My goal, related to taking this workshop, is to increase my skills relative to improving a currently existing Web site I developed for my Vocabulary Development course offerings (currently 0860-003.) Although a site is in existence, I would like to enhance its overall design, gain the ability to make it more interactive for the students who use it (possibly through the use of "forms" and other interactive possibilities), enhance it with graphics, and be able to have both be utilized from a distance and within the classroom.
Related, but not the priority I assign to Vocabulary Development, is the continuing maintenance and design of my department's Home Page. Knowledge gained in this workshop would certainly assist me in that effort.

Both sites may be viewed at:

Dept. Home Page: http://www.rit.edu/NTID/CSR/SL
Vocabulary Development: http://www.rit.edu/~seancs

If you need a more in-depth proposal or have any questions, please feel free to contact me at X-6259 V/TDD

Project Update:

In the Fall, I will be teaching an Applied Mechanics course in a distance learning format utilizing first class for portions of the course. In addition to the videotapes which have previously been made (uncaptioned to date). I would create collaborative learning subgroups within the class using first class to solve supplemental homework problems which I can monitor and interact. This course should be accessible to distance learning students who are deaf in the future.

Project Update:

I would like to explore the potential use of distance learning/asynchronous technologies for two departmental priorities: 1) marketing services to students and alumni in the Rochester area and 2) providing information (including demonstrations) of strategies to improve spoken English and general communication competencies to professionals in the field outside of NTID. (I receive requests for this type of information regularly.)

Project Update:

I would like to get at least one co urse (more if time allows) almost completely available on the World Wide Web. There are several reasons for doing this. More of what we will be teaching in publishing will be for the WWW thus web building skills are critical. We need to demonstrate our ow n skills as well as provide good examples. The underlying message of providing information/instruction on-line is that it teaches students that THEY are the catalysts in their education, what they need is there, they only need to access it.
I also believe we need to supply students with as many styles of learning as possible. The majority of students are comfortable with and enjoy using the WWW. Immediate feedback and communication with students is another benefit of getting the course on-l ine. With easy WWW & Email interface, access in dorms to terminals, faculty access with laptops and modems at home, the course is no longer bound by the traditional block of time in a lab. It becomes an open and dynamic process.
This project fits well with student and departmental priorities as I ve outlined above. With the impending new Digital Imaging and Publishing program this is precisely the kind of work I need to be involved with. There are many obvious benefits to all pa rties concerned, I can only just touch on them in this brief description.

Project Update:

The on-going NTID learning communities project is an attempt to identify and provide programming for at risk students in the areas of learning, adjustment and counseling. I believe the on-line technology can assist/enhance a students levels of learning. I propose to reduce communication barriers among students, faculty and peer mentors. By the end of Winter Quarter I propose to provide several examples to enhance communication.

Project Update:

This course is currently a "special topics" course taught by our support department to students coded "NAPB." It is taught fall and winter quarter and each section carries 2 credits. One purpose of the course is to introduce the students to business concepts and to prepare students for the pace of the baccalaureate programs in business, information technology and food, hotel, and travel management. As a special topics course it is still under development but we hope to eventually negotiate transfer credit with the College of Business. The course is very similar to an "Introduction to Business" course - a foundation course where students build a knowledge base and vocabulary base. A good knowledge and vocabulary base facilitates students' transition into upper level business courses where knowledge application is the expectation. New concepts and vocabulary are presented in the didactic mode. Learning presentation software would enhance presentations for students. Also, I know that Powerpoint allows the user to print out mini slides with space for notes. Using these pages to work through the material would encourage potential baccalaureate students to take a more active role in learning and, at the same time, would allow the pace of the instruction to emulate baccalaureate pace. Also putting the slides on the Web would give students unlimited access to the material. So, I am interested in learning more about Powerpoint so that I can enhance the presentations in this course.

Project Update:

For the past two years, I have worked with a team of NTID colleagues on the NTID Special Institute Project for Access. We are currently moving towards a more action research and development phase of this project which involves giving workshops both within the RIT community and at other colleges and universities serving deaf students. These workshops describe ongoing research on educational access at RIT and provide a forum for the discussion of access barriers and strategies. Current workshop tools include Powerpoint slides, group work, and the collection of experiences which are added to our experiential data base. We want to expand workshop materials to include pictures and animation, for example film clips of class activities which illustrate access barriers and/or strategies in action. We also want to incorporate information from our experiential data base into these presentations.

This project relates directly to the stated priority of NTID/RIT regarding educational access for deaf students. The activities which will be supported or enhanced through participation in the workshop are designed to increase access for deaf students to postsecondary education.

Project Update:

I would like to create a series of experiences to give the students in the Applied Art & Computer Graphics Department's Visual Idea Development course (a first-year required course) an opportunity to tap a multitude of resources, including personal experience and the environment, as aids to creativity through a variety of World Wide Web resources. The purpose is for students to learn strategies for developing concept and organization of thought processes as well as systems to formulate solutions to design problems. The use of the WWW will assist students in the development of research skills that will be critical and useful in subsequent major courses. I would like to apply the learning experience from the ITC Summer Studio for future possible courses such as Introduction to Design and Color in Design.

Project Update:

I propose to construct an animated dictionary of technical terms which shows the meaning of each selected word through a visual presentation, which may include movement, animation, or video. I have observed, over many years, that students do not acquire a large technical vocabulary, and do not routinely incorporate appropriate terminology in their academic work. I have put up a prototype page at: http://eppt.rit.edu/define/index.htm

Project Update:

I would like to develop visually enhanced handouts for the Fundamentals of Marketing course. Currently the handouts are primarily in written, textbook style form. This course is offered every quarter and serves between 50-60 students per year. These materials would be used in all sections Vincent Ortolani Incorporating Visuals in Classroom Handouts for Visual Learners This project would show me how to add visuals and layout techniques in classroom handouts to assist the student in reading the communication in the printed words. This project would combine visuals, layout, typography, and the "WORD" to make the handout do its job.

Priorities: This project would relate by teaching by example skills that can certainly be used in the office and word processing.

Project Update:

Submitted by Ed Mineck: Patti Russotti and I have the same primary needs for ITC-type projects. This is the same proposal submitted by Patti Russotti. One ITC project we would like to address, is new curriculum development enhanced by distance learning technology. This summer, w e will be co-developing curriculum materials for a new course (fall '98). After that project, our plan is to continue to apply our improved expertise by adapting materials we have already co-developed for technology enhanced student (and faculty) access.

We also teach, train and present on the use of Adobe Photoshop around the globe. We would like to enhance our teaching effectiveness by applying distance learning technologies to extend our accessibility to students and enhance their access to each other outside of class/lab time and beyond the limits of workstation or general campus geography.

ITC Project proposal
These projects are designed to address important, current and future priorities within the following departments/curricula:
- Imaging Technologies, Jean-Guy Naud chair
- Electronic Printing & Publishing Technologies, Ken Hoffmann chair,
and
- Digital Imaging & Publishing Technologies, a shared curriculum between the two departments

Two projects:
1 - WWW postings of 'use of equipment' instructions, standard operating procedures, protocols etc.. Establish a url that can be used by students trying to decipher the use of equipment required and demonstrated in their classes.
- Beginning with - How to use Agfa's FotoLook scanner interface. All first quarter students in two departments will be taking the same fundamentals of image acquisition course (scanning and such). IT and EP&PT's new curriculum will be phased in as Special Topics courses fall '98. Up to 32 students are expected, requiring 4 class sections, at least two faculty, and possibly more than one lab location.

2 - Develop and apply more effective pedagogy for: remote access of myself with students; and, students among themselves in a given course. Enable the sharing of image files (large raster files) (server use) and the sharing of commentary, annotations, events etc. (BBS) from on and off campus.
- Apply distance learning technologies to supplement on campus course offerings. Apply Intranet Client Server, use of e-mail, chat, bulletin boards etc. to enable peer tutoring and provide outside of classtime access to faculty.

Project Update:

I would like to take the beginning course content that I have developed this past academic year and put it up on t he website developed for this project.

Project Update:

This project would show me how to add visuals and layout techniques in classroom handouts to assist the student in reading the communication in the printed words. This project would combine visuals, layout, typography, and the "WORD" to make the handout do its job.

Priorities: This project would relate by teaching by example skills that can certainly be used in the office and word processing.

Project Update:

I would like to participate in the Instructional Technology Consortium of 15-19 June 1998 in order to develop an interactive set of World-Wide-Web pages that would support grammatical components of NTID writing courses. With the advent of our new streamlined English curriculum, it has become a priority in the English Department to develop ways of ensuring that students receive appropriate grammatical instruction.

Presently, my courses consist of ten student writing assignments with revisions. Each writing assignment is checked carefully for grammatical correctness. When an error is found, it is flagged with a short code that refers students to a table of codes [see enclosed] organized by types of grammatical errors. This gives the students a clue as to ways of correcting the error without giving away the actual answer. I have used this method before successfully with my courses, but I have never created a World-Wide-Web page to display the information.

I envision creating an attractive World-Wide-Web page of these correction codes, with each code having a link to a short explanation of the grammatical feature and a list of examples. In this way, students could access grammatical information related to their specific errors and then revise their work on their own; at the same time developing a measure of independence in their writing. I think that I could accomplish this project during the one-week workshop and it would offer enough basic information to be useful to students and teachers who refer their students to it. The number of student visits per quarter could be recorded. Later if this project proves useful, the short explanations could be improved and expanded to longer lessons as needed and internal links could be added to related topics.

Project Update:

In celebration of the passage of the new DI & PT joint curriculum, I would like to use the ITC opportunity to assist me in planning and implementing a Web site in support of the curriculum. I would use an NT Server with Netscape internet server software and incorporate other services such as ftp and possibly First Class. I have secured a domain name from RIT On-Line for this purpose. The site would have homepages (not just Web version of the curriculum proposal) for all new courses that will be innovatively linkable to the faculty instructors for use with their students. It will also support SVP. In discussion with both chairpersons and several faculty, this project appears to be very desirable.

Project Update:

The Java programming language stands to revolutionize Web-based instruction in the sciences. I have been looking for a way to make the Web useful for science instruction for a long time, beyond the posting of syllabi and homework assignments. Java makes it possible for student s to interactively solve virtual laboratory inquiry-type problems, and this is what I have been looking for. During this summer Institute, I would like to find and evaluate the applets already available on the Web and see how they can be adapted to fit my vision of what I'd like for my students. Eventually, I'd like to be able to do my own programming so that students will be able to perform an activity in the lab, then re-perform it as many times as they like on the Web, varying parameters and observing the changes in the results.

Project Update:

One ITC project we would like to address, is new curriculum development enhanced by distance learning technology. This summer, w e will be co-developing curriculum materials for a new course (fall '98). After that project, our plan is to continue to apply our improved expertise by adapting materials we have already co-developed for technology enhanced student (and faculty) access.

We also teach, train and present on the use of Adobe Photoshop around the globe. We would like to enhance our teaching effectiveness by applying distance learning technologies to extend our accessibility to students and enhance their access to each other outside of class/lab time and beyond the limits of workstation or general campus geography.

ITC Project proposal
These projects are designed to address important, current and future priorities within the following departments/curricula:
- Imaging Technologies, Jean-Guy Naud chair
- Electronic Printing & Publishing Technologies, Ken Hoffmann chair,
and
- Digital Imaging & Publishing Technologies, a shared curriculum between the two departments

Two projects:
1 - WWW postings of 'use of equipment' instructions, standard operating procedures, protocols etc.. Establish a url that can be used by students trying to decipher the use of equipment required and demonstrated in their classes.
- Beginning with - How to use Agfa's FotoLook scanner interface. All first quarter students in two departments will be taking the same fundamentals of image acquisition course (scanning and such). IT and EP&PT's new curriculum will be phased in as Special Topics courses fall '98. Up to 32 students are expected, requiring 4 class sections, at least two faculty, and possibly more than one lab location.

2 - Develop and apply more effective pedagogy for: remote access of myself with students; and, students among themselves in a given course. Enable the sharing of image files (large raster files) (server use) and the sharing of commentary, annotations, events etc. (BBS) from on and off campus.
- Apply distance learning technologies to supplement on campus course offerings. Apply Intranet Client Server, use of e-mail, chat, bulletin boards etc. to enable peer tutoring and provide outside of classtime access to faculty.

Project Update:

Redesigning the curriculum materials for the Communication Technologies (0880-160) course offered through CAS. The course content needs to be updated so that students learn about the latest communication technologies using the latest pedagogical advances. My goal is to have entire revised curriculum posted on WWW as well as enhanced integration of new technology including Internet-based technology. I have applied for a short term leave for this coming winter quarter to continue this project. I would like to get started on it now. Since the project is truly integrative (utilizing WWW, visual presentation, and on-line/distance learning I am having trouble selecting a particular strand.

Project Update:

I have been teaching Learning Strategies the past three years. As part of the new CAS Arts and Science Curriculum, a review of this General Education Course Learning and Memory Strategies for Success has been proposed as a Special Topics Course and has been piloted by me and Dr. Gail Rothman. We have taught this course in one of the smart classrooms. I have developed two lectures on Powerpoint for this quarter and found that the students' attentiveness in these lectures was superior to the traditional lecture mode. Dr. Rothman has also assisted me on converting the PP lectures to PDF format.
My goals for this workshop are as follows:
- convert all lectures to Powerpoint
- convert all lectures and assignments to a PDF format and add to the current course information connected to the NCSR Web Page
- identify WWW links that can be integrated into homework assignments.
I view this instructional technology project as the vehicle to provide students information that enhances their visual learning mode. I expect that student participation and the retention of course content will improve.

Project Update:

Introduction:

The new CAS science curriculum emphasizes the processes of science. This state-of-the-art approach to the teaching and learning of science combines hands-on activities with computers and imaging technology to image observations and analyze data. During the past two quarters science faculty have witnessed student success with this approach. Student attendance has increased, as well as their time-on-task, they comment regularly about the challenging nature of the courses, their high level of interest, and how much they are learning. There is a strong need for faculty to design and develop digital, highly interactive, hyper-text style learning modules with a powerful visual component, accessible to both students working independently, as well as for teacher directed instruction.

Goal:

To design and develop a model instructional module accessible to students and teacher both in and out of the classroom/lab environment. Characteristics of this module would include a hyper-text format, be highly interactive, visual, and available in various forms of delivery, i.e. internet, "Zip" disc, or "jazz" cartridge.

Project Description:

Prepare a hyper-text style instructional module from a collection of images (including "Quicktime" files) previously captured by digital camera and presently stored in a computer. Segments from various laser disc, CD-ROMs, and the information available on the Internet, as well as text book visuals would be incorporated into the instructional design. This module would be available to students via the Internet, as well as conveniently restructured for teacher-directed instruction.

Project Update:

The material developed will present basic introductory CAD concepts for a few basic CAD courses (3 different departments). Parts of the material developed could be used for EYF and SVP to expose students to the world of CAD. This type of project supports and sets in place a foundation for advanced topics in CAD. This proposal also will support new manufacturing programming efforts.

Project Update: