by browsing programs that read the Internet's World-Wide Web), my proposal was to create an MTSU Web page for ACTG 45 1. This capability was to be in place for use by ACTG 451 students by Fall, 1995.</p> <p><b>THE RESULTS OF THE PROJECT:</b></p> <p>Using HoTMetaL (freeware downloaded from the internet) and Internet Assistant (a Word for Windows freeware add-on also downloaded from the internet) to design the various HTML documents, I have created a World Wide Web page for the Department of Accounting in general and the accounting systems courses I teach in particular. The general Department of Accounting page can be added to as there is more interest. As for the accounting systems courses page, it is ready to be implemented (see enclosed printouts ). Following Dr.Wahl's approval, it can be downloaded to FRANK, linked to MTSU's home page, and accessed by our students.</p> <p>Starting in the Fall (and assuming that room 301 in the Midgett Business Building is wired for access to the internet), ACTG 451 students will be able to obtain the course description, view the various requirements for the course and their grade weightings, browse information about their professor, communicate with their professor via e-mail, see the course schedule, study class notes, and surf the internet using various accounting systems internet links.</p> <p>Concerning the newly designed course's impact on the students, I plan to survey them at the end of the Fall semester to determine their impressions of this segment of the course. My expectation is that through their exposure to this exciting technology, our students will be better equipped when they graduate and, thus, better able to compete in the marketplace.</p> <p>This grant has enabled me to become 1) familiar with the internet and its many remarkable attributes as well as 2) proficient in various tools for creating HTML documents. These skills are extremely valuable and will be passed on to my students through ACTG 45 1.</p> <p>Thank you for the support of the Office of Information Technology and for the summer grant.</p> <p><b>Course and Project Description</b></p> <p>Accounting Information Systems is required for accounting majors. However, many computer information systems students take this course as an elective. So the course typically has both accounting and systems students. This course is the marriage of the se two critical disciplines. Accounting is the "language" of business and computer information systems manage the "flows" of business activities, including accounting data. Therefore, it is important for accountants to understand something a bout information systems and systems analysts to understand something about accounting. The projects in this course will act as a capstone for your accounting knowledge.</p> <p>In the first project you will develop an AIS in the spreadsheet of your choice (123, Quattro Pro, Excel). You will design a system that takes input in a general journal and automatically disseminates this into the various ledgers, and ultimately result s in dynamic (as opposed to static) financial statements. Students will be able to understand and appreciate the flows that link the income statement to the balance sheet. This project stresses financial accounting systems.</p> <p>The second project stresses managerial accounting systems. In this spreadsheet project you will begin with a variables page consisting of all the variables managers may be interested in manipulating to produce a master budget. All the major budgets will be designed. This project will again culminate in the production of dynamic financial statements. Students will be able to understand and appreciate the relationship between the cash budget and the accrual financial statements.</p> <p>Accounting Home Page: <a href="http://www.mtsu.edu/~business/accounting/">http://www.mtsu.edu/~business/accounting/</a></p> <p>Jon Woodroof's Home Page: <a href="http://www.mtsu.edu/~woodroof/JBW/">http://www.mtsu.edu/~woodroof/JBW/</a></p> <p><center><a href="http://www.mtsu.edu/~itres/grant.html"></a> </center></p> </body> </html> | False | ||
| 117 | Annette | Williams | awilliam@frank.mtsu.edu | ../Faculty/faculty_images/williams.GIF | Developmental Studies | Developmental Studies | 1995 | Fall | Tutorials for Developmental Algebra | Designed tutorial software for use in the Developmental Studies Math Lab to support instruction in Intermediate Algebra (DSM 0085) and Elementary Algebra (DSM 0080). The interactive tutorials show the relevance of the material that the students are asked to learn. | <html> <html> <head> <meta http-equiv="Content-Language" content="en-us"> <meta name="GENERATOR" content="Microsoft FrontPage 5.0"> <meta name="ProgId" content="FrontPage.Editor.Document"> <meta http-equiv="Content-Type" content="text/html; charset=windows-1252"> <title>New Page 1</title> </head> <body> <font face="arial, Arial, Helvetica"> <p>My project, <i>Tutorials for Developmental Algebra, </i>is well underway. I have one tutorial, <i>Linear Equations in Applications, </i>ready for use in the math lab next semester. The lab director is ordering the software for the computers there to be able to play a HyperCard program. The program has six branches which are Physical Science, Nursing, Health, Home, Military Science, and Statistics. There are several equations discussed and used under each category. The student may go to the main menu or to the category beginning from each card.</p> <p>The most time consuming part of the project was the learning process at the beginning. Another draw back was the lack of superscripts in HyperlEard. Before I ordered it, those who were supposed to know felt that I could import text to bring in exponent s, but the software does not recognize them as superscripts. I finally discovered that I could create tiny title fields to insert raised exponents in a smaller font than the other text. I have most recently been dressing up the cards with graphics. This also is requiring extra learning time.</p> <p>I intend to start on another tutorial soon. This one will be on quadratic equations in applications. In our department, the math faculty teach five classes in the fall and four in the spring, so I will have as much time to work on the tutorial in the spring as I did in the fall. I plan to use a survey in the spring to evaluate the effectiveness of the first tutorial comparing two classes which use it and two which do not. I am hoping to see a change in the attitudes of students concerning their need to learn the mathematics. I also will receive feedback from the lab workers who help student with the material.</p> <p><b>Linear Equations in Applications</b></p> <p><a href="#science">Science</a></p> <p><a href="#nursing">Nursing</a></p> <p><a href="#health">Health</a></font></p> <p><a href="#home"><font face="arial, Arial, Helvetica">Home</font></a></p> <p><a href="#statistics"><font face="arial, Arial, Helvetica">Statistics</font></a></p> <p><font face="arial, Arial, Helvetica">Work each problem on your paper checking each stop by clicking on the right arrow at the bottom of each page. Click on a topic to start. Clicking on Menu brings you back here. </font></p> <b> <p> </p> </b> <p><font face="arial, Arial, Helvetica">Physical Science is a required course for many MTSU students. In this course there are equations, also called formulas, in each section of the textbook used to mathematically describe force, mass, energy, light wavelength, temperature, speed, and many more physical relationships. Some of the many equations you might see are as follows: </font> </p> <p><font face="arial, Arial, Helvetica">F= 9/5 C + 320 Celsius/Fahrenheit Conversion </font></p> <p><font face="arial, Arial, Helvetica">E =mc2From Einstein's Theory of Relativity </font></p> <p><font face="arial, Arial, Helvetica">H= AEI + W First Law of Thermodynamics </font></p> <p><font face="arial, Arial, Helvetica"><a href="#menu">Menu</a> </font></p> <b> <p> </p> </b> <p><font face="arial, Arial, Helvetica">Nursing students at MTSU study how to measure various medications, how to set intravenous flow rates, and various bodily functions such as cardiac output. Nurses must be very efficient in working with metric units and be very competent with decimals. An error in placement of a decimal can mean a life when medication is measured. Click on the type of problem below that you want to work. </font></p> <p><font face="arial, Arial, Helvetica">Cardiac Output 0 = VB </font></p> <p><font face="arial, Arial, Helvetica">Medication Dosage Proportions </font> </p> <p><font face="arial, Arial, Helvetica"><a href="#menu">Menu</a> </font></p> <p><font face="arial, Arial, Helvetica">Cardiac Output , 0, equals the Volume of blood pumped per beat of the heart, V, by the ventricle in B beats. The relationship symbolically is 0 = VB. </font></p> <p><font face="arial, Arial, Helvetica">If a patient's cardiac output is 5300 milliliters /minute and his heart rate is 67 beats/minute, what is the volume of blood pumped by the heart per beat? </font></p> <p><font face="arial, Arial, Helvetica">0 = VB </font></p> <p><font face="arial, Arial, Helvetica">5300 mL/min = V(67 beats/min) </font> </p> <p><font face="arial, Arial, Helvetica">5300 mL/min = V(67 beats/min) </font> </p> <p><font face="arial, Arial, Helvetica">67 beats/min 67 beats/ min </font></p> <p><font face="arial, Arial, Helvetica">V = 79 mL/beat Simplify. </font></p> <p><font face="arial, Arial, Helvetica"><a href="#menu">Menu</a> </font></p> <b> <p> </p> </b> <p><font face="arial, Arial, Helvetica">Home is a place for mathematics. Consumer math, construction math, financial math are used daily by many people to get the best deals, to buy materials for projects, to balance their checkbooks. Click on a topic below to work some problems. </font></p> <p><font face="arial, Arial, Helvetica">Carpet Purchase </font></p> <p><font face="arial, Arial, Helvetica">Sales Tax </font></p> <p> <pouring <p Sidewalk Concrete a /><font face="arial, Arial, Helvetica"> <a href="#menu">Menu</a> </font></p> <b> <p> </p> </b> <p><font face="arial, Arial, Helvetica">1) How much can you spend per square yard to carpet a 10 ft by 12 ft room, if $300 is the budgeted limit? </font></p> <p><font face="arial, Arial, Helvetica">First, find the area of the room using Area Length x Width. </font></p> <p><font face="arial, Arial, Helvetica">This formula is for the area of a rectangle. </font></p> <ul> <ul> <ul> <ul> <dir> <p><font face="arial, Arial, Helvetica">A = lw </font></p> </dir> </ul> </ul> </ul> </ul> <p><font face="arial, Arial, Helvetica">If you count all of the little squares, there are 1 sq ft </font></p> <p><font face="arial, Arial, Helvetica">120. Each square is 1 square foot, so the area of </font></p> <p><font face="arial, Arial, Helvetica">the carpet is 120 sq ft. We use the formula </font></p> <p><font face="arial, Arial, Helvetica">to avoid the tedious counting which is not 10 ft </font></p> <p><font face="arial, Arial, Helvetica">to easy even with a grid work. </font> </p> <p><font face="arial, Arial, Helvetica">2) How much can you spend per square yard to carpet a IO ft by 12 ft room, if $300 is the budgeted limit? </font></p> <p><font face="arial, Arial, Helvetica">First, find the area of the room using Area = Length x Width. </font></p> <p><font face="arial, Arial, Helvetica">This formula is for the area of a rectangle. </font></p> <b> <p> </p> </b><center> <p><font face="arial, Arial, Helvetica">A = lw</font></p> </center><b> <p> </p> </b><center> <p><font face="arial, Arial, Helvetica">A = (10 ft)(12 ft)</font></p> </center><b> <p> </p> </b><center> <p><font face="arial, Arial, Helvetica">A= 120 sq ft</font></p> </center> <p><font face="arial, Arial, Helvetica">Second, change square feet to square yards. Remember </font></p> <p><font face="arial, Arial, Helvetica">1 sq yd = 9 sq ft. </font></p> <p><font face="arial, Arial, Helvetica">120 sq ft /1 x 1 sq yd/9 = 13.33 sq yd of carpet </font></p> <p><font face="arial, Arial, Helvetica">Third, find the price by dividing. </font></p> <p><font face="arial, Arial, Helvetica">Price per sq yd = $300/13.33 = $22.51 per sq yd, the limit you can spend. </font></p> <p><font face="arial, Arial, Helvetica">Now in Murfreesboro there is an 8.257% sales tax, so what price would the carpet have to be before tax to still be within the budget? </font></p> <p><font face="arial, Arial, Helvetica"><a href="#menu">Menu</a> </font></p> <b> <dir> </dir> </b> </body> </html> | False | 0370 | |
| 7 | Leslie | N. | Aspinwall | laspinwa@mtsu.edu | ../Faculty/faculty_images/lnaspinwall.jpg | Mathematical Sciences | Basic and Applied Sciences | 1996 | Spring | Lessons in Logo:A Guide for Students | Continued work on the development of instructional materials for MATH 201- Geometry for Elementary Teachers . He developed, piloted and evaluated a series of lesson plans which enable instructors of MATH 201 to utilize a software program called Logo in their courses and share the lessons with teachers for use in their elementary classrooms. | <html> <body bgcolor="#ffffff"> <p><center>Enriching the Instructional Effectiveness of MATH 201 Through the Use Of Technology</center></p> <p> We are pleased to report that we have completed the classroom technology project for which the Instructional Technologies Development Grant Committee provided funding. We have written a handbook for classroom use in sections of MATH 20 1 --Geometry for Elementary School Teachers--beginning Fall Semester 1996.</p> <p> We have enclosed a copy of <i>Lessons in Logo: A Guide for Students </i>for the committee. We wish to thank all who assisted in the endeavor; because of the time required, the project would not have been possible without your help.</p> <p>Thanks!</p> </body> </html> | False | |
| 93 | David | A. | Otts | dotts@mtsu.edu | ../Faculty/faculty_images/dotts.jpg | Developmental Studies | Developmental Studies | 1996 | Spring | none | Developed a tutorial package that combines computer-assisted instruction, practical applications, and animated graphics in a non-linear format to help students improve their ability to solve real-world problems algebraically. This package is available for use in the Developmental Studies Math Lab and in several Developmental Studies math courses. | <html> <body bgcolor="#ffffff"> <p>The primary tool for the delivery of this CAI tutorial is <i>HyperStudio (Roger </i>Wagner). Additional materials are being created using <i>MathWriter </i>(Brooke/Cole) and <i>Works 4.0 </i>(Microsoft) for Mac. The main stacks for each of the three areas, number problems, geometric problems, and rate problems have been created, with the modular design for each stack established. Each of these tutorial stacks has 5 parts: (1) 1-3 introductory cards, (2) a description & variations module, (3) a guided practice module, (4) a practice with feedback module, and (5) a challenge module. The tutorial package also has an introductory stack containing The Albert Card which is the beginning and ending of each session.</p> <p>The design is set as stated above. Collection of items and recommendations from colleagues continues. A usable version should be ready for 96F, with revision and updating as required. Since I get to teach two classes in a master classroom in the fall, I'll have plenty of student feedback for guiding improvements. A version will also be available in the DDS math lab in 96F.</p> <p> </p> </body> </html> | False | 0386 |
| 92 | Sheila | J. | Otto | sotto@mtsu.edu | ../Faculty/faculty_images/sotto.jpg | Developmental Studies | Developmental Studies | 1996 | Summer | Integrate technology into the Developmental Study Skills curriculum | Designed multimedia classroom presentation materials and interactive instructional materials for Developmental Study Skills (DSE 080). They utilized HyperCard, PowerPoint, and interactive study skills software to develop their materials. | <html> <body bgcolor="#FFFFFF"> <p>In the summer of 1996 my colleague Sheila Otto and Carolyn Hopper received an instructional technologies development grant to integrate technology into the Developmental Study Skills curriculum. As a result of that grant, the instructors in all sections address many of the course goals with extensive use of PowerPoint presentations, a course web site, and such technology as e-mail and electronic data bases. <p>The Developmental Study Skills class is primarily a hands-on, active learning class. The use of the quality presentation software developed as a result of the grant eliminated one of the required textbooks for the course and allows for more active learning in the classroom. PowerPoint is an excellent medium to use for visual presentation of activities and exercises involving such subjects as time management, goal setting, memory principles, note taking, learning styles, and test taking. The slides produced generate classroom activities. Presentation material for use in the master classroom was designed to address the goals and objectives of the course and to complement and reinforce the textbook, which is specifically tailored to the MTSU student. Individual students set goals, design their own master schedules, analyze their study habits, practice note taking techniques, and develop strategies for engaging memory techniques. Presentation software also allows for diagnosing test taking skills, predicting test questions, practicing strategies for objective and essay tests, and improving critical thinking skills within the framework of the course. <p>PowerPoint presentations were designed for each class session for use in a master classroom. Because Dr. Hopper is the only full-time study skills faculty, and other sections are taught by adjuncts or faculty in another discipline, the use and availability of PowerPoint presentation materials helps to train faculty not totally familiar with study strategies and helps ensure consistency across the sections. However, all sections of the course were not being taught in a master classroom. With the help of the Office of Information Technology, a portable master classroom was designed. The portable instructor's station includes an NEC projector and lap top computer for PowerPoint presentations, a VCR, CD-ROM player and ELMO visual presenter. With this portable master classroom, all study skills instructors have access to this technology in their classroom. PowerPoint presentations used in class are also available to students via the study skills web site. Students use them to prepare for class, review for tests or to take notes if they missed class. <p>PowerPoint presentation materials have been so successful in the study skills classroom that when Hopper wrote a study skills workbook/textbook for Houghton Mifflin(Practicing College Study Skills: Strategies for Success, 1998), she and Otto created PowerPoint slides to accompany the Instructors' Research Manual. In addition to being available with the resource manual, the PowerPoint slides are available on the publishers' web page and may be downloaded by the user <<a href="http://www.hmco.com/hmco/college/success/teachers/programs.html">http://www.hmco.com/hmco/college/success/teachers/programs.html</a>>. <p>In addition to the use of PowerPoint, technology is being used in the study skills course via the course web page <<a href="http://www.mtsu.edu/~studskl/">http://www.mtsu.edu/~studskl/</a>>: The Study Skills Help Page. The page was designed with two purposes in mind. The first purpose was to provide a home base for the course, a place where students could find course requirements, syllabus, assignments, supplementary material, Power Point slides, review sheets and practice tests. It was believed that this would be useful both to current students and former students. The second purpose was to serve as a resource to students not enrolled in a study skills course by offering essential study tips in various areas and links to other study skills pages. The Study Skills Help Page went on-line in September. It has far exceeded our expectations. <p>The 120 students enrolled in the study skills course in the fall of 1997 were the first to use the web page. They were introduced to technology in the classroom the fourth day of class when they met in a computer lab. Each student learned how to use the frank account and how to access the web page. One e-mail assignment required students to e-mail their instructor, and another assignment required them to e-mail their developmental studies advisor. Hopper is convinced that this type of assignment, especially since it occurred during the first three weeks of school, enhanced retention. Students surveyed this fall say they have used the web page most often to access PowerPoint slides, to find assignments, to review for tests, and to link to other study skills sites. Ninety-nine percent of the students used the web page more than twice. Eighty-five percent used it more than four times. <p>The web page is obviously being used by those outside study skills class. Since Dr. Hopper put a counter on the web page the middle of September, it has received almost 10000 hits. The web page has been singled out by other web sites such as Net Announce <<a href="http://www.erspros.com/net-announce/">http://www.erspros.com/net-announce/</a>> and the World Lecture Hall <<a href="http://www.utexas.edu/world/lecture/">http://www.utexas.edu/world/lecture/</a>>. Dr. Hopper has received e-mails from students and instructors across the country asking questions and thanking for her tips. A middle school instructor in New Jersey is using the PowerPoint slides and study tips downloaded from the site to build a study skills course for his district. An economics professor in Iowa supplemented her class with study tips from the web page and found it so successful that she has requested that her college develop a study skills course. In addition to maintaining the Study Skills Help page, Dr. Hopper also maintains the department web page and coordinates student workers to help members of the department develop their own web pages. <p>One further use of technology in the study skills curriculum involves teaching students to use the electronic data bases available for research. Students spend three weeks in the library involved in various hands-on activities to ensure they know what technology is available in the library and how to use it. Study Skills students are excited about learning, and a great deal of that excitement is generated from the use of technology to meet teaching and learning goals. </body> </html> | False | 0016 |
| 18 | James | L. | Bush | jlbush@mtsu.edu | ../Faculty/faculty_images/bush.GIF | Accounting | Business | 1996 | Fall | none | Developed multimedia-based teaching materials for ACCT 302 - Managerial Accounting. PowerPoint presentations, Excel spreadsheets, and video clips were integrated into a package that is used to illustrate concepts from the course. | <html> <body bgcolor="#ffffff"> <p>The purpose of this report is to give an accounting of the progress and accomplishments of my Fall 1996 OIT Grant. The basic thrust of the grant proposal was to allow me to develop multimedia materials for Accounting 302. These materials would make it possible to effectively employ the technology of the master classroom for teaching this course.</p> <p>During the grant period, a series of PowerPoint slides were prepared which typically set forth selected chapter objectives which the text addresses and emphasize terminology or primary concepts. These materials were prepared for all sixteen chapters which are typically covered during a semester in Accounting 302. Since problem analysis and development of solutions to problems are important skills for students of this course, PowerPoint slides and/or Excel spreadsheets of some examples and all of the assigned problems were developed for each chapter the course covers.</p> <p>Developing examples and problem solutions proved to be somewhat more tedious than was anticipated. The primary factor contributing to the longer than anticipated development time was the need to avoid materials which merely present a problem's solution. Simply displaying the problem's ultimate solution would seem to represent no essential improvement beyond the capabilities of an overhead projector. Although this challenge was easier to cope with since this was not the first time through the development process for this type of material.</p> <p>Another primary thrust for the grant addressed in my proposal was to select to video-taped segments which would serve to amplify concepts contained in the course and to provide perspective to the student concerning the topics being presented. I found choosing these materials to be daunting in two significant ways. In the first place, I found few of the materials available to me during the grant period to be adequate to accomplish what I envisioned. I had expected to find segments which were more focused in their message. In other words, to be able to find taped topics which would be narrow enough in their scope to cover the topics or some of the topics in a specific chapter. What I had available, in fact, was material which tends to explain concepts or describe issues over a much broader range of topics than the text focuses upon in a single chapter. Frankly, this discovery will ensure that the search goes on to find videos which tend to be more focused upon individual concepts than those which I selected for use during my recent search.</p> <p>The second troublesome aspect related to the inclusion of the videos in the presentations for Accounting 302 revolves around the amount of time which will need to be devoted to these segments of tape. I have found no comfortable way to resolve the fact that the taped segments which I have selected tend to last for periods of time in the 8 to 15 minute range. Suddenly, I found myself faced with what parts of the lecture or what amount of time which is typically devoted to exercises and problems to curtail. At this point is seems that there must be some experimentation when I next teach Accounting 302 so that I can determine how to manage the trade-offs the inclusion of the selected video segments will entail. I remain convinced that the inclusion of the video tape will have the positive effect of stimulating my students' interest in both Accounting 302 and the real-world issues they are likely to face after graduation.</p> <p>By the end of the grant period, I had essentially finished preparation of the PowerPoint slides and Excel spreadsheets which I plan to use. I have also tentatively settled on the video taped segments which I plan to use. However, as mentioned above, I continue to look for additional sources of taped materials which may ultimately lead to a different mix of taped segments.</p> <p>The only thing proposed in the grant which has not been done is to put together a web site that could be used to provide students with an additional resource to rely upon. I would very much like to purse this, but as yet I have had no training in the techniques required to post the materials on a web site. Some faculty have suggested to me that this endeavor could prove to be a very time consuming activity once the site was up, however. It is likely that I will bring a site on line at some future date, but its scope may change from what I had originally envisioned.</p> <p>I had suggested in my proposal that it would be possible to develop questionnaires to elicit feedback from my students concerning the use of multimedia in Accounting 302. Although I did teach a section of this course during the grant period, I was not able to find a master classroom or an equivalent to use. My department now has a computer cart, but it was scheduled to be in use elsewhere during my class. Currently, I am scheduled to teach a section in Session II this summer, but at this point I am not scheduled to teach in a master classroom.</p> <p>If OIT prefers, I will to develop and administer questionnaires for the next section of this course which I teach when I am scheduled in a master classroom. These questionnaires will be forwarded along with an analysis of the responses to them to OIT upon completion of that semester. A section of the questionnaires could be written to gather information about the impact which the students attribute to the video tapes.</p> <p> </p> </body> </html> | False | 0050 |
| 124 | Sung | Kun | Yoo | cssung@mtsu.edu | ../Faculty/faculty_images/syoo.jpg | Computer Science | Basic and Applied Sciences | 1996 | Spring | the Ceilidh System | Installed, evaluated, and customized two interactive visualization tools for use in three computer sciences courses. Ceilidh and XTANGO will provide visual demonstrations of complex ideas for use in teaching computer science. | <HTML> <BODY BGCOLOR="#ffffff"> <P> <H4> Project Description: </H4> <P> The objective of this project was to install, evaluate, and customize an automated grading system, Ceilidh, and an <BR> interactive visualization tool, XTANGO, for use in computer sciences courses..<BR> <H4> Introduction: </H4> <P> Ceilidh: The Ceilidh system was created and has been used at Nottingham University and many other universities around the world since 1988. The system assists students in using the C++ and C languages by presenting a problem along with a skeleton program. Once a student submits a solution, the system grades the <BR> program and assesses the student's ability. <P> The grading of a student's program is done using metrics such as indentation, program structure and "lint" warnings, as well as other. The marks are made available to the student, the course instructor, and the student's human tutor. When a student's program has a bug, the system displays the compilation error messages, but makes no attempt to help the student understand the nature of the error. <P> Ceilidh is implemented in a UNIX environment. In general, it is hard for novice programmers to understand syntax error <BR> messages generated by a C-compiler for a UNIX-based system, since those error messages are not problem specific. An error message may state a problem in a correct statement while the actual error occurs in a previous line. It would be helpful for the student if the error message is more problem specific and explains the actual cause of the error. For a teacher or a skilled programmer, these cryptic error messages are not difficult to understand. They have learned the necessary background<BR> knowledge that can help them understand the error messages. <BR> <P> However, the Ceilidh system can not assist a student on a compiler error messages since the system does not have the necessary information. Information about error messages can be hand-coded by an expert or can be gathered using a machine learning technique. The following subsection describes a machine learning technique that we have incorporated into the Ceilidh system to assist a student with C-compiler error messages. <P> XTANGO: XTANGO is a general purpose algorithm animation system that supports programmers to develop <BR> animation of their own algorithms and programs. This system was developed at the Georgia Tech College of Computing. <H4> Results: </H4> <P> Both of the system was successfully installed on the HP and Linux system. Ceilidh could not be installed on frank.mtsu.edu because the system does not support SUID setting , and it was installed on Linux system. Ceilidh system was modified to collect the compilation error during program development. The automated grading environment was tried for the CS303C class and the students were generally happy to have the programming assignments on line and to have the grade immediately. <P> This immediate response encourage the students to continue to try until they get the good score. The system modification to collect the student's programming errors during the session motivated the research project - called C-CEMI (C-Compiler Error Message Interpreter). This new system developed at MTSU creates a rulebase by capturing compiler error messages inside the Ceilidh session and using them as a means of building a decision tree. C-CEMI was presented at the 35th ACM Southeast Coference in Spring1997 by Jungsoon Yoo, Doug Smith, Sung Yoo, and Thomas Cheatham in Department of Computer Science at Middle Tennessee State University. <P> Xtango was installed and used to provide visual demonstrations of complex ideas for use in teaching computer science. Installed sample visualization package includes - binary search, binary tree, binary tree search, B-tree, eight queens problem, game of life, Dijkstra's shortest path, selection sort, merge sort, and quick sort visualization. This package was not used by myself in the classroom environment but it will be used in the classroom teaching whenever I teach the CS1 and/or CS2 classes. </BODY></HTML> | False | 0205 |
| 56 | Steven | T. | Jones | stjones@mtsu.edu | ../Faculty/faculty_images/sjones.jpg | Speech and Theatre | Liberal Arts | 1996 | Summer | Interactive Stage Technology | Created an interactive learning aid for SPEE 333 - Stagecraft. He is utilized SuperCard to author a program containing video, sound, graphics, and animation. The program allows students to explore the aspects of theater stagecraft that are not possible within the framework of the course. | <html> <body bgcolor="#ffffff"> <p>This summer proved to be an enlightening experience as I worked on the grant I had secured. Having dabbled in creating interactive media projects before, this was my first "saturation" in one. At this point in time the project is quite away from being finalized. The basic shape of the project is there, with some limited function ability. But the project on the whole, is what I would call in a "pre-alpha" release state. Two major obstacles kept this project from moving to a more completed state over the summer. I would like to outline these below.</p> <p><font size="+1">The Planning Process</font></p> <p>Never having jumped into a multimedia project this deeply and so quickly, I found myself putting the cart in front of the horse too many times. I faded to map out a full and complete plan of not only what I wanted the Project to do, but in how I wanted it to do it. I became too engrossed in the programming nuances, and the details of the user interface and lost sight of the purpose of the project. I attribute this to my fascination with the "innards" of computer software and not "stepping back" enough to look at the entire project as a whole.</p> <p>As I continue on this project over the next year, I have learned that the emphasis must be on the overall purpose of the project, and not on the specifics. In retrospect, I am a bit amazed that I fell into this trap as it is something I teach my students to avoid almost constantly. The idea of not losing sight of the big picture. I should have realized sooner that the rules don't change because it is computer based. This problem led to some fairly functional elements that don't really work with the overall design of the project.</p> <p>As I continue working on the project, I am mapping out the entire project on paper before doing any more coding. I realize too much time was spent typing lines of code as opposed to planning the user experience. I will soon have a solid foundation on which to continue development of the project to its fullest potential.</p> <p><b>Funding Process</b></p> <p>My initial proposal for this project was to complete all aspects using Macromedia Director for the Macintosh. However, because of end of year reductions, there were not funds available to purchase this product. This caused me to switch development environments to SuperCard, from Allegiant Technologies. This created the need to learn a new programming environment as well as compiling the project. This may be why I placed too much emphasis on the programming, as I was worried about getting up to speed on this software.</p> <p>Additionally, I was hesitant to fully develop the project in SuperCard and then have to port the entire project over to Director. As it now stands, in learning SuperCard over this summer, I think it may be a more appropriate development environment to meet my needs.</p> <p>A last funding hurdle was in obtaining the remaining hardware to be funded by our department. Because of the bid process, and having to wait for the new fiscal year, the software (Director) and associate project hardware, did not arrive on campus until about two weeks before classes began.</p> <p><b>Evaluation</b></p> <p>I think, from the standpoint of insight and understanding I have gained, that this project has been very successful. I will continue to develop the program so that I may utilize it as a teaching aid in my class, as was initially planned. The program has a good start, and should continue as planned with an emphasis on re-focusing the structure on the overall purpose. I have learned a great deal in how to plan (and not to plan) software development projects. My background in the arts allows me to stray from a formalistic structure when needed, and I mistakenly assumed I could apply this to the project as well. I was incorrect. Especially since I am still somewhat of novice at developing technology at this level.</p> <p>In conclusion, the process has been a rewarding one. I am thankful of having the opportunity to attempt this project. I will most certainly see this project through to its completion. At that time, I will submit a final copy of the software to this committee for its perusal.</p> </body> </html> | False | |
| 130 | Gail | Zlotky | gzlotky@frank.mtsu.edu | ../Faculty/faculty_images/gzlotky.jpg | Aerospace | Basic and Applied Sciences | 1996 | Fall | Toolbook Weather Learning Module | Utilized ToolBook to develop a multimedia presentation describing all of the elements affecting weather. The program contains photographs, charts, graphs, diagrams, and film footage depicting occurrences such as frontal development, severe weather forecasting, and extended outlooks. It has been incorporated into the existing Aviation curriculum. | <html> <body bgcolor="#ffffff"> <p>My proposed project was to use Toolbook software to establish a multimedia presentation on Weather for the aviation students. Weather is a very visual and tactile subject and has many facets that could be explored and better relayed to students through Toolbook. After creating my presentation, I planned to publish it on the World Wide Web to allow students around the world to learn weather.</p> <p>During the grant period, I took the time to collect, sort, and organize all the information necessary for incorporation into the weather presentation. This task proved to be daunting because the volume of information needed to properly teach the students was overwhelming.</p> <p>One of the hurdles of this project was learning to use Toolbook. It is a unique program, but I soon discovered that it is not as user-friendly as Microsoft PowerPoint. Not only did I have to build my presentation one layer at a time, but numerous pictures and graphs had to be scanned and imported into the program. This all proved to be a time consuming task. At one time, I considered the project to be nearing completion.</p> <p>However, the Federal Aviation Administration recently changed the format used to report weather to pilots. My project that I thought was nearing completion now has to be revised to reflect the new weather-reporting format. This caused a need to re-teach myself the Toolbook software, ultimately taking away from my ability to perfect the presentation I had created. In short, though Toolbook is a very good presentation program, it is neither as user-friendly nor as time-accommodating as Microsoft PowerPoint.</p> <p>I thank the committee for supporting my project. It may not appear to be a success; however, I consider the opportunity to explore Toolbook and module creation to be a valuable experience. I look forward to continuing my project and incorporating it into a Web Page.<br> </p> </body> </html> | False | 0067 | |
| 63 | Karen | K. | Lee | klee@mtsu.edu | ../Faculty/faculty_images/klee.jpg | Social Work | Liberal Arts | 1996 | Spring | none | Developed six videotapes that demonstrate specific skills and techniques used in social work interviewing. These role plays are used by students in SW 263 - Interviewing Skills for Social Work. | <html> <body bgcolor="#ffffff"> <p>The following is a progress report to the Instructional Technologies Development Grant Committee in regard the grant received from the committee for this semester for three hours of release time to create interviewing video tapes.</p> <p>Five tapes were created. In the first, my colleague Beth Sharber-Green played the role of the worker and a student played the client. This was a condensed version of a first interview, emphasizing the informational interview, In the second tape I was t he worker and another student was the client. This was a later interview of a different situation, focusing on problem solving, The third tape was an idea that evolved after I wrote the grant, Beth and I were co-facilitators of a group. Six students played the roles of clients. Each of these tapes is 25-35 minutes long which is shorter than the average individual or group session. The tapes were condensed to be more useful in a classroom. In each we do opened, developed, and closed the session and illustrated various techniques of interviewing.</p> <p>In the last two tapes students were both the clients and workers. Segments of interviews were demonstrated, focusing on specific skills, One tapes emphasized opening interviews. The other illustrated not giving advice, the involuntary client, and using difficult techniques such as confrontation.</p> <p>These tapes were created in time to use in SW 263 -Interviewing Skills for Social Work Practice and were quite a success. The students in the class responded well to the demonstration of the techniques that we were discussing. All of the various techniques and procedures that I planned to be included have been in this set of tapes.</p> <p>I thank the committee for the opportunity to create these tapes.</p> </body> </html> | False | 0322 |
| 68 | Marva | S. | Lucas | mlucas@mtsu.edu | ../Faculty/faculty_images/mlucas.jpg | Developmental Studies | Developmental Studies | 1996 | Fall | none | Developed, piloted, and evaluated a series of lesson plans that utilize specialized software for DSM 090 titled The Geometer's Sketchpad. The lessons are designed to enhance students' understanding and visualization of geometry concepts. | <html> <body bgcolor="#ffffff"> <p>The purpose of this memorandum is to inform you of my achievements with regards to the Instructional Technology Development Grant that I was awarded during the Fall Semester of 1996.</p> <p>During the Fall Semester, the Developmental Studies Department purchased and installed the "Geometer's Sketchpad" on my computer and on computers in the Developmental Studies Mathematics Lab. Initially, I got acquainted with the software. I wanted to see what it was capable of doing and then I wanted to learn the necessary "mechanics" to use it. I examined the objectives for DSM 090, the geometry course taught within the Developmental Studies Department, and began to create lesson plans tailored to meet those objectives.</p> <p>I am presently teaching this course and piloting these lesson plans. The students have been quite receptive to this new approach in teaching geometry. Many students have remarked that the concepts are much easier to understand when they can "see them" and the Sketchpad has given them this capability. I have enclosed a sample of one lesson plan and one student assignment.</p> <p>Ultimately, my plan is to revise and make copies of these lesson plans to share with other geometry instructors within the department. I would like to thank you and the other committee members for the active role that you played in transforming the traditional geometry class (lecture-centered) to one that is more technology-and-student-centered. My students have become more active participants in the learning process.</p> <p><font size="+1">DSM 090 Section 3.3</font></p> <p>Construct parallel lines cut by a transversal.</p> <p><b>1. </b>Using the "line" tool draw a line. (For simplicity make it horizontal.) _____________</p> <p><b>2.</b> Using the "point' tool, place a point above the line. ______________</p> <p><b>3.</b> Construct a line parallel to the one already on the screen.</p> <dl> <dd><b>a.</b> Using the "select" tool ( arrow ) select the line and the point (remember to hold down shift to select more than one object. <dd> <dd><b>b.</b> Go under "Construct"and highlight parallel lines. <dl> <dd>________________ <dd>________________ <dd> </dl> <dd>Now you should have a pair of parallel lines. </dl> <p><b>4.</b> Using the "line" tool draw a transversal.</p> <p><b>5.</b> Measure all angles. (Position measurement near its angle) Remember to measure an angle, you need three points. So, if you do not have enough points, use the "point' tool to place additional points on the line.</p> <p><b>6.</b> Record results.</p> <p> <table width="450" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <b>Angle</b></td> <td width="50%"> <b>Measure</b></td> </tr> </table> <p>1)</p> <p>2)</p> <p>3)</p> <p>4)</p> <p><i>5)</i></p> <p>6)</p> <p>7)</p> <p>8)</p> <p> </p> <p><b>7. </b>Make sketch here of what is on your screen.</p> <p><b>8.</b> Name both pairs of alternate interior angles and note their measures.</p> <p> <table width="450" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <b>Name</b></td> <td width="50%"> <b>Measure</b></td> </tr> </table> <b></b> <p>1) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <p>2) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <blockquote> <p>When 2 parallel lines are cut by a transversal, alternate interior angles formed are ________________________</p> </blockquote> <p><b>9.</b> Name both pairs alternate exterior angles and note their measures.</p> <p> <table width="450" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <b>Name</b></td> <td width="50%"> <b>Measure</b></td> </tr> </table> <p>1) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <p>2) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <dir> <p>When 2 parallel lines are cut by a transversal, alternate exterior angles formed are: ________________________ </dir> <p><b>10. </b>Name four pairs of corresponding angles and record their results.</p> <p> <table width="450" border="0" cellspacing="2" cellpadding="0"> <tr> <td width="50%"> <b>Name</b></td> <td width="50%"> <b>Measure</b></td> </tr> </table> <p>1) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <p>2) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <p>3) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <p>4) __________________________ ___________________________</p> <p>____________________________ ___________________________</p> <dir> <p>When 2 parallel lines are cut by a transversal, corresponding angles formed are: <p>________________________ <p> </dir> <p><font size="+2">DSM 090 COMPUTER EXERCISE (1 5 Test points)</font></p> <p><b>I.</b> Using the "Sketchpad", construct your "dream house."</p> <dl> <dd><b>a.</b> Save as "your name"-house. Example: Marva-house. <dd> <dd><b>b. </b>Make sure you transfer this file to your diskette. <dd> <dd><b>c.</b> After you are certain that your file is on your diskette, "drag" the original file to the trash. </dl> <p><b>II.</b> Write about the geometric shapes or terms that you used on this construction project. (note: you must use at least 15)</p> <dl> <dd><b>a.</b> Open up a "New Sketch". Using the text tool, type out your detailed description. Make sure you "sign" your name to your work. </dl> <p> </p> <p><b>III.</b> Bring diskette to me to obtain a print out of the project.</p> <p> </p> <p>This exercise will be graded on creativity and the degree to which the geometry terminology and shapes accurately depict the construction project.</p> <p> </p> <p>Have fun with this; can earn up to 3 extra points.</font</p> <p>Please see me if you have questions.</p> <p> </p> <p><b><font size="+2">GEOMETRIC SHAPES AND TERMS USED TO</font></b></p> <p>1.) Right angles are formed to provide a stable base for the house.</p> <p>2.) A rectangle is formed providing the frame for the house.</p> <p>3.) The roof consist of a parallelogram which exhibits the outer frame of the roof.</p> <p>4.) Parallels lines are formed on the roof showing ,!the texture of shingles on the roof.</p> <p><5.) Congruent sides are formed during the construction of the base of the house.</p> <p>6.) Perpendicular lines are shown as the base of the door.</p> <p>7.) Transversals are shown in each window.</p> <p>8.) Interior angles are also formed in the windows.</p> <p>9.) Alternate exterior angles are also in windows.</p> <p>10.) A hexagon is shown above the bay window.</p> <p>11.) The hexagon consist of diagonals.</p> <p>12.) The sun is full of acute angles.</p> <p>13.) Alternate interior angles are also formed inside the bay window.</p> <p>14.)Corresponding angles are consistent in the home.</p> <p>15) A apothem is formed inside the hexagon.</p> <p><font size="+1">Christie's Interview:</font></p> <p>* How did you become interested in using technology in your teaching?</p> <p>* Talk a little about your Instructional Technologies Development Grant and what it enabled you to do.</p> <p>* What's it like teaching in a master classroom?</p> <blockquote> <ul> <li>What had enabled you to do differently? <li>What has it enabled your students to do differently <li>Benefits and challenges to using this type of technology? </ul> </blockquote> <p>* How do your students feel about you use of technology in the classroom?</p> <p>* It seems you've become that technology expert in you department. Talk about that experience.</p> <p>*Talk a little about the opportunities you've had to network with your peers at other institutions and what their response has been to the technology-based materials you use.</p> <p>* Talk about your experience being the first recipient of the Outstanding Achievement in Instru |