"Vernacular" is a project that yields two products; a web based instructional delivery system; and an instructional package that teaches imaging and design built from the system. The project's deliverables include a tool to build with and a product to demonstrate results.

The system, which is a protocol for building instructional materials, can be shared with interested faculty enabling them to build their own "instructional packages". These "instructional packages" can be small or large. New teaching skills are refined because of the intervention of the web's unique delivery system.

Two primary pedagogical outcomes are improved teaching and learning. Teaching is improved because new strategic thinking is required for organizing and delivering information through a web based instructional delivery system. Learning is improved because thoughtfully prepared experiences improve conditions for learning. Any time an individual needs to organize or reorganize information for presentation, more thought is required, consequently, the teaching/learning process benefits.

Other areas of interest include: "content knowledge" is delivered in a new and exciting manner; "thinking skills" are developed through the navigation requirement of a web based experience... you simply cannot get around the internet if you don't think about where you're going and how you are going to get there; "independent learning" is fostered through this instructional system because the web enables you to verify reaching desired destinations; "teacher's role" is that of regulator, coach and tutor, an important resource person; "formative evaluation" occurs by gathering data on the delivery system, the materials and the student's performance, resulting in a continuous improvement process.

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In Winter 972 and Spring 973, my teaching of a new Communication Studies course, "Interpersonal Relationships," was provided in a classroom with heavy use of the visualizer and occasional use of computer-based displays of class notes, handouts, and Web sites. I have not yet used PowerPoint (TM) for this course. My homework assignments included heavy use of e-mail and some searching of web sites, but I have been disappointed in students' discontent with text-intensive homework assignments that sometimes do not link clearly enough in their minds with the classroom presentations. I have also found too much inefficiency in my class time due, in part, to media selections and presentation. I am interested in designing a sample unit on "Conflict Resolution" that would serve as a prototype or template for the greater course. Of particular interest to me is finding a balance of media (including PP) that promotes the comprehension of the course textbook while stimulating in-class interaction. Of equal importance is finding in-class media that directly link to computer-based homework assignments that are also rich in visuals and promote reading comprehension and enjoyment. I believe that computer-intensive visuals in and out of class can blend well with my highly interactive classroom approach, but I lack the skills in layout and image preparation that are described for the Visual Prep & Presentation Apps course. "Gotta have it." Given the high popularity of the IPR course to date and the ongoing challenge of compressing text-intensive instruction into 10 weeks, finding efficient media options are a priority for my center, my department and myself. I believe that what I learn from this "prototype" also will help me in designing *non-credit* instruction that will attract students. Although it will not be a project focus, I am expecting to use what I learn to improve a non-credit Vocabulary Development course next year that is linked to English Writing III.

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This will be a powerpoint presentation of research findings, conclusions, implications, and recommendations pertaining to adjunct textual aids which have been shown to facilitate reading comprehension. Adjunct aids included are adjunct questions, content movies providing a visual example of the concept presented by text, and signed representations of text. Dissemination of findings is one of the primary responsibilities of research faculty at NTID. The preparation of a powerpoint presentation will greatly facilitate the sharing of findings and recommendations to interested researchers and teachers of the d eaf.

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I am teaching a course in the fall for the MSSE program, "Structure of ASL". I would like to incorporate Web resources and multimedia into the course. This would have several positive effects: first, it would make materials more accessible to the students; second, it would, I hope, enable me to have "hands on" as well as lecture material in an exciting format. I have already arranged for electronic reserves; a colleague of mine at the University of Colorado who is teaching a similar course has Quicktime movies of ASL grammatical features that she is planning to put on a CD and make accessible to me. I would also set up an online discussion component in the course. Students could then view the CD and do homework assignments based on it. I think it would be really good training for the graduate stude nts to learn to hunt out resources on the Web. It would be good training for me to actually build a web site and use it for instruction. I would also like to become familiar with presentation software that integrates the Internet into course materials. (I teach in the first quarter of the program). The MSSE program recently received a reconfirmation of sorts as central to NTID's mission. With the training I receive, I envisage the possibility of doing research (a department priority) with far-flung collaborators. Although I'm requesting the World Wide Web strand, I hope to be able to partake of the other strands as well.

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http://www.rit.edu/~sdfncr/course2

An understanding of color theory, principles, models , and measurement are a required component of the imaging, publishing, and printing field. This tutorial and self-test will be used as part of a required course and as review for several later courses in digital pre-press and imaging.

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I have already completed project modules for this course (6 total). Students are having some difficulty understanding the "Learning Criteria" for some of the projects. I'd like to revise the project papers/assignments to better meet the needs of all my students.

Project Update:

I have been granted a LOA for Fall quarter, 1998 for which I have two goals: to refine two courses which I have taught this year (for which I already have numerous materials) and to begin to put one of these courses up in First Class.

In this ITC studio, I would like to develop: 1) the skills necessary to upload course syllabus, materials, readings, media, assignments, quizzes and evaluations to First Class. 2) a better understanding of how to create effective interactive materials using computers (I'm looking forward to discussions on this topic) and 3) an increased knowledge and understanding of the potential uses of information technology in an interdisciplinary-based classroom.

This product is clearly student related. It is my hope that the end product will expand students' horizons as well as expand my thinking on what constitutes a "class act" internet offering.

Project Update:

I want to put up my Non-Fiction Reading IV class on the Web and develop further electronic materials to help students develop their reading strategies. At the same time, I plan to develop additional links to the page I have for popular film to incorporate all this into one site for Academic Writing IV.

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As a member of the development team for the "Trends in Communication Technology" course, I have collab orated to design a Communication Studies course that focuses on using the Internet for communication in the workplace. This course is designed to assist students in gaining a better understanding of computer-based communication including e-mail, newsgroup s, mailing lists, chat, videoconferencing, etc. Particular attention is directed towards various legal and ethical issues related to computer-based communication technology. I have taught this course during the past three academic quarters utilizing Power Point presentations and Smart Classroom technology. The next phase of the development process is to place course materials (lecture notes, assignments, readings, etc) on the Web for student access. As a participant in the ITC Summer Studio experience, it is my goal to acquire the necessary skills to independently create a web site for this course with links to other relevant sites.

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http://www.rit.edu/~djmnca/introduc.htm

We have now all seen people use PowerPoint for presentations, with a variety of "whiz-bang" features. To what extent are those features helpful (or distracting) for deaf and hearing individuals in the audience (and, by extension, for learning)? In the ITC Summer Studio, I would like to expand on my beginning knowledge of PowerPoint, assemble the variety of materials that I have into the several presentations I most frequently give (with flexibility for normal modification). I plan to include several of those optional whiz-bang features. Over the course of next year, I will evaluate different formats in presentations to various (mostly external) audiences through questionnaires and counterbalancing of my presentation formats. My findings will be shared with colleagues at NTID.

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I'm teaching an Assessment course to students in the MSSE program during the month of July. I want to start making various "course components" available through the Web (syllabus, reference links, etc.).

Project Update:

I am interested in beginning an instructional project using the World Wide Web as an enhancement of the teaching/learning process for Art & Civilization (2039-225-60,61,62); a required three quarter/sequential course taught to students in the Schools of Art, Design, American Crafts, and Photographic Arts and Sciences. The web would be incorporated in the following manners:

In the classroom,
* utilizing real-time technological resources available in the classroom, such as visiting museum and gallery web sites to view particular images.
* model research strategies to answer questions raised in class. These search techniques can be later employed by students in future art history learning/research situations.

Outside the classroom, to reinforce lecture materials allowing students to work independently through:

* providing visual study guides including links to images viewed/discussed in the classroom lecture, and to art vocabulary listings.
* furnishing practice exams to evaluate students understanding of lecture material, vocabulary and visual literacy.
* As well as, creating an opportunity to communicate with students external to the classroom.

I have also been asked by the ETC and my department to participate in the new test project of the Art Museum Image Consortium (AMICO) that will provide campus users access to 20,000 art images from the nations leading collections on the web (http://wally.rit.edu/special/amico/call.html) (for more information: News & Events, April 1998, Issue 2). I will be evaluating the metadata describing the images, as well as the ease of use for classroom application.

Project Update:

I will be teaching and tutoring the NTID sections of Introduction to Psychology next year and would like to develop a web site for the course that is similar to the one I began to develop for the Learning Strategies course this past year. I will be attending the FIT Summer Institute in May and hope to apply the skills I learn in the FIT workshops to the Introduction to Psychology course development process during the ITC Summer Studio when they are still fresh in my mind. Attending the ITC Summer Studio will give me the guided practice I need to be able to put up a course web page by Fall quarter that includes the course calendar with links to the overview, syllabus, homework, links to various web sites that have materials that would be required for homework assignments, and a way to submit assignments electronically. Over the course of the year, I would hope to continue to refine the site, utilizing more sophisticated strategies as appropriate, i.e. class chat rooms and a mechanism for students to do group survey res earch projects. I would also like to know how to evaluate the appropriateness and utility of the various on-line strategies I chose to include in the course.

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The Need: This project addresses an ongoing student need for concise. comprehensive and easily accessible information for making realistic and well-informed career decisions regarding Social Work. SVP career sampling activities have been curtailed, and a higher value placed on career information and decision processes prior to arrival at SVP. Student inquiries continue throughout the year (15 in May alone).

Purpose of project: to provide a computer based instructional package of career and program information and student self-assessment, adaptable for classroom, individual or small group instruction, or for student self-instruction via the WWW. Power Point will be utilized initially a presentation medium, incorporating digital photography, scanned images and computer graphics into presentations. The Web will be used as both a source of relevant information and as a platform for access to the instructional materials.

Project Update:

This instructional project would enhance the educational audiology course content of the MSSE Program. 1) I will add an on-line course syllabus and electronic library reserve, 2) I will enable students to collaborate electronically on cooperative learning team assignments, and 3) I will add a flexible link between weekly class activities and on-line case studies as a means for enhancing student skills in the application of audiological concepts.

Project Update:

Statistic courses required by many baccalaureate programs prove to be a formidible challenge for many NTID supported students, particularly those in non-technical majors. The project proposed would entail the design and development of materials that would supplement the materials made available by the classroom instructor. Materials could include:
a) images, diagrams, density curves, mathematical notation
b) demonstrations that may include simple animation
c) materials available on the web
The final end product may be a web site that I and other faculty have contributed to as well as links to other usefual sites.

As a member of the ITC, I will be supporting the Visual Preparation strand during this week. When not supporting others, I hope to be attending sessions in both the Visual Prep AND the World Wide Web strands. It would be most accurate to note my selections as both these strands.

Project Update:

English Composition and Introduction to Literature are required courses in the College of Liberal Arts for all students pursuing AAS and BS degrees. Both courses involve intensive reading, writing and research. I would like to create a Web site for each of these courses that would not only provide all the course materials and syllabi, but also link to the required readings for the course and to other research sites. I would also like to develop links that would deal with language issues students face while writing expository and analytical texts. Finally, I want to investigate how to include student drafting and response sites in the Web page (similar to that which happens on First Class).
This product has many benefits for students.
1. It would be a site that would have all course content readily available for students to access.
2. It would provide for easy connection between class reading assignments and other research links that will be tied to topics students will write about; i.e., we recently did a unit on cultural outlaws (gangs, hackers and militia devotees) in which various articles from WML databases were used. I can envision that these readings would now be Web based and that appropriate links to other Web research sites on the same topic could be included. This would give students the opportunity to go beyond classroom reading assignments in developing their essays.
3. Students will be able to work independently or with peers on both reading and writing tasks using chat rooms, team sites, etc. One important component of writing is giving and receiving reader response. Currently, students physically get together to do this. This new technology can enable various groups to post their writing and solicit reader response, including teacher response.
4. Students will be able to see my responses to individuals on writing suggestions as well as reading guidance. This modeling has obvious benefits to their reading and writing development.
5. Students ill have to grapple (first hand) with issues of selection, evaluation and documentation of Web sources.

Project Update:

Use the World Wide Web as a method to supplement and reinforce classroom instruction, by providing additional problems and resources to the student. I could possibly provide homework solutions and old tests as an aid to the student study process. The continuing process of improving student learning and facuty skill is clearly an indivdual, department, and institutional goal.

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