ACDLIT COMMITTEE Academic Computing, Distance Learning, and Instructional Technology

Year End Report

Academic Year 2007-2008 Committee Jackie Cason CAS /FS Gail Johnston FS John T. Pauli FS/Chair

Angela Dirks CTC David Meyers CAS/FS Steve Pyle CTC

Shannon Gramse CTC Carrie King CTC Cable Starlings COE

The Academic Computing, Distance Learning, and Instructional Technology Committee (ACDLITC) of the Faculty Senate devoted this academic year to the study and evaluation of the committee’s functions and activities. This was a year of self-examination, reflection, and planning. This report is furnished in compliance with Article V, Section 5 of the Faculty Senate Constitution since the committee did not present any approved actions to the Faculty Senate during the academic year.

Mission and Scope

ACDLITC committed itself to a two-year work plan. Our work plan calls for ACDLITC members to research, explore, and analyze faculty issues associated with academic computing, distance learning, and instructional technology at UAA. As a precursor to the adoption of this two-year program, the majority of the committee members agreed to continue their service on the committee during AY 2008-2009. This was an essential element in the adoption of a two-year work plan.

Goals

The AY 2007-2008 goals focused on the exploration and learning phase of our two-year program. These goals were articulated as follows:

1. Academic Computing Goals

a. Student Technology Needs and Requirements. Review current campus programs and curricula in order to determine the extent to which e-learning or technology are integrated into student requirements. (How do programs define computer or technological literacy, information literacy, communication competency, collaborative learning; and to what extent do students use technology to demonstrate various competencies and learning outcomes).

b. Digital Media Learner-Support Programs. Examine learner-centered media projects on other campuses in order to develop a strategy on our own campus to support students who are using technology to learn and to demonstrate that learning. ACDLITC Report April 28, 2008 Page 2

2. Distance Learning Goal

Examine the issues surrounding the implementation of the DE Summer Workgroups recommendations on the quality of distance education pedagogy at UAA and determine the issues where the ACDLIT Committee should take a leadership role.

3. Instructional Technology Goal

Determine the resources available in instructional technology at the University of Alaska Anchorage, and assume a proactive role in communicating these resources to the faculty. As AY 2007-2008 Ends

1. Distance Learning

a. In the summer of 2007, the Office of Academic Affairs convened a working group of experienced distance education faculty and staff…”to evaluate the current status of distance delivery at UAA and to make recommendations for policy or procedural changes that would help establish and preserve the quality of distance delivered courses and programs.” One of the key recommendations made by the group was the need for a Faculty Distance Education Handbook.

b. While many administration and Faculty Senate activities have a stake in this task, the summer report did not specify a drafting responsibility for this document. As part of this year’s plan, ACDLITC accepted the challenge to produce a first draft of a UAA Faculty Distance Education Handbook, which will be given to the new committee at the beginning of AY 2008-2009. The initial draft will include the Distance Education Guidelines that are currently an annex to the Curriculum Handbook. The chairs of UAB and GAB concurred in this action with the understanding that the resulting draft handbook will be reviewed by UAB and GAB prior to being submitted to the Faculty Senate.

c. Most of the faculty members, who served on the 2007 Distance Education Summer Working Group, have agreed to serve as a steering committee for reviewing the first draft. While the committee will tackle the drafting, writing, and coordinating associated with this project, the steering committee will provide a knowledgeable faculty voice for comments and guidance at strategic points in the development process. The role of the steering committee will be to receive update briefings on what is planned and what has been accomplished. As a result of these briefings, the steering committee will be asked to make recommendations to ACDLITC on the various aspects of the development program. The first such briefing should occur early next academic year. ACDLITC Report April 28, 2008 Page 3

2. Instructional Technology a) The committee’s instructional technology review quickly validated the many resources that exist today at UAA for faculty who wish to incorporate instructional technologies in their courses. Most of these resources did not exist a decade ago; ACDLTC and the Teaching Excellence Program (TEP) formally were the main faculty advocates for the adoption of instructional technology on campus. Today, the Center for the Advancement of Faculty Excellence (CAFE), Educational Media Services (eMedia) and various committees of the University Technology Committee (UTC) provide valuable training and service activities for the faculty.

b) In this new environment, the issue is not only having resources and support available, but also communicating the availability of these resources often and consistently. Faculty members must be exposed to multiple messages in order for information to be internalized and readily available when the need or desire for technology surfaces. Likewise, ACDLITC’s role is not only to serve as a player in faculty communications, but also a knowledgeable voice in bringing technology related issues to the attention of the Faculty Senate.

c) Based on this year’s review, the second phase of the Instructional Technology goal will focus on developing strategy to support this communications objective. Dr. Rich Whitney, when addressing ACDLITC early in the academic year, outlined his plans to reenergize the Tech Fellows Program. ACDLITC sees the Tech Fellows Program as an excellent conduit for information and ideas to flow from technologically engaged faculty members to the committee and the Faculty Senate. Plans are underway for ACDLITC to host an informal, once a month, early morning “Coffee Klatch” for the Tech Fellows and ACDLITC members. The event would allow the Tech Fellows members to meet on a regular basis to highlight their projects and would provide a networking place for continuous support and peer- feedback. Likewise, the event would assist committee members’ knowledge about faculty instructional technology needs and activities. Approved by the committee at the April meeting, a sponsor was located for refreshment costs and the proposal presented to Tech Fellows Coordinator. ACDLITC Report April 28, 2008 Page 4

3. Academic Computing Our review in the academic computing arena resulted in the identification of two key questions that should guide ACDLITC activities during the next academic year. a. In discussions with the Office of Academic Operations and Informational Technology Services, and after reviewing organizational publications, we were unable to find an answer to the question, “Who is responsible for providing the students training and learning resources for the instructional technology UAA has and is adopting (i.e. Blackboard and E-Live)? b. How do we know the computer abilities of incoming UAA students? Our review showed that some universities and colleges have adopted screening tools similar to the placement tests used for other academic areas. While this issue is addressed by some UAA colleges/schools, a UAA standard could not be located.