IHETS: Indiana Higher Education Telecommunication System

Abstract:

The "Teach Me to Compute, On-Line" course is a feasible solution to a computer training challenge that Purdue University and Ivy Tech State College - Lafayette believe will be the catalyst for building a learning community through the use of technology, specifically use of the World Wide Web. This non-credit course will allow teacher education majors at Purdue University to maintain their computer skills while completing their 4-year course of study. It will also be the resource that Ivy Tech State College - Lafayette will use to meet its current demand for non-credit, on-line, web-based computer training courses which parallels their formal, in-lab computer training courses - a need which up until now has been unmet locally. Through this course, both institutions will be able to reach a diverse group of novice computer users from both urban and rural environments throughout the state of Indiana (and possibly beyond) who desire to take advantage of computer training courses at a distance. Our vision is that this course will ultimately serve as a model for other organizations wishing to develop similar distance learning computer training courses. We hereby solicit funding from the Indiana Higher Education Telecommunication System.

Narrative

The speed at which the industry is developing and producing high speed, high powered computers mandates a new mindset from those empowered to produce the manpower for the next millennium. The current decade bears witness to an evolving job market which previously echoed, "computer experience preferred." Today, as we stand on the threshold of the 21st century, the standard for job opportunities bellows, "computer experience required." Impact is not limited to business and industry environments. A single glance at educational reform sweeping our nation staunchly affirms that teachers are expected to possess computer skills and also be capable of integrating technology into existing curricula.

Purdue University and Ivy Tech State College - Lafayette recognize that computer training is a viable solution to some of the instructional goals defined as a result of manpower needs in our society. Both organizations service individuals who need to enter or re-enter the workplace with the computer skills required by potential employers, whoever those employers might be. For the School of Education at Purdue University, which does not specialize in computer training, its employers are school administrators who either want to hire pre-service teachers with computer skills or who require their in-service teachers to upgrade their current skills to include computer skills. For Business and Industry Training/Continuing Education at Ivy Tech State College - Lafayette, which does specialize in training, the employers are business and industry leaders seeking to aggressively recruit and/or retain high quality, high potential individuals who possess computer skills. Both organizations recognize a commonality to develop a feasible system through which students can obtain and maintain computer skills in a timely manner and meet the job specific requirements of possessing adequate computer skills.

It is for this reason that faculty in the School of Education - Department of Curriculum and Instruction (C&I) at Purdue University, and Business and Industry Training/Continuing Education (BIT/CE) administrators at Ivy Tech State College - Lafayette present this collaborative proposal to develop a non-credit, on-line, web-based computer training course module that teaches computer skills to novice users as they compute, on-line. We envision success of this novice level module as just the beginning of an entire series of "Teach Me To Compute, On-Line" modules that will grow and change over time to include a spectrum of different software applications available to users at all levels of learning.

Need for the course

For the School of Education at Purdue University, effective Fall 1999 and every semester thereafter, approximately 250-300 pre-service teachers will be required to take EDCI260, Educational Technology and Computers, which incorporates basic computer skills in an introductory course on technology and teaching via a lecture/lab format. A mechanism that allows these novice computer users on-going reinforcement of their computer skills during the course, but particularly after the course, would prove beneficial because most of these students will not enter the teaching workplace for up to 2 years following completion of the course. An on-line, web-based computer training system, accessible 24-hours, 7-days a week, would give them the flexibility to reinforce and update their computer skills as necessary without the inconvenience of additional formal coursework.

BIT/CE currently offers non-credit, fee-based, computer training courses. These formal, in-class training sessions are very popular, however, the demand for equivalent, non-credit, on-line, web-based computer training courses, remains unmet locally. At present, such instructional services have been contracted to an outside organization located in California. BIT/CE would like to develop, deliver and maintain computer courses tailored for this audience in order to service their customers with better content and pedagogically/androgagically sound instruction.

Significance of the course

The target audience as defined for the initial modular course will be novice computer users in the teacher education program at Purdue University and novice computer users enrolling in computer training courses at Ivy Tech State College - Lafayette. Participants from both organizations will be individuals who need continuing education opportunities which afford them quality computer training at their level of learning regardless of location.

Faculty within C&I at Purdue University possess the instructional design expertise to successfully develop a non-credit, on-line computer course module at the novice level that is pedagogically/androgagically sound. The primary mission of the School of Education, however, is not computer training. BIT/CE has a primary mission to provide quality computer training. Additionally, they have an existing market for such services. Locally however, their time and resources to develop such courses for on-line delivery are limited. By sharing time, resources and manpower, the learning needs of students at both institutions would be better met through this course and impact would be extended to at least two environments.

Priorities addressed

Both organizations are struggling with the problem of limited computer lab space. Development and delivery of this course, on-line via the World Wide Web, provides a solution to that problem.

Both organizations desire to service students with high quality courses. For Purdue University, this course will be an on-going educational resource available free of charge to their teacher education majors during and following the completion of EDCI260. At present, there are approximately 1,330 students enrolled in the teacher education program. For BIT/CE, on-line computer courses are in high demand. Registration for on-line courses to the California contractor has doubled every semester. By December 1998, registration is expected to exceed 100 students in an environment where the registration process cycles every 3 weeks. From inception, drop rate from the on-line courses has been zero!

This course addresses the needs of non-traditional, self-motivated lifelong learners who seek out learning opportunities that conveniently fit into their demanding schedules. Additionally, it provides individuals who have a computer and Internet access with excellent continuing professional education opportunities, in spite of time constraints.

The demand for on-line computer courses is on the rise. Ivy Tech State College - Lafayette will market the non-credit, on-line, web-based computer training modular course to a diverse group of novice computer users from both urban and rural environments throughout the state of Indiana (and possibly beyond) who prefer to take advantage of computer courses at a distance. The success of this course will serve as a model for other regions of Ivy Tech State College seeking to market equivalent, distance, computer training courses.

This is an exploding market which will continue to increase over time. Currently, registration inquiries are being received from a variety of locations including Gary, Indiana; Chicago, Illinois; and even New Jersey. Many come to Ivy Tech State College - Lafayette because of its reputation for quality, state-of-the-art delivery systems. Having earned their trust, BIT/CE wish to continue this trend by meeting the future needs of students and clients.

Course development plan

C&I faculty at Purdue University will collaborate with BIT/CE at Ivy Tech State College - Lafayette to develop the on-line, web-based computer course with at least two components for interactivity. A pre-requisite of the course will be basic Internet skills using e-mail and the World Wide Web. Two C&I graduate practicum students at Purdue will assist in this venture every semester. Hardware is already in place at both institutions, however, administrative software will need to be purchased to oversee the registration, management, and interactive processes of the course. We are looking at WebCT as the software of choice for it also allows for the integration of the interactive components of the course. A full year of data regarding learner characteristics for previous and current EDCI260 students is available for analysis prior to course development. Registration data at BIT/CE may include some learner characteristics, and if so, that data will be reviewed. A simple three step instruction design model as follows will be used to design the instruction:

Instructional goals:

Demonstrate, through use of realistic examples, understanding of the basic features of each computer application.
Think through the process of interacting with the computer.
Increase competency in working with computer applications.

Learner outcomes

Consistently access the website for on-line instructions to systematic computer software activities using a computer which meets the minimum hardware and software requirements of the course.
Complete and submit in its entirety the on-line pre-assessment for each software application.
Actively participate in the learning process via the auditory and visual instructional components within the website.
Explicitly follow all on-line instructions for downloading the necessary computer activities.
Practice each computer software activity off-line, using resources provided, until 100% mastery has been reached.
Submit, via email attachments, all practice activities which demonstrate 100% mastery for feedback.
When ready, complete and submit the on-line assessment for each computer application .

Activities necessary to achieve the instructional goals:

Whereas students for the most part will be working independently on their activities, some interactivity will be built into the course, above and beyond on-line feedback from the instructional facilitators. Support from other on-line students will be available via e-mail and a listserv. A variety of instructional methods will be incorporated into the graphical user web browser interface: On-line PowerPoint presentations will add spice to lecture notes; short audio files will add realism to the non-traditional classroom; graphic files will provide a visual frame of reference to different perspectives; flow charts will show the progression for learning; on-line software tutorials and help files will be integrated into the learning experience; and some on-line office hours will be established based upon need.

Previous experience with students working at a distance warrants the establishment and communication of minimum hardware and software requirements prior to the official registration process. This initial course of the "Teach Me To Compute, On-Line" series will consist of just the basics for the Windows software applications titled and listed below:

Windows ‘95 Survival Skills, and/or Windows ‘98 Survival Skills
Windows File Management 101: The Logic to Saving It and Finding It Every Time
Plain and Simple Microsoft Word
Plain and Simple Microsoft Excel
Plain and Simple Microsoft PowerPoint

Evaluation of student performance

The process of learning computer skills requires consistent use of computer skills. Each student will complete a software pre-assessment so that a point on the learning continuum can be established. An array of practice activities will be available for students to interact with and submit for feedback. The activities assess software skills rather than one’s ability to type. Because each activity will contain the typed text and students will apply the concepts, they may download the files as many times as they desire in order to get the maximum benefit from practice. They are to achieve 100% mastery prior to submission for feedback. Such activities can be completed at one’s own pace, however, a date by which assignments must be submitted will be established at the onset of the course. A final on-line assessment activity will be required for each of the five software modules in the course. Proficiency will be defined as a minimum score of 80%.

Evaluation of instructors’ performance

The initial instructors for the course will be the lead investigator and the two graduate practicum students working on the project during that semester. The graduate students will be trained prior to actually assisting with the facilitation of the course. Weekly staff meetings will serve as a platform for discussion of on-going performance. Additionally, periodic surveys will be solicited electronically from course participants to obtain their feedback regarding the website maintenance, instructor comments, and turnaround time for feedback. Instructors will be asked to submit periodic self-evaluations that will allow for formative evaluation of their performance, and opportunities to correct problems before students complete the course and the summative evaluations are obtained.

Evaluation of overall course

The planning process for the course will include the development of data collection instruments. Inclusive in that development will be an overall evaluation plan. In light of the fact that the on-line course will parallel content delivered in the traditional computer courses at Purdue University and Ivy Tech State College - Lafayette, comparisons of success between the two will be tracked and analyzed. Listservs will also be monitored for student comments, and e-mail messages that specify problems will be qualitatively analyzed to extract information that would help improve the course. Part of the overall evaluation of the course will include the number of times each student actually accessed the website while taking the course. Although no points will be assigned, such data will be beneficial in the overall assessment of the course and the demand for access to the site. In particular, data from the EDCI260 students accessing the mirrored website, which shall be housed on a separate server, will be analyzed and compared with data from the formal class. Dr. Timothy Newby, who serves as the instructor of course for EDCI260, will be provided with timely reports on the voluntary level of participation. A doctoral student in Educational Technology or Educational Studies will be hired as a quarter-time research assistant to conduct the final evaluation on the course.

Project timeline

September 1998 -apply for grant

February 1999 -grants awarded

begin course planning; analyze previously collected data, especially pre-assessments; develop/modify data collection instruments; interviewpotential practicum students with instructional design and web developmentskills; select two practicum students for project

March 1999 -storyboard website; define advanced website features; continue collection of preliminary data; order administrative software; begin website development according to storyboard; begin computer activities development

April 1999 - pilot test administrative software; continue website and activities development

Early May 1999 -finalize website

Mid-May 1999 -preliminary pilot test of website with EDCI260 summer students

June 1999 -analyze pilot data from EDCI260 students

July 1999 -make website modifications; seek additional grant opportunities

August through -interview and select graduate practicum students;

December 1999 begin full-fledged program as supplement to EDCI260 Fall 1999 course; hire 10-month, 1/4-time graduate assistant as evaluator

January 2000 -interview and select graduate practicum students;

February through registration process cycles every 8 weeks; course will being offered

May 2000 twice during the semester to Ivy Tech State College - Lafayette distance learners; course continues to supplement EDCI260; monitor data; do formative evaluations; do instructor evaluations and self-evaluations; submission of results to ISPI for presentation at annual conference

March 2000 -narrative report to IHETS

May 2000 -summative evaluation complete; follow-up report to IHETS, prepare results for publication; expand course and continue collaboration between Purdue and Ivy Tech State College - Lafayette; additional modules at various learning levels slated for development and implementation

Faculty members responsible for course development

Lead Investigator: Gloria Edwards

Assistant Professor of Educational Technology

Purdue University

School of Education / Curriculum and Instruction

Co-Investigators: James D. Lehman

Professor of Educational Technology

Purdue University

School of Education / Curriculum and Instruction

Kathy Weedon

Continuing Education Coordinator

Ivy Tech State College - Lafayette

Business and Industry Training

Strength of institutional support

The initiative proposed links two institutions in a way that transcends traditional rivalry and forms a meaningful and effective partnership that will yield a better end product for all involved. Throughout its history, Purdue University and Ivy Tech State College have had a similar mission – to help people develop themselves educationally and, in so doing, to help communities grow and prosper. Three letters of support are attached which underwrite the strength of these commitments.

Appendix

Budget

Lead Faculty Experience: Gloria Edwards

Letters of support for the "Teach Me to Compute, On-Line" series

Richard Lesh, Associate Dean, School of Education, Purdue University
Jerry Peters, Head, Department of Curriculum and Instruction, Purdue University
Craig Lamb, Director, Ivy Tech State College - Lafayette - Business and Industry Training

Lead Faculty Experience: Gloria Edwards

Education:

University of Illinois at Urban-Champaign, Champaign, IL

Ph.D. - October 1997

College of Education: Department of Educational Psychology

Specialty Areas: Instructional Design and Program/Training Evaluation

Montclair State College, Upper Montclair, NJ

Master of Arts Degree - May 1987

College of Education: Department of Educational Leadership

Specialty Areas: Administration & Supervision - Educator/Trainer

Professional Experience

Assistant Professor August 1997 to Present

Purdue University, West Lafayette, IN 47907-1442

School of Education, Curriculum & Instruction: Educational Technology

Assistant Professor August 1994 to June 1997

Visiting Assistant Professor Summer Session - July 1994 to August 1994

North Carolina Agricultural and Technical State University, Greensboro, NC 27411

School of Education, Curriculum & Instruction: Instructional Technology

Teaching at Purdue University

EDCI 260 - Computers and Educational Technology in Education, Fall 1997 with Dr. Timothy Newby

EDCI 560 - Educational Technology for Teaching and Learning, Spring 1998; Fall 1998

EDCI 562 - Educational Applications of LOGO, Spring 1998

EDCI 570 - Media for Education and Training, Fall 1997 with Dr. James Russell; Summer 1998

EDCI 572 - Introduction to Instructional Development and Communication, Fall 1998

EDCI 591W - Educational Applications of the World Wide Web, Summer 1998

EDCI 660 - Seminar in Instructional Technology, Fall 1997 and Fall 1998

Professor Edwards has three research interests: (1) the theoretical and practical aspects of instructional design in the development of multimedia and interactive web pages which allow greater flexibility of access to information and increased user control over learning, (2) educational change in higher education which mandates the infusion of technology into the curriculum, and (3) innovative faculty development in general and also for technology use. She serves as part-time staff with the Center for Instructional Services where she assists with faculty development for the College Teaching Workshops and serves as facilitator and workshop consultant for the Classroom Climate Workshops. Additionally, she possesses a background in business and industry where she held a variety of full-time, part-time, and consulting positions in computer training. She proposed, developed, and delivered EDCI591W, Educational Applications of the World Wide Web which will be offered a second time in Spring 1999.

Relevant research in progress includes the on-going tracking of undergraduate and graduate students taking entry level Educational Technology computing courses in the School of Education, pilot testing of context-specific learning activities which have a closer match to the environment in which students will actually work; and the instructional design process of developing on-line courses in Veterinary Science.

She is a member of six professional organization: Association for the Advancement of Computing in Education (AACE), American Association of University Professors (AAUP), American Educational Research Association (AERA), International Society for Technology in Education (ISTE), Phi Delta Kappa Professional Fraternity in Education, Society for Information Technology and Teacher Education (SITE).