Office of Learning and Information Technology
Learning Technology Development Council
| Academic Year | Grant Name | PI | Campuses Involved | Grant Amount | Summary |
|---|---|---|---|---|---|
| 2004-2005 | Creating and Assessing Learning Objects in Biology, Chemistry, Mathematics, and Physics | Scott Cooper, Robert Hoar, and Kim Kostka | UW-LaCrosse and UW-Colleges | $62,260 | The UW System Curricular Redesign granting program agreed to support this grant, which focused on designing a flexible instructional design model and working towards the development of the Wisconsin Federated Repository as a strategic initiative to facilitate the sharing and reuse of the developed materials. |
| 2004-2005 | Improving Access to Learning Objects for Teacher Education | JoAnn Carr and Susan Cramer | UW-Madison and UW-Oshkosh | $49,000 | UWSA-OLIT agreed to award this grant, which funded their proposed project of the development of a guided interface to the integration of learning objects in teacher education, on the condition that they would work with MERLOT and submit a report by August 1,2005. |
| 2004-2005 | Development and Sharing of Digital Granules for Business, Technology, and Bioinformatics Curricula | Suresh Chalasani, Jayavel Sounderpandian (Co-PI), Dirk Balwin (Co-PI) and Monohar S. Madan (Co-PI) | UW-Parkside and UW-Whitewater | $22,000 | The grant was given to focus on granularized digital materials for common topics, which can help instructors across disciplines and across UW campuses. At the time, there were no digital granules available to UW-System faculty and they believed there was a strong need to create digital granules that can be used for topics common to multiple disciplines, while emphasizing the interdisciplinary nature of these topics. The grant was given to help aid their development of the digital materials. |
| 2004-2005 | Web-based Interactive Tutorials and Graphs for Intermediate Microeconomics | Dennis Kaufman and Marianne F. Johnson (Co-PI) | UW-Parkside and UW-Oshkosh | $17,200 | The awarded grant went towards their proposal to develop several web-based tutorials that would incorporate interactive graphs for teaching and learning intermediate microeconomics; these tutorials would help students acquire a better understanding of microeconomic theories and their application to real-world economic phenomena and decision-making. |
| Total Grant Amount by Year | $150,460 | ||||
| 2005-2006 | Student Response Systems (SRS)-Exploring Potential and Assessing Impact | Bob Kaleta | UW-Milwaukee, UW-Eau Claire, UW-Oshkosh, UW-Whitewater | $93,800 | The grant was awarded in order for the UW SRS Project, which involved faculty and staff from four UW institutions, to learn how instructors could use student response systems to actively engage students and to facilitate student learning. |
| 2005-2006 | A Learning Objects Approach to Latin American Studies | Seth Meisel and Eva Santos-Phillips (Co-PI) | UW-Eau Claire, UW-Whitewater, and UW-Milwaukee | $34,859 | The grant awarded will aid the project to enhance student learning by designing enriched supplementary instructional materials that draw upon the research and teaching specialization of contributors, incorporating a breadth of disciplinary perspectives that individual instructors would otherwise find difficult to reproduce. |
| 2005-2006 | Integrating Technology-based Student Wellness Assessments into Health and Wellness Courses to Improve Student Learning and Application of Change Theory | Raymond R. Reinertsen and John Munson (Co-PI) | UW-Superior and UW-Stevens Point | $5,876 | The grant was awarded in order to enhance current lecture-format lessons with technology-based teaching tools that support active engagement in change theory and wellness. Their hope is to incorporate group work to support social learning and help students understand the social aspects of wellness. |
| 2005-2006 | Arts Management D2L Course Development Project | Ellen Rosewall, Megan Matthews (Co-PI), Tiffany Wilhelm (Co-PI), and Debra Karp (Co-PI) | UW-Green Bay, UW-Whitewater, UW-Stevens Point, and UW-Parkside | $47,650 | The grant was awarded to aid in the development of D2L course materials with distinct modules in various arts management topics and relevant supplementary materials, which could be used in whole or in part by Campuses involved in the grant as well as being made available to other System schools who do not currently have arts management programming. |
| 2005-2006 | Developing a D2L Resource Site and an Instruction Shell for Freshman Composition | Dr. Chuck Rybak, Dr. Holly Hassel, Dr. Nancy Chick (Co-PI), Prof. Nerissa Nelson (Co-PI), Dr. Brian Sutton (Co-PI), Sara Moellendorf (Co-PI), and Dr. Chris Williams (Co-PI) | UW-Colleges (UW-Washington County, UW-Marathon County, UW-Barron County, and UW-Waukesha), UW-Stevens Point, and UW-Green Bay | $42,734 | The grant was awarded in order to aid the project, which aims to create an online resource for instructors of first-year composition courses across the UW-System. |
| Total Grant Amount by Year | $224,919 | ||||
| 2006-2007 | Intercampus Communities of Practice (ICoP Project) | Dr. Leslie Wilson | UW-Stevens Point, UW Superior, UW-Eau Claire, UW-La Crosse, and UW-Green Bay | $80,000 | Today many teaching
academics have become increasingly frustrated with their inability to
understand and reach a new generation of students (Millennials/GenY). Part of
this frustration stems from their lack of knowledge and comfort with newer
communication technologies, especially as newer generations are not only
adept at learning with technology, but are also able to multi-task through a
complexity of information and communication modes in order to remain
continually connected with peers. In essence, today’s students' learning
needs, learning styles, and communication methods have changed dramatically
from those of past students, and many instructors are finding they are
ill-prepared to meet the challenges imposed by these changes in today’s
students. This program has been developed to help academics bridge this disconnect by enabling them to reach today’s students more effectively in ways more relevant to the Millennial culture. This initiative will bring together twelve faculty members from three different UW campuses, for two, all day informational seminars in order to form an Intercampus Community of Practice (ICoP). Through presentations, books, activities, and focused discussions, participants will explore the uses of new technologies in teaching and learning, plus examine ways to integrate this knowledge with the foundations of backwards course design in order to better address the learning and communication needs of today’s students. In the second half of the program, participants will take this new knowledge and update and redesign existing courses so that they incorporate new technologies – into their classes. As part of a long-term sharing and dissemination process, the intercampus community will be sustained through the development of a dedicated website where participants will share personal and professional reflections and samples of their projects and efforts with the larger academic community, thus inviting peer review, comment, suggestions, and observations. As part of the local efforts of a community of practice, campus facilitators will conduct an interim on-campus meeting(s) where participants will share their redesigns, findings, students’ reactions, and activities with peers and others. |
| 2006-2007 | Podcasting for Teaching and Learning – Exploring Potential and Assessing Impact | Bob Kaleta | UW-Milwaukee, UW-Colleges, UW-Whitewater | $54,000 | The extensive use of course
management systems throughout UW-System institutions has made content --
video, audio, voice lectures with PowerPoint -- available to students outside
the classroom on D2L course web sites. As a result, opportunities for learning have expanded and are more
flexible. However, outside the classroom students are still tethered to a computer which is needed to access course information. The use of MP3 files and podcasting is a way to make course materials even more portable and to take the meaning of anywhere and anytime to a new level. Students can synchronize these files containing course material to their MP3 or iPod players, which are extremely portable, and listen to or review course material. Furthermore, Podcasting offers many new and exciting opportunities for the development of new types of learning materials produced by both students and instructors. This Podcasting Project, which would involve faculty and staff from four UW institutions, is a faculty development and course redesign project that would guide and support 19 instructors from 15 disciplines in their efforts to use podcasting to actively engage students and facilitate student learning. This project will work with faculty teaching Biology, Business, Chinese, Communications, Communication Disorders, French, German, Health Sciences, History, Information Science, Japanese, Journalism and Mass Communication, Music, Speech, and Spanish. This project will examine the impact of podcasting activities on teaching and learning to identify “best practices” that will be shared with other UW faculty. One of the outcomes of the project will be a Podcasting Web site for faculty, LTC staff, and faculty developers, which will include the best practices, resources on podcasting, and the faculty development program for integrating podcasting into courses. |
| 2006-2007 | Enhancing Teaching and Learning Using GIS Technology Throughout UW System Campuses | Dr. William Bajalli | UW-Stevens Point, UW-Platteville, UW-Superior | $39,000 | Three broad-based activities will be implemented in order to improve the abilities of UW instructors to teach and provide relevant instructional activities using GIS technology. At least 48 faculty/staff from twelve disciplines of UW System will be involved in this project, with a potential of improving dozens of different classes that will affect over a thousand students. The objectives are to provide general and intermediate-level GIS knowledge and skills to UW instructors so that they can create exercises or laboratories in their own class environments. Create a user group of UW instructors as well as Wisconsin-based GIS professionals that can aid UW personnel in their GIS instructional problems and objectives. Provide curricula assistance to novice and intermediate GIS users within the UW-System who are developing new courses and programs |
| 2006-2007 | Improving Student Oral Proficiency in Critical Languages | Ms. Lauren Rosen | La Crosse, Oshkosh, Whitewater, Platteville, Stevens Point | $35,000 | The UW System CLP delivers
language courses critical to economic and national security using
videoconferencing and Desire2Learn. CLP proposes to increase language and
cultural proficiency beginning with 250 students through the redesign of
Japanese and Russian curriculum integrating VoIP tools and multi-directional
text support. Later expansion of a successful model will reach students of
other language courses and potentially other disciplines throughout UW
System. This curricular redesign will serve to meet three primary
needs: 1. Students need more situations for SPEAKING the target language in order to achieve appropriate levels of oral proficiency as defined by the ACTFL proficiency guidelines. 2. Students need interaction with a variety of native speakers to prepare them to understand target language use and diverse cultures in real life situations. 3. Students at receiving locations need access to materials they miss due to differences in academic calendars across the UW System. This project offers distance students more opportunities to speak and develop oral skills with oral instructor guidance and feedback currently not available to distance students. Native speakers from outside the UW will interact with Wisconsin students providing a richer cultural connection for all students. Adding additional oral practice opportunities outside of class and additional time in the target language will increase the level of oral proficiency achieved by students and better prepare them for class sessions missed due to calendar differences. These effects are assessed through formative and summative graded performances, traditional testing and surveys. Results will be compared to years prior to this redesign. Effective integration of interactive voice tools may prove valuable in other disciplines as well. Furthermore, redesigning our current nationally recognized model for distance learning of languages may impact students outside the state as partner institutions and collaborators benefit from our experiences and research in this area. |
| Total Grant Amount by Year | $208,000 |
| 2004-2005 | 2005-2006 | 2006-2007 | |
|---|---|---|---|
| Campus Representation | 6 | 9 | 10 |