Report
The faculty and staff at NDSU value access to computing technology for all members of the academic community. This subcommittee has the specific goals of developing and reviewing policies that will enhance our academic computing capabilities. These enhancements include new equipment and software for campus clusters and access to the latest technologies in classrooms. Pursuant to these goals, this subcommittee has prioritized resources for classroom technology and evaluated progress toward the 5-7 year plan for campus clusters and classroom technology that was initially developed in 2000. In addition, we have re-evaluated our goals based on ever-changing technology and funding resources. Finally, the subcommittee assisted ITS with development of a new clusters use policy (www.ndsu.edu/its/depts/clusters/newpolicies.shtml).
1.
Prioritization of resources for classroom technology.
We
value access to up-to-date computer-based educational technology in classrooms
for all instructors and students.
Several lecture halls throughout campus have been equipped with
permanent installations of computers, projectors, and related equipment. Equipment carts that include digital projectors and VCRs have been provided in several buildings
that can be shared among smaller classrooms. Because of the tremendous expansion of use of these facilities,
there is a continuing need to provide additional equipment. However, determining the locations of new
permanent installations and carts is difficult due to extreme demand coupled
with fund restrictions. In 2000, a new
procedure for requesting new classroom technology was put in place through the
ITS Web site (http://www.ndsu.nodak.edu/its/clusters_equip/melissa/request_form.shtml). This form was used for the first time for
new equipment requests for 2001, and it proved to be reasonably successful.
This form was successfully used again for equipment requests for 2002, and
there have been few problems.
2. Progress
toward 2000 5-7 year plan for campus clusters and classroom technology.
In 2000, this subcommittee,
and subsequently the CPG committee, adopted a plan outlining goals for campus
cluster and classroom technology.
Progress has been made during the last 2 years toward these goals. Specifically, essentially all large lecture
halls on campus are now equipped with permanent classroom technology. Installations are continuing for smaller,
high-use classrooms. Two classrooms
received permanent installations that include electronic whiteboard
technology. Authentication procedures
for cluster computers are being tested and should be in place sometime in
2002. Also, a plan is in place to equip
all classroom carts with permanent computers.
These installations may be completed by end of
summer, 2002. Faculty are starting to
employ wireless computing and personal response systems into their classroom
instruction. We anticipate increasing
needs in these areas, which are addressed below. ITS now has personnel in place with the responsibility to train
faculty and students on both general use software and specialized software,
such as Blackboard Course Info. ITS
also has new personnel with responsibility in the area of digital conferencing,
an area which had been underutilized on campus, possibly because of a lack of
familiarity with the equipment.
3.
Revision of
the 5-7 year plan for campus clusters and classroom technology.
We value access to
information technology in both clusters and classrooms that meets the current
and future needs of students and instructors.
In order to provide this infrastructure, planning and priorities are
required. This committee has developed
several goals to help meet growing needs in information technology for our
clusters and classrooms. We also
recognize that there is a serious need for additional funds that are earmarked
for the purchase of new and replacement equipment, maintenance of these facilities,
and to provide the technical personnel necessary for the operation of these
facilities and the training of end users.
Clusters.
1) An authentication procedure must be in place within
the next year to facilitate cluster management.
2) Policies for cluster use must be enforced.
3) Existing equipment must be replaced on a 3 year cycle.
4) New clusters should be established and existing
clusters should be upgraded in order to incorporate new technologies and
accommodate advances in learning theory.
New clusters should be primarily special use clusters with
nontraditional designs that encourage a high level of interactive, group, and
synergistic activities. Some small
rooms for collaborative work could be developed. New clusters could incorporate advances in video conferencing,
distance learning, and distance computing.
5) Clusters must include ports that will enable users to
interface their personnel computing equipment (lap-tops, PDAs) with cluster
equipment in order to access additional equipment such as printers and
scanners, as well as the university network.
Cluster computers should have software and infrared ports that will
enable data transfer with PDAs.
6) Software and equipment training for both faculty and
students needs to continue and be expanded.
Some equipment on campus has been underutilized partially because of a
lack of personnel to train potential end users.
7) As equipment and/or software are added to clusters,
usage of the new technologies should be monitored. This will enable more efficient use of limited resources, with
funds used to purchase only the equipment and software that are heavily used.
8) New resources need to be publicized. This publicity could be accomplished by
encouraging faculty seminars on the use of new technologies or novel uses of
existing technologies.
Classroom Technology.
1)
The availability of
classroom media carts and permanent installations should continue to meet
demands. Classroom technology equipment (either permanent or portable) should
be available for all classes. Because of the sharp increase of usage of
classroom technology, we see the need for permanent installations in 90% of
NDSU classrooms by 2007.
2)
Classroom technology
should become more user-friendly. This need is especially apparent for carts,
where a laptop computer must be attached to the equipment. Difficulties with
setup and operation may inhibit some potential users and can disrupt
presentation for experienced users. In order to reduce these problems, carts
should include a computer with major presentation software. These computers
should be installed on all carts within the next two years.
3)
Existing equipment
should be replaced on a 3 to 4 year cycle.
4)
Classroom technology
should incorporate advances in teaching and learning theory. Additional
classroom technologies will need to be incorporated. Although future
enhancements are difficult to predict, we see needs for "electronic
whiteboard", wireless technologies and integration of PDAs, laptops and
student-owned resources.
5)
By 2005, we anticipate
the need for interfacing students' portable computers with the lecture
environment. We see the need for local networking systems in both
special-purpose classrooms and large lecture halls. These networks, coupled
with electronic whiteboard equipment and other technologies, could produce a
highly interactive environment suitable for both the classical lecture and
distance learning formats.
6)
With the implementation
of our growth initiative, expanded use of classrooms is imminent. Classroom
technology management should be implemented to ensure services are reliably
provided and available for extended-hours classes. Extended-hours classes must
be supported and funded at the same level as those given during regular hours.
7)
The process for
scheduling all classrooms should include identifying technology needs along
with other considerations such as size of class, vicinity to department, etc.
8)
Develop a support plan
that expands the support and funding available to classroom technology. This
plan can include enlisting and utilizing existing support resources, end-user
training (faculty/staff development) and increased professional support
resources. Part of faculty training should include developing a backup plan to
ensure continuous service regardless of technology accessibility.
9)
Sound systems and
interrelated components of instructional technology should be included in
classroom technology implementation, upgrades and funding.
10) Develop a plan to incorporate technology planning at
the departmental level in order to better predict classroom needs.
11) Encourage funding for maintenance of core technology
at a basic (line item) level.
Members:
Marvin Fawley (Chair)
Brian Abraham
Douglas Hindman
Steven Kapaun
Joel Jorgenson