Spectrum is a newsletter for faculty published by the Faculty Development and Instructional Design Center at Northern Illinois University during fall and spring semesters of each academic year. For information about the articles and deadlines published in the current issue, please contact Center Staff at (815) 753-0595 or facdev@niu.edu http://www.facdev.niu.edu/facdev/resources/spectrum/ http://blogs.law.harvard.edu/tech/rss Wed, 30 Jan 2008 16:08:34 -0600 Mon, 28 Jan 2008 11:56:43 -0600 FeedForAll v2.0 (2.0.2.9) http://www.feedforall.com 605584http://www.feedburner.com
Designing a Blended Course

• Repurposing a traditional course for a blended course will take considerable more time and effort due to the requisite technologies used for the online portion of the class. Effective course design considerations should include student learning preferences and alignment of course goals and objectives with F2F and online activities.
• Media used in blended learning environments are not limited to the Internet and a set of computers. For example, students on the go use mobile technologies-MP3 devices such as iPods, GPS systems, digital cameras, laptops and tablet PCs comprise the mobile communication culture of today’s students (Milne, 2006). Mobile learning (mLearning) is yet another way instructors can blend course content and better meet the mobile learning requirements of students.
• Consider both the physical and virtual "classroom" space for learning and how they compliment one another. Blended learning environments do not occur strictly between a traditional classroom and someone’s home office. If team work is a course expectation, provide opportunities for work to occur both in and out of the classroom by designing in-class activities which are completed after class; create Blackboard groups and discussion fora, social networks such as online learning communities, course-related Wikis, and allow for electronic peer assessment.

Advantages of Blended Learning

• Flexibility- Blended learning environments allow students to access a variety of media which support different learning preferences - video for visual learners, podcasts for auditory learners, and hand’s on activities for kinesthetic learners.
• Social atmosphere- Online learning components such as synchronous chats, question and answer sessions, and asynchronous case studies and group work give all students, especially those who tend to be quite in face-to-face classrooms, the opportunity to speak in a safe and open learning environment. Also, group collaboration can easily be facilitated by allowing students the ability to share files, create discussion threads, and virtual chat.
• Reusable learning objects- Materials such as tutorials, simulations, case studies and assessments can be repurposed for use in both learning environments to save on design and development time.

Challenges of Blended Learning

• New course design- One cannot take an existing course and just "put it" online. Much time and effort must go into aligning learning goals and objectives, activities, and instruction to work with the online portion of the course (Grayharriman.com, 2004). Separate content to be presented face-to-face and online.
• Technology adaptation- Instructors and students must be given time to adapt. Blending an existing course by small increments will allow everyone to work out challenges and difficulties with the technology. Discuss with students the purpose of using the technologies to help them adapt more quickly.
• Roles and responsibilities- Students who are new to blended learning environments must learn to adapt to this mode of delivery which often requires more writing than face-to-face courses. Students also must make use of good time management skills as blended courses require them to balance both online and face-to-face course activities. Finally, as more content is presented online, the instructor’s role will shift from being a presenter of information to a facilitator of knowledge (Northeastern University, 2007).

Summary
Through careful planning, blended learning can help impart knowledge in new and exciting ways. Traditional face-to-face courses can be modified to fit a blended model which meets student learning needs and expectations and the pedagogical requirements of the instructor. With time and practice, blended learning will become a standard and expected method of instructional delivery.

References
Grayharriman.com (2004). Blended learning. Ret. 11/14/07, from http://www.grayharriman.com/blended_learning.htm
Milne, A. J. (2006). Chapter 11. Designing blended learning space to the student experience. Ret. 12/13/07 from
http://www.educause.edu/Chapter11.DesigningBlendedLearningSpacetotheStudentExperience/11909
Northeastern University (2007). Hybrid course design. Ret. 11/14/07, from
http://www.cicd.neu.edu/teach/online_pedagogy/hybrid_course_design/]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ F8604646-6326-4BEC-8984-79236165D562 Mon, 28 Jan 2008 11:56:43 -0600 Writing is a language skill that can be daunting for students to master. Many universities have established Writing Centers and tutoring services to promote effective writing practices. However, students still lack basic grammar and writing skills, and faculty still find it difficult to allocate class time to review common problem areas encountered in student writing. <br /> <br /> To address this need, Faculty Development and Instructional Design Center has developed and published an "Online Tutorial on Effective Writing Practices" which allows students to review and learn from some of the most common mistakes made in writing. <br /> <br /> While the tutorial is intended for self-paced learning by students, it can also be used by faculty as an educational resource to supplement their classroom discussions on effective writing practices. The content for this tutorial was compiled by faculty and graduate students from the Department of English at Northern Illinois University. The content is divided into four main areas: grammar, punctuation, organization, and style. <br /> <br /> The Online Tutorial on Effective Writing Practices was designed with a quick-review option in mind. Students can first take a brief self-test in each content area, identify any errors they may have made, and then selectively review the material based on the results of the self-test. One of the main design considerations was to sustain student interest in the content. To achieve this goal, the material is presented as narrow sub-topics, making the information accessible and visually attractive.<br /> <br /> The tutorial can be accessed at <a href="http://writingtutorial.niu.edu">http://writingtutorial.niu.edu</a> without any login or password. This tutorial was funded by the Committee for the Improvement of Undergraduate Education’s "Project for the Improvement of Undergraduate Education Grant" and Faculty Development and Instructional Design Center. http://writingtutorial.niu.edu 5B12B013-3684-4362-BEBA-DCCD15B29239 Mon, 28 Jan 2008 11:56:43 -0600 http://www.niu.edu/facdev/resources/quicktips/

In one of the Quick Tips, Dr. Micky M. Sharma, Director of the Counseling and Student Development Center, shares recommendations for recognizing and assisting students in emotional distress. Faculty Development and Instructional Design Center staff, Jason Rhode and Olga Urban, have recently added Quick Tips presentations on 'Podcasting Principles', and 'What are Clickers?' Each brief (approximately 5 minutes) presentation in the series provides information on a focused topic, which users can view directly online (without the need for any special plug-in, player or client software), download it to their computers to view it later or view it as a Podcast. Low resolution versions of the video presentations can also be viewed on YouTube  at http://www.youtube.com/niuquicktips

The Quick Tips presentations developed in Microsoft PowerPoint have been integrated with voice narration, transcript, video and live hyperlinks, wherever appropriate, using the software, "Articulate Presenter." One of the significant advantages of this approach instead of PowerPoint presentations with audio is that Articulate Presenter compresses the presentation considerably by converting it to Macromedia Flash format, which greatly reduces file size as well as facilitates viewing the presentation online. The figure below shows an image of a screen captured from a Quick Tip presentation.

Several faculty members at NIU have recently begun using Articulate Presenter   to enhance web-based instruction with presentations that range from brief tutorials to full lectures.

Another software called, Articulate Engage   allows the creation of tutorials with up to ten different types of interactions including a timeline, glossary, frequently asked questions, and a video tour.

Faculty Development and Instructional Design Center offers workshops and lab facilities for faculty to practice creating their own presentations. Contact Faculty Development to register for the Short Focused Tutorial and Advanced Short Focused Tutorial workshops to learn more about this new technology resource.]]> http://www.facdev.niu.edu/facdev/resources/quicktips/ BB6F1E3E-693B-4FB0-A084-E9EA7F2DF19F Mon, 28 Jan 2008 11:56:42 -0600 SafeAssign  is a new plagiarism prevention tool now available to all NIU faculty/staff to protect the originality of work and ensure a fair playing ground for all students. SafeAssign  is integrated with Blackboard and prevents plagiarism by detecting unoriginal content in students' papers. SafeAssign  can also further deter plagiarism by creating opportunities to educate students on proper attribution and citations while properly leveraging the wealth of information at their disposal.

Faculty who choose to take advantage of this new Blackboard tool can now deploy SafeAssignments  in their Blackboard courses that allow for students to electronically submit their written work. Assignments are automatically checked against the following database sources for plagiarized or incorrectly cited content:

• Internet: comprehensive index of documents available for public access on the Internet
• ProQuest ABI/Inform database with over 1,100 publication titles and about 2.6 million articles from '90s to present time, updated weekly (exclusive access)
• Institutional document archives containing all papers submitted to SafeAssign  by users in their respective institutions
• Global Reference Database containing papers that were volunteered by students from Blackboard client institutions to help prevent cross-institutional plagiarism.

An originality report is then automatically generated for each assignment and provided for the faculty member and student to review. Submitted student work is added to the NIU institutional document archive in which future submitted work is checked against, protecting the originality of students’ work. For more details about SafeAssign , visit http://www.blackboard.niu.edu/blackboard/resources/safeassign.shtml]]> http://www.blackboard.niu.edu/blackboard/resources/safeassign.shtml 7A83160E-1DB5-4265-969B-5C6D3FB29041 Mon, 28 Jan 2008 11:56:42 -0600
The Blackboard Content Collection

• is fully integrated with the Blackboard Learning System that many faculty and students are already familiar with.
• makes reusing files much easier -- faculty can save a file in the Content Collection once and link to that file from many courses or course sections.
• allows for easy file management -- when a file that resides in the Content Collection needs updating, faculty can update it only once, and there is no need to go into each course to upload an updated version of the file.
• reduces resource consumption because the files can be managed and shared without the need for copying course content from semester to semester as the files will be located in the Content Collection and linked to the course each semester.
• makes it easy for faculty to share files with users both within NIU and outside.
• offers easy access to resources placed in e-Reserves and allows faculty to link to those resources from their Blackboard courses.
• provides an easy drag-and-drop interface through the Web Folder feature that makes copying and managing large number of files much easier.
• functions as a virtual hard drive that is available to NIU faculty from anywhere simply by logging into Blackboard.

The Blackboard Content Collection can be accessed by NIU faculty by logging in to Blackboard and clicking on the "Content Collection" tab. For more details about the Content Collection feature in Blackboard, visit http://www.blackboard.niu.edu/blackboard/coursecontent/collection.shtml]]> http://www.blackboard.niu.edu/blackboard/coursecontent/collection.shtml 6FE394B2-10C7-460F-AE87-423CE1786947 Mon, 28 Jan 2008 11:56:42 -0600
Scholar  is a new academic resource sharing, or "social bookmarking," service that is customized for education and integrated with Blackboard providing students and faculty with an exciting new way to store, share and discover educationally viable resources on the Web and use them in their teaching, learning and research. Users can bookmark their favorite online resources for easy access later by user-driven metadata referred to as tags. By applying meaningful topic tags as well as course and discipline specific tags, users are able to not only find bookmarked resources easily but also share with others.

Faculty who choose to use this new tool in Blackboard can create a customized course-level resource page that both faculty and students can contribute to by simply bookmarking academic resources and then applying the course-specific tag that Blackboard provides. A host of new student-centered assignments are possible as students now have a simple and scalable way to actively participate in the collection and review of academic resources for the course while also systematically building their own personal library of online academic resources.

Scholar  can be accessed by all NIU users in Blackboard by clicking on the Scholar  tab. For more details about Scholar, visit http://www.blackboard.niu.edu/blackboard/resources/scholar.shtml]]> http://www.blackboard.niu.edu/blackboard/resources/scholar.shtml CC85BABD-7AA6-425F-BFD6-E512E6277891 Mon, 28 Jan 2008 11:56:24 -0600 What is CPS?
eInstruction CPS, a classroom performance system, also referred to as student response system or "clickers," has recently been recommended for use at NIU to engage students and enhance their learning experience. CPS allows faculty to receive immediate feedback from students wirelessly with the use of small hand-held devices commonly referred to as "clickers." The system can also be used in conjunction with Blackboard to create a complete interactive learning experience. Faculty can use CPS in the classroom to engage students and provide them with instant feedback and then upload results from class assessments conducted with CPS to Blackboard.

Ordering CPS:
To use CPS in their classes, faculty members need a CPS starter kit which includes a receiver, a response pad (clicker) and CPS software installation CD. NIU faculty should request their CPS starter kits from the eInstruction representative, Susan Junior, Classroom Performance System (CPS) by calling (630) 778-8523, or sending an email to sjunior@einstruction.com, and providing her with the following information:

• School Name
• Department
• Course Name
• Number of students
• Number of Sections
• Faculty Name, E-mail, Telephone
• Number of faculty starter kits

Faculty who request a CPS Starter Kit will receive an ISBN number along with the kit. This number can be used to place an order through the NIU bookstore to ensure that ample student response pads are available for student purchase. When placing an order with the NIU bookstore, faculty should provide the ISBN number they received with the Starter Kit, the number of pads and the eInstruction fax number (940.565.0959) for the bookstore to place a purchase order. eInstruction will contact faculty members within ten days by sending them a test kit, set-up instructions, a receiver and the CPS software. The CPS software can also be freely downloaded from CPS' website at http://www.einstruction.com/Downloads/index.cfm.

Integrating CPS with Blackboard:
CPS integrates well with Blackboard and allows seamless transfer of session data into the Blackboard Gradebook. Blackboard course rosters can be imported into CPS, and CPS software can then be set to sync automatically with the Blackboard Gradebook every time a CPS database is updated. The CPS-Blackboard Connection allows faculty to engage their students in the classroom, record student responses to interactive tests and quizzes and then upload the information to Blackboard for review. Faculty can also poll students and take attendance, and the collected data can be uploaded to Blackboard where both students and faculty can view the results.

To use CPS response pads in their classes, faculty will need a computer with CPS software in their classrooms. Smart Classrooms maintained by ITS will have CPS software. Faculty members who plan to use CPS in their labs or Smart Classrooms supported by their departments or college should contact their department or college IT staff to install the software.  More information on how to install CPS software, how to import Blackboard courses into CPS and set them to sync can be found at: www.blackboard.niu.edu/blackboard/resources/cpsconnection.shtml.

Training:
Faculty Development and Instructional Design Center offers workshops for NIU faculty and staff that cover the use of eInstruction CPS in the classroom and its integration with Blackboard.  For more information or to register for upcoming Clickers in the Classroom workshops, visit www.niu.edu/facdev/programs/fscurrent.shtml.

eInstruction also offers a variety of online training sessions for faculty using CPS. These online training seminars are a great way to learn about the Classroom Performance System. All sessions are free of charge. The schedule of upcoming online sessions is available at: www.einstruction.com/Training/OnlineTraining.

Students:
Students can purchase their CPS pads for their courses from the NIU bookstore. To use a pad in a course, students will also have to purchase an enrollment code and then register their CPS pad through Blackboard. More information on CPS support for students can be found: https://cpsonlinehe.einstruction.com/EnrollingThroughBlackboard.pdf]]> http://www.facdev.niu.edu/blackboard/resources/cps.shtml 2FCB5D02-59EF-48D5-99EF-1D3BFAB59555 Thu, 9 Aug 2007 14:03:17 -0500
Discussion Board

• New Appearance:  A robust search engine has been added to the top of the list of discussion forums along with data on the number of total posts, unread posts, and total unique participants in each forum.
• Forum View: Discussion threads are now separated rather than each being expandable or collapsible from the forum view.
• Thread Detail: The thread detail view of a discussion includes not only a search box at the top, but also a box displaying the structure of the entire thread along with another box below that displays the substance of the individual posting currently selected.
• Forum and Thread Grading: Discussion forums can now be graded either by forum or thread, making it possible for faculty to view either selective or comprehensive collections of postings for a student and then to post grades for discussion contributions directly to the Blackboard grade book.
• Forum Moderation and User Management: The new forum manager role is assigned by default to the faculty member for the course or leader of the community but can be delegated to another user in the course.
• Group Discussion Features: Group members can now create new threads in the group discussion board by default without the faculty member having to first create a forum or thread.
• Rate Postings: When this new feature is enabled by the faculty member in forum settings, users can assign a scaled rating to posts, based on a scale of 1-5 stars.
• Statistics: Statistics of user forum participation such as total posts, date of last post and average post length are now available in the Performance Dashboard.
• Thread Subscription: Faculty members can allow forum users to subscribe to threads. A notification email is sent to the subscriber’s official NIU email address when a new post has been added to the thread.

Assessment and Gradebook

• Customized Feedback: Feedback options are now ungrouped so that any combination of them may be displayed to students upon completion of an assessment.  
• Enhanced Submission Reports:  Assessment submission reports now include first name, last name, course name, username, course ID, name of the assessment and date/time of the submission, serving as verification of assessment completion for the student.
• Extra Credit: Faculty members can now mark questions as 'extra credit only' when creating tests.
• Multiple Attempts: Assessments can now be configured to allow for an unlimited or specified number of attempts.
• Self-Assessment Options: Blackboard assessments can now be used for self-assessment purposes without figuring the results into the grade book final score calculations.
• Display/Disable Average Score: The average score for assessments can be disabled, preventing students from viewing the average class grade.
• Test and Survey Import/Export: Tests and surveys can now be exported from Blackboard individually as well as imported individually into a specific course section.
• Visual Text Box Editor Cross-browser Support: Users can now embed links to a variety of audio/visual materials as well as perform more advanced text editing functions and even spell check using the text box editor without knowing any html.
• MathML and WebEQ Tools: Mathematical and scientific equations can now be entered more effectively in Blackboard.

The Faculty Development and Instructional Design Center offers a number of programs each month on the principles and practices of teaching with Blackboard. A special program will be held for NIU faculty and staff on Monday, August 20, 2007 to highlight the new and enhanced features of Blackboard. For more details or to register for workshops, visit:  www.facdev.niu.edu/blackboard/workshops.

To learn more about the new features in Blackboard, visit www.niu.edu/blackboard/resources/version71.shtml]]> http://www.blackboard.niu.edu/blackboard/resources/version71.shtml 240642B4-83F7-4244-96F9-072E78EC1CC4 Thu, 9 Aug 2007 13:52:13 -0500
In conjunction with the recent upgrade of Blackboard from version 6.3 to 7.1, NIU has installed a building block to Blackboard that affords the hosting and management of podcasts in Blackboard.  As a result, NIU faculty and staff using the Blackboard course management system are now able to take prepared content and create a course Podcast for each of their classes using Blackboard.

Faculty Development and Instructional Design Center offers a Podcasting workshop series, including: Introduction to Podcasting, Audio Podcasting, Enhanced Podcasting, and Video Podcasting.  A new workshop added to the podcast series, Podcasting with Blackboard (slated to debut in September 2007) provides participants with an overview of podcasting technology and step-by-step guidance in creating a course podcast in Blackboard.  For more information or to register for workshops, visit www.niu.edu/facdev/programs/fscurrent.shtml.  To learn more about podcasting with Blackboard, visit www.niu.edu/blackboard/resources/podcasting.shtml.]]> http://www.blackboard.niu.edu/blackboard/coursecontent/podcasting.shtml EAAB9602-1690-474B-808B-1FA3216D9146 Thu, 9 Aug 2007 13:44:48 -0500

• be tied to course content, required reading, and related activities,
• provide content for guided discussions in the classroom and online,
• be used to compare and contrast different perspectives of the same issue covered through multiple sources,
• be linked to journals where students provide responses to a news story related to course topics,
• be used for ice-breakers and “news quizzes” based on the previous day’s headlines, and
• be used for interdisciplinary activities using articles that cross over different subject areas.

Newspapers are user friendly! They are relatively easy to access (as a purchased product or online), are portable, take up little storage space and do not require a steep learning curve to use. Conversely, if students are required to read the newspaper, faculty should provide ways for them to understand content instead of just having them read the material. Also, faculty should think about assisting learners with individual needs or require special accommodations.

As with any instructional aid, newspapers may have their challenges. Meaningful use of newspapers in the classroom requires careful planning such as preparing guided questions to help students analyze news stories and how much time will be allotted for newspaper-related activities. Newspaper subscription costs, although considerably less than many textbooks, can be a financial burden on students. Also, students may be wary of required class resources that are not adequately used during the semester. Therefore, require newspapers as a class resource only if they are used in a significant way and are related to course goals and objectives.

Newspapers cover a wide range of reading which can accommodate a broad spectrum of student learning preferences. Breaking news stories and influential editorials as well as special sections such as business, science, real estate, sports, life style and books can easily be integrated in a variety of curricular areas, course content and appeal to student interest. In addition to preparing students to be successful in their chosen fields of study, faculty can add value to their education by incorporating a variety of resources which can help them become informed citizens. Newspapers can be that resource and catalyst to help bridge the gap between the classroom and the real world.  
To learn more about this topic, register at http://www.niu.edu/facdev/programs/september2007.shtml for the "Integrating News in the Classroom" workshop to be held on Wednesday, September 19, 2007.]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ 2AEDE2F3-6292-44BA-B932-4645B1B40F96 Thu, 9 Aug 2007 13:39:41 -0500
Consequently, due to your position, status, and visibility on campus, students experiencing emotional distress may turn to you for help.  Or, because of your role, you may find yourself confronted by a disturbed or disturbing student who needs assistance.  How you respond in these situations could significantly impact the student’s ability to deal constructively with their emotional conflicts.

One of the most common concerns college students face is depression.  This is an issue that impacts many students.  Depression can have negative impacts on one’s academics, social life, personal and familial relationships.  As with most problems, it is helpful to intervene as soon as possible.  By being better able to recognize the symptoms of depression and knowing what course of action to take, you may assist depressed students in pursuing changes that will result in a lessening of their depressive symptomology.

Signs of depression may include:

• Flat affect (inexpressive face)
• Slow speech
• Decrease in interest in course material
• Difficulty concentrating
• Poor class attendance
• Failure to complete assignments
• Expressions of hopelessness or worthlessness
• Agitation or irritability
• Crying
• Low energy/lethargy

If you notice the mentioned signs, consider the following actions:

• Listen
• Take the issue seriously
• Directly express your concern for the student
• Directly ask the student if he or she is feeling depressed
• Try not to threaten, admonish, or reproach a depressed student for falling behind in course work or missing class
• Try to find alternative ways for the student to catch up on missed work
• Make the appropriate referral to Counseling and Student Development Center

Counseling and Student Development Center (CSDC) provides personal counseling for NIU students and CSDC staff is prepared to assist students with overcoming these challenges.  To refer a student to CSDC, simply have the student visit the Center located in Campus Life Building Room 200.  

You may also call the Center with the student in your office to facilitate the student coming to CSDC.  CSDC staff members are also available to consult with you about concerns you have about a student.  You may call them to discuss the best way to handle a student issue or concern.  

You can learn more information about CSDC at their website at: www.niu.edu/csdc or by contacting them at (815) 753-1206.

Micky M. Sharma, Psy.D
Director, Counseling and Student Development Center, NIU]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ 7B0FE975-F0C4-4DB1-B3F0-20D8A78F4F28 Thu, 9 Aug 2007 13:32:54 -0500
The following resources that have been recently added to www.blackboard.niu.edu are now available:

Teaching with Blackboard Podcast
This new podcast provides tips, ideas, suggestions, and best practices of teaching with the Blackboard learning management system. The goal of this podcast is to discuss the pedagogy of online teaching and learning and share ideas and tips for how NIU faculty can leverage the Blackboard course management system to improve the teaching and learning experiences they offer for their students.

NIUOnline Listserv
This email listserv was developed in response to requests from NIU faculty to serve as a place to discuss and explore techniques and solutions, and share general information on using technology in their online and face-to-face teaching. Faculty members are encouraged to use the listserv as a means for sharing ideas to improve online teaching and learning experiences offered to students. General discussion will emphasize the pedagogical issues surrounding online teaching, including student and faculty readiness to teach and learn online. Faculty members are also encouraged to share their experiences, online teaching tips, and most successful assignments.

Blackboard Workshop Email Subscription
The list of upcoming Blackboard workshops is readily accessible from any page on the Teaching with Blackboard Web site. Faculty can now subscribe to the schedule of upcoming Blackboard workshops to receive automatic notification either via email or RSS when new Blackboard workshops are announced.

Blackboard A-Z Index
The Blackboard A-Z Index provides an alphabetical directory of all Blackboard help topics available within the online help documentation as well as Blackboard-related help topics on the ITS Web site.  

Links to Additional Blackboard Resources
Blackboard Support Staff are compiling additional Blackboard resources developed by other institutions, and these newly compiled resources will be of interest to NIU faculty. These newly compiled resources will be added to the online collection of Blackboard links listed under "Additional Resources."

Ask a Blackboard Question
Using the online question submission form, NIU faculty can submit questions regarding Blackboard.  NIU Blackboard support staff makes every effort to respond to questions submitted within 24-48 hours.

In the coming months, these new resources will be utilized to help communicate details concerning upcoming Blackboard system upgrades.      ]]> http://www.blackboard.niu.edu 30FD5C70-E4F0-4956-A149-5DCC1B3D0FEF Thu, 8 Feb 2007 15:41:08 -0600 Due to the increase in academic dishonesty incidents, a number of universities have developed online resources to promote academic integrity among students. Faculty Development and Instructional Design Center has also developed and published an "Online Tutorial on Academic Integrity" for students at <a href="http://www.niu.edu/ai/students">http://www.niu.edu/ai/students</a>. However, educating students on academic integrity addresses only one side of the issue and faculty should also be familiar with strategies for addressing academic integrity issues effectively in their courses and curricula. To address this need, the Center has developed another online tutorial that increases faculty’s awareness of academic dishonesty by students, offers strategies for designing course activities effectively to promote academic integrity, and provides tips for protecting students from unintentional accusations of cheating and plagiarism.&nbsp;&nbsp;<br /> <br /> The faculty tutorial on academic integrity includes easily-readable content organized under eight sections, quizzes, case studies, and resources. The tutorial can be accessed at <a href="http://www.niu.edu/ai/faculty">http://www.niu.edu/ai/faculty</a> without any login or password.&nbsp;&nbsp;Similar to the student tutorial, the faculty tutorial was also funded by the Committee for the Improvement of Undergraduate Education’s "Project for the Improvement of Undergraduate Education Grant" and <a href="http://www.facdev.niu.edu">Faculty Development and Instructional Design Center</a>. http://www.ai.niu.edu/ai/faculty/ BF455B6F-FF54-4894-BB05-D4F9E71BE98B Thu, 8 Feb 2007 15:38:19 -0600 http://www.niu.edu/rcrportal.

The purpose of the quick guides is to increase researchers’ awareness of common mistakes and dilemmas that novice authors and peer reviewers may be at risk of committing. The quick guides provide opportunities to explore issues that can compromise the integrity of the research process.  By selecting from a list of topics, users can read through a number of interactive case scenarios, take quizzes about a course of action to take, and review feedback on their responses. Users have the option to print a ‘Performance Report’ of their interaction with each case scenario viewed. A narrated video tour is available to assist users in navigating the Web site.  

The quick guides were collaboratively developed at NIU by the Faculty Development and Instructional Design Center with faculty and staff from a number of academic units. Although the content was compiled from various sources including existing literature, faculty from numerous departments at NIU contributed their perspectives and experiences on issues that compromise the quality of research proposals, manuscripts, and the peer review process.

The quick guides can be used as a supplementary resource in courses or seminars on research or as a self-paced learning tool by anyone. The quick guides cover a range of responsible authorship and peer review issues such as citing online sources, selecting the appropriate sample size, ensuring confidentiality, and disclosing conflict of interest. Users can freely explore the quick guides as the guides do not require any special login, passwords, or approval, and do not collect data from users.

The quick guides are the third project supported by the Office of Research Integrity. This agency also funded the development of interactive online modules on Data Management, Responsible Mentoring, and Collaborative Research.  For more information on all online modules, please contact Dan Cabrera, Multimedia Coordinator, at 753-0613 or dcabrera@niu.edu.]]> http://www.niu.edu/rcrportal BDF592A7-A30C-4A1A-9BB2-BC7BCB080FF5 Thu, 8 Feb 2007 15:35:25 -0600 Faculty Development and Instructional Design Center is offering grants up to $1,000 each to Supportive Professional Staff (SPS) pursuing professional development activities that benefit the individuals as well as their academic units. Candidates must have completed a minimum of two years of at least half-time employment as SPS at NIU. For proposal guidelines and other relevant information, check <a href="http://www.niu.edu/facdev/grants/spsdgrant.shtml">http://www.niu.edu/facdev/grants/spsdgrant.shtml</a>. <br /> <br /> Five copies of each proposal, including other relevant documents must be submitted to the SPS Awards Committee, Faculty Development and Instructional Design Center, Adams Hall 319, by Friday, <b>April 20, 2007</b> for activities proposed between July 1 and December 31, 2007. SPS who plan to submit a proposal by the April 20th deadline and need more information are encouraged to register to attend the SPS Grant Writing Seminar from 12 to 1 p.m. on Tuesday, April 3, 2007. To register, go to <a href="http://www.niu.edu/facdev/forms/fsprogreg.shtml">http://www.niu.edu/facdev/forms/fsprogreg.shtml</a> or email facdev@niu.edu. http://www.facdev.niu.edu/facdev/grants/spsdgrant.shtml 61BB2875-A091-4A59-AF77-4A3BA6D3D95F Thu, 8 Feb 2007 15:08:05 -0600 Faculty Development and Instructional Design Center is offering grants of up to $2,500 each annually to regular, continuing tenured or tenure-track faculty. The purpose of the grants is to encourage and support faculty development activities that directly benefit the applicants' departments, colleges and/or the university. Equal matching from the applicants' academic units or appropriate external sources is required. <br /> <br /> Five copies of each proposal, including the proposal cover sheet, accompanying letters of support and other relevant documents must be submitted to the Grant Review Subcommittee, Faculty Development and Instructional Design Center, Adams Hall 319, by Friday, April 6, 2007 for activities scheduled between July 1 and December 31, 2007. Complete proposal guidelines and cover sheet can be obtained on the Web at <a href="http://www.niu.edu/facdev/grants/fdgrant.shtml">http://www.niu.edu/facdev/grants/fdgrant.shtml</a>. Faculty who plan to submit proposals by the April 6th deadline and need more information are encouraged to register and attend the grant writing seminar that will be held from 12 to 1 p.m. on Friday, March 9, 2007. To register, go to <a href="http://www.niu.edu/facdev/forms/fsprogreg.shtml">http://www.niu.edu/facdev/forms/fsprogreg.shtml</a> or email facdev@niu.edu. http://www.facdev.niu.edu/facdev/grants/fdgrant.shtml DBA873A8-742F-4D19-A81F-26B91F407FB6 Thu, 8 Feb 2007 15:05:09 -0600 The <i>David Raymond Grant for the Use of Technology in Teaching</i> funded by former trustee, Mr. David Raymond, NIU Foundation, and the Office of the Provost, provides a $2,500 grant to the faculty member with the best proposal for incorporating new technologies into his or her teaching. Tenured and tenure-track faculty are eligible to apply for the grant. Applicants must describe a project that incorporates instructional technologies in the teaching of a course or the preparation of supporting materials for a course according to the proposal format. The proposal must include a budget for the project and a letter of support from the chair of the applicant's department, school or division. <br /> <br /> Five copies of each proposal should be submitted to the Grant Review Committee, Faculty Development and Instructional Design Center, Adams Hall 319, by <b>March 19, 2007</b>. For proposal format and additional information about the grant, check<a href="http://www.facdev.niu.edu/facdev/grants/raymond.shtml">http://www.facdev.niu.edu/facdev/grants/raymond.shtml</a> or contact facdev@niu.edu. http://www.facdev.niu.edu/facdev/grants/raymond.shtml C65B57F7-9C9A-4700-AC59-7E48DEBD3E59 Thu, 8 Feb 2007 15:03:58 -0600
In less than 20 years, textbook prices have nearly tripled, “rising at the average rate of six percent per year” (Powers, 2006). A California Public Interest Research Group found that 22 frequently assigned textbooks had an average cost of $131.44 (Capriccioso, 2006). For an undergraduate student taking a full load of courses, the cost of textbooks alone can easily add up to several hundred dollars a semester and several thousand dollars over a four-year period. Considering these numbers, it is understandable why there is uproar over the escalating cost of textbooks. To address this issue, state policy makers and universities are exploring ways to ensure students have access to affordable textbooks.

In 2004, the Illinois Board of Higher Education requested university faculty, student groups and bookstore managers examine college textbook prices and the feasibility of a textbook rental program. The ensuing report states that “although textbook rental programs would provide a lower-cost alternative to students, such programs are inappropriate for the large, research-oriented public universities in Illinois” (State of Illinois Board of Higher Education, 2005). There are, however, ways to make textbooks affordable. Consider the following cost-saving alternatives from that report, the Chicago Tribune (Bigda, 2007), and other common sense suggestions:

1. Investigate the cost of a textbook before adopting it for a course. If the cost is prohibitive, explore other alternatives such as an electronic version of the book which may be less expensive.
   
2. Make textbook adoptions early so that students can explore cheaper alternatives for purchasing the book.
   
3. Increase students’ awareness of textbook purchase or acquisition options, such as used textbooks, electronic texts, discount book sellers, cheaper versions of the same books sold abroad, and reserve copies in the library. Facilitate book exchanges and swaps among students. This could be a service activity for student organizations.
   
4. Check textbooks on the same course topics available for other disciplines.
   
5. Sometimes books on the same topic may be sold at different prices for different disciplines.
   
6. Avoid requiring more than one textbook for a course. Instead, provide class notes or other materials for content covered in additional textbooks.
   
7. Analyze the content and price of different textbooks available for the same course. Consider using a less expensive textbook that contains most of the necessary content and provide class materials for the missing information.
   
8. Use the same textbook for several semesters even if the publisher releases newer editions. Newer editions may only have minor changes or corrections and faculty can notify students about the revisions.
   
9. Use textbooks with substantial content that can be used for more than one course. In some cases, it may be possible to use one part of a book for an introductory course and the other part for an advanced course.
   
10. Discourage publishers from bundling textbooks with CDs or supplementary materials that are not essential for the course.
    
11. Negotiate with publishers for lower prices based on volume purchase or textbook adoptions for several courses. Support publishers who provide low-cost textbooks.
    
12. Develop your own course materials and post them online or have them sold as a bookstore course pack.

There may not be one perfect solution for taming the cost of textbooks for all courses. But we can join the ranks of other universities and faculty who are implementing a number of alternatives mentioned above. The results can benefit us all.

References

Bigda, C. (2007). Learn to cut cost of books for college: Illinois mulls programs for renting, not buying. Chicago Tribune. http://www.chicagotribune.com/business/yourmoney/chi-0701070131jan07,1,6497267.story?ctrack=1&cset=true

Capriccioso, R. (2006). A Closer read on textbook costs. Inside Higher Ed. http://www.insidehighered.com/layout/set/print/news/2006/08/17/texts

Powers, E. (2006). Wanted: Book for a Term. Inside Higher Ed. http://www.insidehighered.com/laout/set/print/news/2006/03/23/rental

State of Illinois Board of Higher Education. (2005). Report on Textbook Rental Study. http://www.ibhe.state.il.us/Board/Agendas/2005/February/Item%2010.pdf]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ A3140A84-22F7-486A-9090-AF657A625BFD Thu, 8 Feb 2007 14:47:35 -0600
Gerard Awanou, Department of Mathematical Sciences

Michelle Demaray & Christine Malecki, Department of Psychology

Luis Flores, Department of Management

Ashley Nason, School of Art

Deborah Robertson, School of Theatre and Dance

The following SPS were awarded:

Stacey Deegan, Department of Technology

Joyce Keller, Career Services

Peter B. Olson, Art Museum]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ E4E72C6D-23EA-46F4-9C9B-6B2AAC3B2B41 Mon, 11 Dec 2006 14:04:34 -0600
Depending on the type of podcast, users can view the content on either a computer or audio mp3 player/or video-enabled iPod unit. The types include:

* Audio podcast (music, lectures, news broadcast)

* Enhanced podcast (synchronizing images (PowerPoint/Keynote slide presentations with audio files, only available with Macs),

* Video podcast (video clips formatted to play on computers or vide-enabled iPods),

* Other, as an attachment (class notes, word processing documents, PDFs, spreadsheets, photos).

Supporters of podcasting see a number of advantages in this relatively new teaching strategy. Some educators promote podcasting on the basis of the power of the spoken word, which can appeal to auditory learners. Podcast are also promoted on the basis of offering anytime/anyplace learning, also referred to as mobile or 'm' learning and personal on-demand instruction. Using the free podcatching software, students can view podcast episodes multiple times on their computers or download the podcast episodes to portable players.

Critics of podcasting charge that this form of instruction is not the same as actively engaging students with material in class, where learning occurs through a process of interacting by critical questioning. Others charge that by making lectures and class notes available for download, students will be less likely to attend classes. Advocates respond by noting that pedagogically, podcast should be integrated into the existing curriculum and used as supplemental rather than as stand-alone teaching units. Podcast material could be preparatory work for class sessions such as having students view video clips, listen to music pieces, or read in-class assignments, saving more time for face-to-face instruction. Faculty concerned about students missing classes might choose to implement a class attendance policy. Students could still benefit from viewing notes as well as listening to lectures following class. While podcasting is another useful tool to add to one's repertoire of educational strategies, faculty are discouraged from relying too heavily on any single technology strategy. In addition, faculty should be cognizant of how implementing a new technology impacts accessibility for their students.

Currently, the Faculty Development and Instructional Design Center offers instruction on how to create podcasts in its 'Pod Series' of workshops. Check the Center's schedule for more information on upcoming workshops.]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ 629C0C7F-CE66-4101-8F62-508AAE405DD8 Mon, 11 Dec 2006 13:51:20 -0600
So why all the recent interest in blogs? Some faculty have turned to blogs as a means for personal self-expression and self-publication, while others have incorporated blogging into their class activities (Perlmutter, 2005). The ease of use for both contributors and readers coupled with the ability for the content to be syndicated to others through the process of Really Simple Syndication (RSS) are among the many contributing factors leading to the prominence of blogging among the various modes of computer mediated communication. RSS makes it possible for readers to use an aggregator to check for updates from numerous blogs simultaneously and view the content of new postings without physically having to revisit the source blogs.

Those interested in blogging have a wide array of approaches available for blog creation. Many free or low-cost hosted services are emerging that cater to instructional applications of blogging within higher education. Using one such free service, http://www.edublogs.org, faculty can easily register for an account, create a blog, and begin contributing to it within a matter of minutes. A sister service, http://www.uniblogs.org, provides university students with similar blog creation and contribution capabilities. If one has a server and the ability to make some technical configurations, the open source software powering many common hosted solutions such as WordPress (http://www.wordpress.org) or bBlog (http://www.bblog.org) can be downloaded for free.

While blogging is becoming increasingly popular within higher education contexts, it is important for those engaged in blogging to be cognizant of the full spectrum of associated issues. Here are a few important considerations to keep in mind when deciding whether to use a blog for personal or academic purposes:

* Access. The content of blogs is typically available to ANYONE online. While this may be desirable when attempting to broadcast your message to a vast number of individuals, the information is in fact available to anyone, anywhere with an Internet connection.

* Syndication. RSS makes it possible for blog contributions to be read in a variety of different contexts, including directly within another Web page. All one needs is the URL of the RSS feed for a blog to syndicate the content of that blog to any other Web site.

* Credibility. Anyone with Internet access can setup a blog and post to it. Therefore, the credibility of content found on blogs is often questionable and is certainly nowhere near that of peer-reviewed publications.

* Longevity. The nature of computer mediated communication via the Internet is such that if at any point in the future the author wishes to delete postings, it may be extremely difficult to do so.

Blogging is simply one of the many emerging online technologies that can be utilized today to enhance the learning experience of students. Faculty Development and Instructional Design Center offers a variety of workshops over the academic year related to the implementation of various instructional technologies. A current schedule of workshops is always available online at http://www.facdev.niu.edu/facdev/events/current.htm

References:

Pew Internet & American Life Project. (2006, July 19). Bloggers: A portrait of the internet's new storytellers. Retrieved September 12, 2006, from http://www.pewinternet.org/PPF/r/186/report_display.asp

Perlmutter, D. D. (2005). Blogs as a tool for teaching. The Chronicle of Higher Education, 51(42). Retrieved September 13, 2006, from http://chronicle.com/weekly/v51/i42/42b03301.htm

]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ 745303E1-E4B0-4036-B73E-79904A225352 Mon, 11 Dec 2006 13:51:20 -0600 Faculty Development and Instructional Design Center and Human Resource Services are offering grants up to $1,000 each to Supportive Professional Staff (SPS) pursuing professional development activities that benefit the individuals as well as their units. To be considered for one of these grants, candidates must have completed a minimum of two years of at least half-time employment as Supportive Professional Staff at NIU and should have demonstrated an interest in professional growth supporting the instructional, research, or service functions of the university. <br> <br> Academic or support service units can submit proposals for arranging programs (not already available at NIU) that benefit a large group of SPS in their units or several units. Five copies of each proposal, including cover sheet, letters of support and other relevant documents, must be submitted to the SPS Awards Committee, Faculty Development and Instructional Design Center, 319 Adams Hall, by Friday, November 17, 2006 for activities proposed between January and June 2007. Complete proposal guidelines, cover sheet, and a sample proposal can be found at <a href="http://www.niu.edu/facdev/development/grants.htm">http://www.niu.edu/facdev/development/grants.htm</a>. <br> <br> SPS who plan to submit a proposal by the November 17, 2006 deadline and need more information are encouraged to register to attend the SPS Development Grant Writing Seminar from 12:00 to 1:00 pm on Friday, November 3, 2006. Register online at <a href="http://www.niu.edu/facdev/forms/fsprogreg.shtml">http://www.niu.edu/facdev/forms/fsprogreg.shtml</a> or email facdev@niu.edu. http://www.facdev.niu.edu/facdev/resources/spectrum/ 51032B8C-31C3-4E2A-BAB7-1314261842A1 Mon, 11 Dec 2006 13:46:18 -0600 Faculty Development and Instructional Design Center is offering grants of up to $2,500 each annually to continuing tenured and tenure track faculty. The purpose of the grants is to encourage and support faculty development activities that directly benefit the applicants' departments, colleges and/or the university. Equal matching funds from the applicants' academic units or appropriate external sources are required. <br> <br> Five copies of each proposal, including the proposal cover sheet, accompanying letters of support and other relevant documents must be submitted to the Grant Review Subcommittee, Faculty Development and Instructional Design Center, 319 Adams Hall, by Friday, November 10, 2006 for activities scheduled between January and June 2007. Complete proposal guidelines, cover sheet, and a sample proposal can be found on the Web at <a href="http://www.niu.edu/facdev/development/grants.htm">http://www.niu.edu/facdev/development/grants.htm</a>. <br> <br> Tenured or tenure-track faculty who plan to submit proposals by the November 10, 2006 deadline and need more information are encouraged to register and attend the Faculty Development Grant Writing Seminar that will be held from 12:00 to 1:00 pm on Friday, October 6, 2006. Register online at <a href="http://www.niu.edu/facdev/forms/fsprogreg.shtml">http://www.niu.edu/facdev/forms/fsprogreg.shtml</a> or email facdev@niu.edu. http://www.facdev.niu.edu/facdev/resources/spectrum/ 5304F1F9-F7F8-47F8-8AFC-203B6DE80B9E Mon, 11 Dec 2006 13:46:18 -0600 and the learning of all group members. CL is much more than placing students in groups and expecting them to discuss a chapter and then report back to the class. Although lively discussion from this type of activity can take place, typical group discussions tend to be less focused with little in the way of meaningful learning taking place. CL, on the other hand, holds all of the group members accountable for their own and the group's outcomes. Several essential characteristics must be present for a group to be called "cooperative." Even though the instructor structures the majority of CL activities, it is the group and each of its members who are responsible for learning. A group must: exhibit interdependence, support one another's learning, will hold each other accountable for the group's process and outcomes, exhibit acceptable interpersonal skills, and process group dynamics (Johnson and Others, 1992).

The literature has shown that students who are given opportunities to work in CL groups are able to learn more quickly and efficiently, are better able to grasp and retain content, and take a more positive stance toward their own learning (Felder and Brent, 2001; Hamilton, 1997; Johnson and Johnson, 1994; Stahl, 1994). CL experiences give students the opportunity to collaborate, assume various group-related roles and hold each other accountable. These skills are transferable and sought after in today's competitive workplace.

Although different approaches exist in creating CL groups, a number of characteristics instructors can use are considered vital to successful cooperative learning experiences.

* Structured outcome-oriented objectives are planned by the instructor,

* Each group member must accept or "buy into" the outcome-oriented objectives,

* A set of well-defined and explicit instructions or directions is given to the group before it begins group activity,

* Heterogeneous groups are formed based on the project, size and composition of the class, and how long the class meets (or how long the topic is studied),

* Ways to achieve self-efficacy must easily be attainable where each group member feels he or she has the ability to succeed,

* Learning tasks are structured where students must rely on each other's skills and abilities to succeed. Accountability for themselves and the group is required,

* Provide a means to teach students social skills and behaviors before the group is formed,

* Provide enough time for the groups to function as a group, where members or students learn to rely on, cooperate with, and learn from one another,

* Reward groups that achieve beyond expectations. Doing this in public encourages further success of that group and other groups to do as well (Stahl, 1994).

See Stahl (1994) for a more complete and detailed list.

Cooperative learning (CL) can be adapted across learning domains, can work well in small and large classes, and can meet the needs of students with diverse learning preferences. When properly implemented, cooperative learning has been shown to impart learning. CL, then, may also be helpful as instructional methods are developed.

To learn more about creating effective cooperative learning opportunities in your own classroom, register for the spring 2007 Teaching Effectiveness Institute, Thursday, January 11, 2006, presented by Barbara Millis, University of Nevada, Reno, a sought-after speaker in the area of cooperative learning. Look for more details mid fall semester at the Faculty Development Web site (http://www.niu.edu/facdev) and on flyers that will be distributed across campus. Register early for this motivating and dynamic workshop.

References:

Felder, R. M. and R. Brent. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10(2): 69-75.

Hamilton, S. J. (1997). Collaborative learning: Teaching and learning in the arts, sciences, and professional schools. (2nd Ed.). Indianapolis, IN: IUPUI Center for Teaching and Learning.

Johnson, D. W., and Others. (1992). Cooperative learning: Increasing college faculty instructional productivity. Retrieved September 11, 2006, from http://www.ntlf.com/html/lib/bib/92-2dig.htm

Johnson, R. T., and D. W. Johnson. (1994). An overview of cooperative learning. Retrieved September 11, 2006, from http://www.co-operation.org/pages/overviewpaper.html

Stahl. R. J. (1994). The essential elements of cooperative learning in the classroom. ERICDIGESTS.ORG. ERIC Identifier: ED370881. Retrieved September 11, 2006, from http://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html]]> http://www.facdev.niu.edu/facdev/resources/spectrum/ 5F8C4EB6-9A2E-41D0-ACD5-4A9985FBD80A Fri, 8 Dec 2006 15:36:20 -0600