Kaua`i Community CollegePROGRAM REVIEW

Non-Instructional Programs

Instructional Technology 5 Year ReviewProgram/Unit Name: Instructional Technology

Report Prepared/Edited by: Edward Coll, Instructional Technologist

Other Review Participants: none

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

The OODA Loop information processing cycle

PROGRAM DESCRIPTION AND BACKGROUNDKaua`i Community College (KCC) Instructional Technology (KCCIT) is a unit of academic support staffed full time (since Spring 2011) by one person, the Instructional Technologist. KCCIT provides research, recommendations, training and support to faculty and students on hardware and software usage to integrate technology intensive instruction into courses at KCC. KCCIT also provides support services and coverage for Tutoring Services (TS) which is co-located near the KCCIT studio/office and in the Learning Commons. The Instructional Technologist also manages a small post production lab equipped with three high end graphic workstations serving the needs of digital arts, journalism, and general population students.

Mission: To enhance the use of educational technology and provide learning opportunities to acquire the skill sets necessary to effectively use educational technology.

The mission of Kaua`i Community College is to provide open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

The Instructional Technology Mission Statement is to enhance faculty use of educational technology and provide learning opportunities to acquire the skill sets necessary to effectively use educational technology.

KCCIT’s program mission is consistent with the mission of Kauai Community College because understanding how to use and create mediated content and deliver it to increasing numbers of students, in various modalities, and on a variety of platforms is a necessary skill set if one is to provide open educational access and life long learning opportunities with anytime-anywhere access that is student centered and community focused.

PROGRAM GOALS 1. Access: To provide open access to educational excellence for a diverse student population.The KCCIT goal is to provide research and recommendations to augment technology-intensive instruction with the outcome to facilitate faculty acquisition of technological skill sets needed in higher education and provide learning opportunities on hardware and software applications which promotes educational excellence for a diverse student population.

1.1 Outreach: Increase access to and participation in college programs through coordinated and continually improving marketing and recruitment activities.The relationship between college goals and program goals include(s): KCCIT produced five public service announcements using digital technology for OCET to market courses

to general public. KCCIT consulted with a variety of OCET personnel on application usage.

1.4 Support Services for Access: Strengthen support services processes to better meet student needs.The relationship between college goals and program goals include(s): The Instructional Technologist specified the hardware and software and maintains both a multimedia studio and post production facility supporting a variety of student and faculty needs including design and layout for the student newspaper Ka Leo O KCC. This supports an enriching student experience. 2. Learning & Teaching - To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and life-long learning.The relationship between college goals and program goals include(s): The Instructional Technologist maintains an Instructional Technology website, (see Supporting Documents links) which provides access to a variety of tutorials for students, faculty and the general public. The Instructional Technologist curates, publishes and maintains Technologia, a(see Supporting Documents links) weekly technology news online paper.

2.1 Articulation: Improve communication and articulation processes with other KCC programs as well as secondary and post secondary institutions.The relationship between college goals and program goals include(s): The instructional Technologist serves as co-chair of the KCC Distance Education Committee, is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011. Working on these committees allows improved communication and articulation within the University of Hawaii and other post-secondary institutions.

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.The relationship between college goals and program goals include(s): The Instructional Technologist frequently interacts with other instructional technologists, information technologists, and computer science administrators and faculty throughout the UH system to maintain currency on software applications, training and workshops provided by the UH system.

2.3 Remediation/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs.

The relationship between college goals and program goals include(s): The Instructional Technologist provided training sessions for student tutors in the use of audio/video/screen-sharing technology and real-time collaborative applications allowing live online tutoring sessions. The Instructional Technologist has identified and recommended interactive online tutorials on computer and Internet use to the College Success (CS103) instructor.

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level. Instructional Technology does not deal directly deal directly with students and therefore does not have “Student Outcomes” but rather has Program Service Outcomes (PSOs) instead of Student Learning Outcomes (SLOs)

2.5 Academic Support: Support student success through accessible, reliable, and user-focused academic support services.The relationship between college goals and program goals include(s): The Instructional Technologist provides the following support services to faculty and/or students;

Faculty Help Desk - The Instructional Technologist is the first point of contact for faculty seeking technical help. If the issue is network or hardware based the request is forwarded to Computer Services. If the issue is software usage the Instructional Technologist works with the faculty member to resolve the issue. Help is available 40 hours per week via phone, email and/or Internet based audio/video/screen-sharing.

Multimedia studio - The Instructional Technologist’s office serves dual use as a small multimedia studio serving the production needs of faculty and referred students. The studio is available by appointment. Both audio and video production is possible and the studio has a “green screen” which allows still and motion image to provide background for presenters. Speech student’s reenactments; journalism student’s video news reports; instructor introductions to online courses; instructional videos; and Public Service Announcements (PSAs) promoting registration in Office of Continuing Education and Training (OCETs) non-credit courses are all examples of what has been produced in this studio.

Multimedia Post-Production Lab - The post-production lab supports faculty, digital media arts students, journalism students, and general population students demand for professional media creation software and high quality graphic workstations. This walk-in lab is open whenever the Learning Commons (LC) is open.

Consultations - The Instructional Technologist consults with faculty in an instructional designer/content specialist model to design/modify courses and help faculty members select appropriate applications for content creation, delivery, and management.

2.6 Faculty and Staff: Create an environment that attracts, retains, and supports qualified personnel. The relationship between college goals and program goals include(s): Consultations are one-to-one with faculty members upon demand. When appropriate, coordinated group workshops are offered.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.The relationship between college goals and program goals include(s): The Instructional Technologist created and maintains a three-station multimedia post-production facility, and small multimedia production studio available to both students and faculty.

3. Workforce Development - To provide a trained workforce by offering programs that prepare students for both employment and future career development. The relationship between college goals and program goals include(s): The Instructional Technologist provides consultation and production services to OCET in support of this goal. For example, a PSA was produced for OCET to recruit students for the Federal Health Education and Technology program. The PSA was directed by the Instructional Technologist and produced in the KCCIT studio and lab.

3.1 Articulate educational programs with workforce needs by utilizing input from advisory groups and other relevant sources of information. The relationship between college goals and program goals include(s): The Instructional Technologist worked with Ho'ouluwehi, The Sustainable Living Institute of Kauai and OCET to direct and produce a series of five PSAs to recruit students for sustainability related OCET courses. 4. Personal Development - To provide life-long learning opportunities in the areas of personal and professional development.The relationship between college goals and program goals include(s):Instructional technology skill sets increasingly provide the basis for access to learning opportunities for both personal and professional development. The Instructional Technologist through consultations, tutorials, and workshops for faculty and students promotes acquisition of these instructional technology skill sets needed by people to avail themselves of technologically mediated personal and professional learning opportunities.

4.1 Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities.The relationship between college goals and program goals include(s): The Instructional Technologist conducts educational software applications consultations, workshops, creates tutorials, and works on a project basis with faculty. Continuously upgraded software applications requires ongoing professional development activity and outreach by the Instructional Technologist.

4.2 Foster personal enrichment of students by providing opportunities that broaden their college experience.Example: The Instructional Technologist created and maintains both a multimedia production studio and technology lab affording students the opportunity to use industry standard state-of-the-art multimedia workstations.

5. Community Development - To contribute to community development and enrichment through campus leadership and collaboration.The Instructional Technologist serves on the Ho`ouluwehi Board board, the KCC Sustainability committee, the Faculty Senate, the KCC DL committee an serve in a variety of civic and nonprofit organizations.

5.1 Establish active collaborative arrangements to support community goals and needs.The Instructional Technologist in collaboration with Ho`ouluwehi and OCET the Instructional Technologist produced a series of five PSAs to market OCET courses with a focus on sustainability.

6. Diversity - To foster global understanding and appreciation for diversity.The Instructional Technologist has enabled the fostering of global understanding by training, facilitating, and moderating a synchronous real-time anthropology course taught by a KCC instructor doing field work in Nicaragua. Students at KCC could see, talk to, and interact with indigenous peoples of Nicaragua.

6.1 Support diversity and cultural awareness through campus programs.The Instructional technologist supports cultural awareness and diversity by providing training on social media applications allowing access to peoples and cultures around the world via the Internet.

6.2 Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawaii.The Instructional Technologist supports diversity and cultural awareness by serving as a presenter, moderator, or attendee at the yearly Technology, Colleges and Community Worldwide Online Conference (TCC Online Conference) which is a “virtual professional

development event” held annually online. This event enables faculty, staff and administrators in higher education worldwide to share their expertise and engage in productive forums about innovations and practices that accompany the use of educational technology for teaching and learning. This link is provided: http://tcchawaii.org/about/

The program’s key central functions and the services provided by the program are as follows.Helpdesk - The Instructional Technologist serves as central intake for faculty with technical issues or usage questions. If they are instructional software related, or application use issues, or mediated course design issues, the instructional technologist attempts to resolve the issue. If the issue is hardware or network related, the Instructional Technologist refers the issue to Information Technology (Computer Services). If the issue is UH system related and/or requires access to programs and applications at the system level, the Instructional Technologist refers the issue to the appropriate UH system personnel.

Consultations - The Instructional Technologist consults with faculty and faculty-referred students on instructional application(s) usage and issues through one-on-one training sessions; through demonstration and guided consultation to practice required skills; through the development of online tutorials; through audio/video/screen-sharing; and through workshops which are both face-to-face and computer mediated. If the consultation requires mediated course design, development, or is production related, the Instructional Technologist acts in the role of a producer/director and works with the faculty member(s) on a project basis from the beginning through work-product completion and deployment.

Training - The Instructional Technologist provides training on the UH system-wide collaborative learning application platform Laulima, Google@UH applications, and the "Faculty Services" module of MyUH portal. The Instructional Technologist provides training and assistance for the campus-wide document management system Xythos. The Instructional Technologist provides a website and tutorials for faculty and students. The Instructional Technologist provides coordination, management of and training on a synchronous learning platform with a one class, 25-seat license shared among faculty members called “Blackboard Collaborate”. The Instructional Technologist provides training on applications by screen-sharing. The Instructional Technologist provides training workshops for faculty and students if requested to do so by faculty.

Studio - The Instructional Technologist researched, designed, and manages a multimedia studio for the production of media for faculty and faculty referred students. The studio has a “green screen” for moving image background insertion. This system is capable of capturing high definition video. Typical productions include PSAs, instructor introductions to course videos, step-by-step instructional video tutorials. Most of the final productions are placed online for distributing to students and the public. The studio applications, and equipment used were chosen to enable a rapid production (and post production) process while keeping the technical quality of the production as high as

possible. The Instructional Technologist typically acts in the role of director/technical director during production sessions.

Multimedia Post-Production Lab - The post-production lab supports faculty, digital media arts students, journalism students, and general population students demand for professional media creation software and high quality graphic workstations. This walk-in lab is open whenever the Learning Commons (LC) is open. This lab allowed Ka Leo O KCC the campus student newspaper to be laid out for publication. The technical skills practiced enriches the student experience.

ResearchWhen time permits the Instructional Technologist maintains currency in instructional technology and its exponentially expanding capabilities by using the technology itself to maintain currency, communicate with colleagues, follow technologies and technologists and curate, publish, and archive their writings. This personal learning network is published as an online technology newspaper to share with others.

PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL

1. Access: To provide open access to educational excellence for a diverse student population.

1 Outreach: Increase access to and participation in college programs through coordinated and continually improving marketing and recruitment activities.

Students are referred to KCCIT services by faculty. The Instructional Technologist markets and recruits to faculty through a help desk, maintaining a instructional technology website and online technology newspaper, email, workshops and word of mouth.

1.2 Enrollment: Enhance educational success through retention initiatives.Not Applicable (N/A)

1.3 Placement & Scheduling: Enhance utilization of placement testing and course scheduling processes. The Instructional Technologist manages the use of Blackboard Collaborate allowing multiple faculty to share access this synchronous learning environment as needed in their course scheduling processes.

● Is enrollment in any required program course dependent upon student performance on assessment/placement tests or prerequisites/co-requisites? Have results of these assessment/placement tests or prerequisites/co-requisites been demonstrated to be related to student success in the program. What strategies will your program use to improve the effectiveness of placement testing practices.

N/A

● Does the current scheduling method adequately support access and completion needs of students? Describe your scheduling method. What other data and/or approaches would help in improving the course scheduling procedure?

N/A● Does your schedule meet the needs of special populations (Running Start,

Early Admits, Workforce)? The Instructional Technologist is available to consult with faculty referred students from these special populations.

● Have you surveyed employers and scheduled according to their needs? No

1.4 Support Services for Access: Strengthen support services processes to better meet student needs.

● Comment on your program's level of collaboration with access services such as advising, admissions, registration, financial aid, and business office support services. How could this be enhanced?

The Instructional Technologist’s level of collaboration with access services such as advising, admissions, registration, financial aid, and business office support services to providing training and assistance to faculty and students using MyUH portal, Laulima, and Google@UH applications..

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.The Instructional Technologist consults with faculty and faculty-referred students on instructional application(s) usage and issues through one-on-one training sessions; through demonstration and guided consultation to practice technical skills; through the development of online tutorials; through audio/video/screen-sharing; and through workshops which are both face-to-face and computer mediated. These technical skills develop over time with practice, enrich both the teaching and student experience, and contribute to life-long learning.

2.1 Articulation: Improve communication and articulation processes with other KCC programs as well as secondary and postsecondary institutions.

The Instructional Technologist serves as co-chair of the KCC Distance Education Committee, is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011. Working on these committees allows improved communication and articulation within the University of Hawaii and other post-secondary institutions.

The Instructional Technologist frequently interacts with other instructional technologists, information technologists, and computer science administrators and faculty throughout the UH system to maintain currency on software applications, training and workshops provided by the UH system.

● Comment on collaborative efforts with other program units. Assess successes and challenges and plans for future collaboration.

A review of the the KCCIT Annual Program Review Update (APRU) consultations indicates increasing interactions with personnel in other program units. Typically resolution of an issue or completion of a project indicates success. Annual Survey results from the APRU indicates satisfaction. The Instructional Technologist collaborates with ITAC, professional development, other departments, committees, and individual faculty members and intends to increase these collaborative efforts in the future by consolidating and improving ease of access to KCCIT services.

● What has the program done to ensure that it is in communication with high schools and transfer institutions regarding articulation issues and/or problems? Describe successes and challenges and near-term plans for improvement.

The Instructional Technologist is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011. Working on these committees allows improved communication and articulation within the University of Hawaii and other post-secondary institutions.The Instructional Technologist frequently interacts with other instructional technologists, information technologists, and computer science administrators and faculty throughout the UH system to maintain currency on software applications, training and workshops provided by the UH system.

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.

KCC has prioritised the increase of distance education offerings and prioritised the goal to improve design and delivery of distance education to allow a more diverse student population to participate through distance learning. The Instructional Technologist ensures quality, relevancy and currency of curriculum to meet the needs of our diverse student population by making it a priority to provide faculty support for UH system-wide supported applications. This support enables faculty to better meet the technological needs of the student population and community.

● How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

The Instructional Technologist through professional development activities, such as research and communications with colleagues, allow use of innovative technology well before such technology is deployed by the UH system-wide. This promotes a smoother adoption of new applications into curriculum. The recent introduction of Google@UH applications is a positive system-wide addition requiring faculty and faculty-referred student training by the Instructional Technologist. Increasing numbers of faculty and students are using Google@UH applications. Therefore, Google@UH application usage is dramatically increasing throughout the curriculum. The Instructional Technologist’s plans are to conduct online synchronous forums and workshops collaboratively demonstrating Google@UH applications to provide training on these applications. Improvements to ongoing helpdesk, consultations, and tutorials will be made and these services will be maintained and continue.

● Are instructional methodologies appropriate for program content? Explain. The Instructional Technologist methodologies are appropriate. The methodology used by the instructional Technologist is to model through demonstration how to perform a task followed by observation of the consultee repeatedly performing the task until the consultee feel comfortable in performing the task without assistance. Other methodologies include online tutorials and workshops. Hands-on and time-on-task working with the application(s) to be learned have proven more effective for skill-set acquisition than group workshops. However, the Instructional Technologist has found group workshops useful for general introduction to applications (but less so for skill-set acquisition).

● Do instructional methodologies utilize available, current technology? Explain. Indicate recently implemented innovations in instructional methodology or use of technology as well as changes your program is considering within the next two years?

Yes. The Instructional Technologist teaches and utilizes UH system wide deployed applications as well as remaining current on evolving technologies not yet adopted by UH. A recently implemented innovation is training on the usage of Google Apps applications (Document, Presenter, Chat, Voice chat, Spreadsheet, forms, drawing, whiteboard, Sites) deployed system-wide. In the next two years the Instructional Technologist encourages faculty to use yet-to-be-deployed Google Apps (Google+, Hangouts, video uploads, and Google YouTube based upon their current utility for educational uses, and the expectation these applications will be deployed system-wide by UH in the near future.

● What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives...etc). Comment on plans you have to improve this process.

The Instructional Technologist working with faculty attempts to determine the student learning outcome and facilitate the effective usage of the appropriate applications. Occasionally there are several applications that can be used to accomplish the same task. However, some applications may be more effective than other application in terms of time and effort to achieve an identical outcome. I work with faculty to explain the pros and cons of each and if no UH system-wide deployed application exist to accomplish the desired outcome I recommend non-UH system applications that can be used. The Instructional Technologist attempts to match the applications with desired outcome looking first at free and /or open source and, if these are unavailable, proprietary applications.

● Comment on how your program addresses the learning needs of under-performing students. Are there strategies you are considering to strengthen this process? If so, describe them. Are there other programs and services currently not available that would help in this area?

The Instructional Technologist works with faculty referred students. If the student is determined to be under-performing due to inability to use a specific technological skill set, the Instructional Technologist will work with the student to acquire the missing skill set. The best way to strengthen this process is to guide the student to perform skill set until the student can repeat a technological process necessary to achieve the desired faculty identified student learning outcome. Other strategies are if a sufficient number of students are referred by faculty to address the same issue an interactive or step-by-step visual tutorial will be identified or developed to remediate a greater number of students. Services are available to the faculty members from that the Instructional Technologist allowing the faculty member to better assist the students by referring them to the appropriate tutorial(s).

● What assessments are being used to determine if current teaching methods used in the program are adequately meeting student needs. How are the results of these assessments currently being used?

The Instructional Technologist uses OODA (Observe, Orient, Decide, and Act), or PDCA (Plan, Do, Check, Adjust) information processing methodology that allows assessment and improvement to be ongoing as both attributes are build into these information processing models. When working with faculty or faculty referred students. OODA is used interactively for teaching skill set acquisition. For example: If a student or faculty member encounters an application based technological barrier, the OODA loop is used to resolve the issue. If during or subsequent to the consultation, the consultee is able move beyond that barrier through an observable demonstration of the skill-set(s) acquired to complete the task(s) then the success of both method and outcome is confirmed. If not,

the process is modified and repeated. If the goal is of a broader instructional design nature requiring the acquisition and integration of several applications to produce and deliver content then PDCA information processing methodology is used. The Instructional Technologist in consultation with the faculty member uses PDCA to:Plan - Plan to develop and teach an online course.Do - Develop and teach the Course, Check - Was the course successful? Adjust - Change the teaching deployment methodology.The Instructional Technologist relies on feedback from the instructor for the assessment of success as the instructor has the access to data regarding the course.

● DL: What distance learning options are available in your program. How is your program responding to student needs by using distance learning? Do you have a timeline?

The Instructional Technologist uses technology based communication methods as an integral part of consultation and training. One reason is to reinforce the use of such communication technology to enable faculty members to better use such technology in their course design regardless of whether the course is Face-to-Face (F2F or DL). The Instructional Technologist does not view "Distance Learning/Education" as distinct from any form of teaching that mediates the communication digitally. A Face to Face (F2F) classroom instructor using a Smartboard in class requires the same skills used by a DL instructor using a virtual collaborative whiteboard in a DL/DE class.

A faculty member using Laulima DropBox to collect assignments or the Laulima Gradebook to manage and distribute grades to students is using skill-sets identical to a DE/DL instructor. These isolated communication technological skill sets acquired by faculty prepare faculty members for a distance learning environment. There is no timeline as this learning and training is an ongoing aspect of the Instructional Technologist’s job.

The Instructional Technologist also provides course design and support services for college or program level distance education initiatives. For example the Instructional Technologist worked with Hospitality and Tourism (HOST) Program faculty to develop six distance learning courses in five years, four of which have been taught.

2.3 Remedial/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs.

The Instructional Technologist provided training sessions for student tutors in the use of audio/video/screen-sharing technology and real time collaborative applications allowing live online tutoring sessions. The Instructional Technologist has identified and recommended interactive online tutorials on computer and Internet use to the College

Success (CS103) instructor. This College Success course is designed to prepare students for success in college and has a computer/technical use component.

● How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have?

The Instructional Technologist has made available to faculty interactive self-paced tutorials in computer and Internet use to refer students needing remediation in these areas. Students and faculty continuously require training in new technology and applications. To provide continuous improvement in the future, a proposed Instructional Technology assistant position is justified within the next two years. More opportunities for new or upgraded software applications are needed in order to achieve success.

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level.

The Instructional Technologist's has developed an assessment process that is innovative and continually improves outcomes at the college, program, and course level by using an OODA loop process rooted in a constructivist philosophy of education when consulting with faculty and students. The Instructional Technologist has an intake interview process to assess the skill sets of the consultee against the skill sets required to mediate course content and receive student feedback in a pure mediated environment. If the minimum number of skill sets are not sufficient to deliver course content and receive student feedback consistent with "best practices", the Instructional Technologist and faculty member co-develop a plan and a time frame to acquire the missing skills. To provide continuous improvement in the future, a proposed IT assistant position is justified within the next two years.

● How does your program encourage and assess student growth in areas such as: communication, cognition, information competency, social interaction, and personal development and responsibility? What are the results of the assessment and what plans do you have to improve SLO's in these areas?

The Instructional Technologist encourages faculty and student growth in the areas of communication, cognition, information competency, social interaction, and personal development and responsibility by providing a variety of learning opportunities and communication applications. The increased demands of “social media” and mediated interaction justifies a proposed instructional technology assistant position within the next two years.

● List the student learning outcomes that you have identified for the program. What is the minimal level of performance that you expect program completers to accomplish? How are student-learning outcomes monitored and evaluated?

The Instructional Technology has no student learning outcomes. The program level outcome is “To facilitate faculty acquisition of technological skill sets needed in higher education and to provide learning opportunities on hardware and software applications.”

2.5 Academic support: Support student success through accessible, reliable, and user-focused academic support services.

The Instructional Technologist provides the following support services to faculty and/or students;Faculty Help Desk - The Instructional Technologist is the first point of contact for faculty seeking technical help. If the issue is network or hardware based the request is forwarded to Computer Services. If the issue is software usage the Instructional Technologist works with the faculty member to resolve the issue. Help is available 40 hours per week via phone, email and/or Internet based audio/video/screen-sharing. Multimedia studio - The Instructional Technologist’s office serves dual use as a small multimedia studio serving the production needs of faculty and referred students. The studio is available by appointment. Both audio and video production is possible and the studio has a “green screen” which allows still and motion image to provide background for presenters. Speech student’s reenactments, Journalism student’s video news reports, instructor intros to online courses, instructional videos, and Public Service Announcements (PSAs) promoting registration in Office of Continuing Education and Training (OCETs) non-credit courses have been produced in the studio.Multimedia Post-Production Lab - The post-production lab supports faculty, digital media arts students, journalism students, and general population students demand for professional media creation software and high quality graphic workstations. This walk-in lab is open whenever the Learning Commons (LC) is open.Consultations - The Instructional Technologist consults with faculty in an instructional designer/content specialist model to design/modify courses and help faculty members select appropriate applications for content creation, delivery, and management.

● Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory resources, computer assets. How can you improve utilization of these resources?

The Instructional Technologist occasionally uses both Media Services and Information Technology assets and acts as the help desk to refer faculty and students to these services as needed.

● What tutoring, mentoring, and/or counseling services are available to support students in your program? Comment on ways that your program can work with these groups to improve service to students.

Students the Instructional Technologist works with are faculty referred. If services needed are beyond the scope of Instructional Technology students are referred to

tutoring, mentoring, and/or counseling services. The Instructional Technologist has worked with both Tutoring Services personnel and counselors to better deploy communications technology to make their services available to more students. Tutors, for example, have been trained in remote tutoring by the Instructional Technologist. The number of mentoring services for instructional technology needs has been growing in the past few years due to the increase use of technology in the workplace and in educational institutions.

2.6 Faculty & staff: Create an environment that attracts, retains, and supports qualified personnel.

The Instructional Technologist tries to create a timely, accessible, open, and helpful environment.

● Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs.

Maintaining Instructional Technology currency is a moving target and the role of the Instructional Technologist has moved from one of teaching basic instructions on computer use and specific applications to providing training and assistance on a broad array of applications, platforms, and digital devices. At one time, faculty needed basic training on computer use with one or two applications such as word processing or visual presentations. Today, incoming faculty typically possess basic technological skill sets and need consultation for a variable duration of time on a broader spectrum of applications and platforms.The number of consultations have increased significantly. The number of distance learning course offerings has also increased significantly, as has the integration of mediated instruction into the classroom. KCC has prioritised the increase of distance education offerings and prioritised the goal to improve design and delivery of distance education. The need for one Instructional Technology assistant within two to three years would allow expansion of services to meet growing demand.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.

● Comment on facilities that the program uses, their current adequacy and any immediate needs.

Instructional Technology uses an Office/studio, a multimedia lab, and the technological infrastructure provided by the University of Hawaii. These assets are currently adequate to meet needs with the exception storage space for video content, and the lack of a

system-wide supported synchronous learning environment available to faculty. on a regular basis.

● Comment on the currency of equipment and technology for the program. Indicate immediate needs.

The equipment and technology (hardware) a used by the instructional technologist is current and the budget (around $1,000 annually) is adequate to meet current needs for accessories and application upgrades. Technological advances however will require hardware replacement/upgrades in two or three years.

2.8 Financial Resources: Strengthen processes to develop and better utilize fiscal resources.

● What efforts has the program made to investigate entrepreneurial opportunities or alternative funding sources to support program goals? Describe your programs level of success in obtaining funds and future plans.

The Instructional Technologist in cooperation and coordination with Media Services and Language Arts and Humanities (LAH) specifically Journalism and Digital Media Arts uses equipment and site licenses to better utilize fiscal resources. The Instructional Technologist for example was able to purchase a 20-seat synchronous learning platform annual license (Blackboard Collaborate) at one third the cost directly from the vendor from the University of Hawaii College of Education.

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

3.1 Program articulation with workforce needs: Articulate educational programs with workforce needs by utilizing input from advisory groups and other relevant sources of information. Instructional technology does not articulate programs

● How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this?

The Instructional Technologist remains current with communication technology trends in the workforce. For example the use of cell phones and tablets (Ipad, Andriod, etc.) is increasing, cost are dropping, and computing power is increasing. These trends will impact both the design and delivery of educational content.

● How is the selection of courses reviewed for relevancy to community and workforce needs? What recent changes have resulted from this review? How has your program addressed professional development needs which have risen from the changes?

Instructional Technology does not review course selection for relevancy to the community or workforce.

● What method is used to assess student and employer satisfaction with the program's offerings and operations. What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

The Instructional Technologist uses the Academic Support annual survey and one-on-one consultations with students/faculty to assess satisfaction. Much of the work of the Instructional Technologist involves facilitating skill set acquisition by faculty or students, or involves production of a work product that can be evaluated and modified until the student or faculty member is satisfied with the result(s). The Instructional Technologist maintains a log of consultations. So far, the Instructional Technologist has been able to keep up with increasing demands for instruction on new applications and technology. An instructional technologist assistant would allow an increase in services within the next two years.

● What program initiatives have been implemented to improve course completion, and job preparation?

The Instructional Technologist works with faculty referred students that are facing barriers completing assignments. The Instructional Technologist initiated an increase in the variety of ways students can consult with the Instructional Technologist. These currently include remote audio/video/screen-sharing applications which dramatically increase response and resolution time of an issue. Hopefully a more rapid resolution of technical barriers will improve course completion. The Instructional Technologist has created or identified a variety of step-by-step visual web based tutorials that faculty can use in their courses. These tutorials address the most frequently asked questions and saves the faculty member time. More tutorials are planned as applications and technology progress.

● What are the expected career/occupational outcomes for students? (e.g. transfer, employment)?

The Instructional Technologist has no student outcomes.

● Does the program have an Advisory Board Committee?No, but the Instructional Technologist receives feedback and works with committees, programs, departments, administration and individual faculty members.

● How does the program work with the Advisory Board to assess effectiveness?

N/A

3.2 Certification/Licensure, Job Placement, Transfer: Meet workforce needs, increase students' rates of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by providing relevant education and training programs.N/A

● What is the percentage of your graduates that receive licensure/certification? Is this satisfactory? How can this be improved?

N/A● Comment on the level of job placement in the field of study. Is this

satisfactory for your program?N/A

● Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

No to both questions and it would not be appropriate for Instructional Technology to use this index because the Instructional Technology program has no direct relationship to expected graduate transfers to upper division programs.

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

4.1 Faculty/Staff Development: Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities.

● Explain how faculty and staff maintain expertise in their discipline or area of responsibility.

The Instructional Technologist maintains expertise using Internet based communications technologies. For example the Instructional Technologist created several “personal learning networks” that collects, curates, and publishes news from technologists followed on Twitter. Google+ also follows select technologist from around the world. Google Hangouts is used to video-conference with (or watch) in real-time or prerecorded panels of technologists. The Instructional technologists currency is demonstrated by frequent updates to the Instructional Technology website and weekly online newspaper. Typically the Instructional Technologist is using or aware of new hardware and applications that can be used in Instructional technology well before they are deployed and supported at the UH system level. The Instructional Technologist also maintains expertise by participating in several discipline related campus and system-wide committees such as[ serving as co-chair of the KCC Distance Education Committee, is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a

member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011.

● Describe the Professional Development plan, including availability of resources and the process of allocating these resources. Does this plan adequately meet Professional Development needs?

The Instructional Technologist will continue to maintains expertise using: Internet based communications technologies for peer interactions and research; through serving on discipline related campus and system-wide committees; by maintaining communications with other instructional, educational and course designer peers; and attending online and offline instructional technology related professional development opportunities. This plan adequately meets the Instructional Technologists needs.

4.2 Student Development: Foster personal enrichment of students by providing opportunities that broaden their college experience.

● Describe program faculty involvement in providing opportunities for students' personal enrichment through co-curricular activities.

The Instructional Technologist provides opportunities for student and Faculty personal enrichment. For example;Multimedia studio - The Instructional Technologist’s office serves dual use as a small multimedia studio serving the production needs of faculty and referred students. The studio is available by appointment. Both audio and video production is possible and the studio has a “green screen” which allows still and motion image to provide background for presenters. Speech student’s reenactments, Journalism student’s video news reports, and newspaper layouts, instructional video intros to online courses, instructional videos, and PSAs promoting registration in OCET non-credit courses have been produced in the studio.Multimedia Post-Production Lab - The post-production lab supports faculty, digital media arts students, journalism students, and general population students demand for professional media creation software and high quality graphic workstations. This walk-in lab is open whenever the Learning Commons (LC) is open.

● Does the program support non-traditional approaches to education? If so describe these. What outcomes are expected from these approaches, and how have they affected student success across the curriculum?

Yes. Instructional Technology supports non-traditional approaches to education. The approach is iterative, constructivist, and experiential. The approach is always attempting to bridge the gap between theory “I know that”, and skill set acquisition “I can do that”.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

5.1 Leadership: ● Comment on activities initiated and lead by program faculty and staff that

have positively impacted our community. List pertinent community services and activities. Discuss leadership roles in other community activities that you are interested in pursuing.

The Instructional Technologist serves on the campus sustainability committee and a variety of civic organizations.

5.2 Collaboration: Establish active collaborative arrangements to support community goals and needs.N/A

● What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

The instructional Technologist serves as co-chair of the KCC Distance Education Committee, is a member of the UH system Faculty Distributed Learning Advisory Committee; the University of Hawai‘i Community Colleges’ Online Learning Strategic Planning Working Group; and a member of the UH System-wide Information and Computer Science (ICS) and Computer Science (CS) articulation group that created the 2005 articulation agreement and revised this system wide articulation agreement in 2011. Working on these committees allows improved communication and articulation within the University of Hawaii and other post-secondary institutions.The Instructional Technologist frequently interacts with other instructional technologists, information technologists, and computer science administrators and faculty throughout the UH system to maintain currency on software applications, training and workshops provided by the UH system.

6. Diversity: To foster a global understanding and appreciation for diversity.

6.1 Diversity: Support diversity and cultural awareness through campus programs.● How does your program support diversity and cultural awareness? What

are the desired outcomes? How have these outcomes been met?The Instructional Technologist supports diversity and cultural awareness by teaching and providing access to communication applications which facilitates diversity and cultural awareness. The desired outcomes are that such communication opportunities will increase awareness of other cultures.

6.2 International education: Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawai‘i.● What academic relationships does your program have beyond Kaua‘i, Hawai‘i,

the US.? Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and/or projects to be developed.

The Instructional Technologist is familiar with a variety of technologies that are capable of being used by faculty to bring peoples from other cultures together. The Instructional Technologist moderated a anthropology course where native peoples in Nicaragua were interviewed by Kauai students in a KCC classroom. The plan ready for implementation is training faculty and faculty referred students in the use of social media which can bring people together regardless of geographical location or culture.

STRENGTHS AND AREAS NEEDING IMPROVEMENT■ Use this area to summarize, in narrative form, what you found out about your

program: what is the program doing well, is there room for improvement in these areas of strength?, what can the program be doing better?

The program health of Instructional Technology has improved dramatically since the Spring of 2011 when the Instructional Technologist was allowed to function for the first time as a full time instructional technologist and coordinate technology intensive activities and the program is doing well meeting its core mission of providing access to learning opportunities and skill set development to faculty and referred students.

Since the last cumulative review the Instructional Technologist has researched, purchased, and manages a multimedia studio and lab available to faculty and faculty referred students, The number of consultations have increased significantly. The number of distance learning course offerings has also increased significantly, as has the integration of mediated instruction into the classroom. The Instructional Technologist has provided access to technology and learning opportunities while remaining current on new technologies and anticipating future needs. The Instructional Technology has worked to provide training and consultation on standardized hardware and software campus wide, identified and/or developed tutorials and training modules, and held workshops for faculty and students.

It is difficult to assess the effectiveness of Instructional Technology in based upon consultation logs or survey, but one thing is clear and that is the number of consultations is increasing and the duration of consultations is decreasing. I interpret this as an indication that more instructors are increasingly using a greater number of applications that they require assistance using. It would be hubris to assume this increasing usage of technology is solely due to the efforts of instructional technology because technological progress is exponential in both diffusion and speed of innovation throughout society. Technological change has become revolutionary not evolutionary. Meanwhile educational structural changes are slow to change. It will no longer do to stuff new technology in outdated institutional structures and processes if one is to reap the full benefits of the new technology.

In the future education will be “blended” and will require a revolutionary revamping of the current educational institutions structure to fully utilize the capabilities of the new technology.

Historically, teachers delivered lectures aided by printed references materials and a chalk board. Beginning slowly but at an exponentially increasing pace, mediating technologies such as film and overhead projectors, televisions, computers, etc. were introduced to offer a richer learning environment for teacher and student alike. Both content delivery and discussions about the content occurred in the room supplemented by out-of-class assignments that students completed at home.

At KCC a standard F2F three-credit class typically occurs in two 90-minute blocks two times a week, or three 50-minute blocks two times a week Monday through Friday between 8 and 9 pm in two 15-week semesters with around twenty students per class. This structuring of student time and place for learning although typical is outmoded and actually hinders educational potential of new mediating technologies. The future of education is about the ability to communicate and coordinate learning activities regardless of geographical location. Platform independent applications for mobile learning (m-Learning), MOOCs (Massive Online Open Courses) and initiatives such as Khan Academy, Coursera, Rensselaer Polytechnics mobile circuit digital design studio, and concept courses like Building a Modern Computer from First Principles are expample of realizing the potential of mediated learning to provide quality education for increasing numbers of people.

More and more, the Internet will allow the contents of human knowledge to become accessible to greater numbers of people delivered through to them via WiFi wherever they desire. Interoperability is making such content delivery platform independent with content created and received on handheld portable dock-able digital devices. The Internet’s allows individuals to collaborate across time and space and is fueling open source/libre software development (Laulima, Wikipedia, open course-ware, etc.). This and distributed revision control systems like Git is pushing the open source development cycles beyond the productive capacity of proprietary software companies.

We face two choices:

1 Trap new communications and delivery technology in an obsolete educational model which will corral and hobble this new technology or,

2 chart a new path forward embracing new technology and re-engineer academia at the structural level to allow the full potential of this technology to expand and make education accessible to ever greater numbers of people.

Success requires more than a mere structural adjustment. It requires nothing less than a radical re-engineering of academia from the root.

“College and university committees on instructional quality could easily create and disseminate a learning outcomes document asking faculty to contribute to the establishment of desired student outcomes, listing such standardized goals as metacritical understanding, increased comprehension and retention of course information, and increases in such value-added elements as communication, problem-solving, research, computer use, and group productivity skills. This document would form the basis of deciding on what kinds of technology-mediated programs and machines would be deployed. In essence, the strategic goal is to link what computers can do to a consensus of what common learning outcomes would be served by technology-mediated instruction.”Paul Michael Privateer

Integral to the Instructional Technologist’s professional development activities are researching, exploring, and evaluating these societal meta-trends in technology while working within the constraints of the current educational structure and advocating for systemic changes necessary to leverage the advantages of technological progress to serve educational purposes.

The Instructional Technologist will improve upon these areas of strength by continuing to working with ITAC, Information Technology, Professional Development, and other programs, and faculty to enhance the quality of mediated instruction and integrate mediated content and communications into the curriculum, maintain technological currency, research, and promote high quality multi-platform and open source hardware and software solutions.

ACTION PLAN WITH TIMELINE● Summarize action steps to be taken as a result of program review.

The Instructional Technologist will continue to working with ITAC, Information Technology, Professional Development, and other programs, departments and faculty to enhance the quality of mediated instruction and integrate mediated content and communications into the curriculum, maintain technological currency, research, and promote high quality multi-platform and open source hardware and software solutions.

● Indicate both broad strategies for addressing program goals as well as smaller steps strategy for accomplishing this strategy.

The smaller strategy steps for addressing program goals to is to increase the use of web based communication technologies to facilitate access to learning opportunities and skill set acquisition to augment technology intensive instruction. This strategy includes input and collaboration with ITAC, Information Technology, Professional Development and other programs, departments, faculty, and other instructional technologists on an ongoing basis. The broader steps include maintaining currency through research of emerging communication technologies, learning how to use these technologies, deploying these technologies, training faculty and faculty referred students in the use of these

technologies through consultations (both face to face and/or mediated), and identifying and/or creating tutorials, demonstrations and workshops.

● Identify names of key persons involved in implementing the steps and the overall strategy.

These broad strategies includes input and collaboration with ITAC, Information Technology, Professional Development and other programs, departments, faculty, and other technologists.

● Identify and quantify where possible the outcomes expected from the action, e.g., 30% increase in number of majors, 50% improvement in semester to semester retention, 20% improvement in program completion.

The instructional Technologist uses an activity log to track actions. It is expected that the number of interactive instances will increase each semester.

● Indicate resources that will be needed. Due to limited funding, programs should attempt to ie-align, re-purpose, and reallocate whenever feasible.

An additional Instructional/designer position should be considered in two or three years if the current focus on creating and offering more distance learning courses continues in the future. Equipment upgrades for the studio/lab will also need to be done in three years.

● Indicate when specific steps will take place and be completed (a timeframe is fine).

● Leave status blank as program action plan will be used for annual updates and status can be addressed then.

Action Plan(s)NOTE: The program mission is to provide research and recommendations to augment technology-intensive instruction, and the program goal is to facilitate faculty acquisition of technological skill sets needed in higher education and provide learning opportunities on hardware and software applications is denoted by the number 1 under goal in the following table.

Goal Action Item Resources Needed

Person(s) Responsible

Timeline Indicator of Improvement

PLO impacted

Status

1 Faculty & student consultations

Begin Tracking student consultations

time Coll ongoing Survey results will improve each year.

Number of consultations will increase by 1% each year.

1

1 research time Coll ongoing # of Applications consulted on will

1

increase by 1% each year.

1 manage digital media lab

time resources

Coll ongoing # of users 1

1 manage digital media studio

time resources

Coll ongoing # of users 1

1 production of multimedia content

timeresources

Coll ongoing Track number of productionsNumber of productions will increase by 1% each year.

1

1 development and delivery of workshops & tutorials

timeresources

Coll ongoing Track number of workshops

Track Number of created tutorials

1

1 Develop Application skill set inventory

Time Coll Sep 2012 createOct 2012 deploy

created& ready to deploy

1

1 activity tracker time Coll ongoing activity log 1

Supporting and reference documents linksKCC Instructional Technology websiteTechnologia- Weekly technology newspaperAnnual Assessment FeedbackUniversity of Hawaii system articulation agreement Information and Computer Science(s) Computer Science (draft)ITAC 2012 Vision Plan - Information Technology Advisory Committee 2012 Technology Vision PlanUniversity of Hawai‘i Community Colleges’ Online Learning Strategic Plan (draft)2007 Instructional Technology APRU2008 Instructional Technology APRU2009 Instructional Technology APRU2010 Instructional Technology APRU2011 Instructional Technology APRU