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COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY

By Gary Bryant,2014-08-18 01:19
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COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY

    COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY

    TECHNOLOGY MINI-GRANT2002-2003

    Trenton R. Ferro

    Department of Adult & Community Education

    Purpose of Grant

    To support videoconference hookups for ACE 750, Seminar: Adult Education and Technology.

    Description

Description of this activity is attached.

    Budget

    A complete budget to meet the needs of the class is presented below. The difference between total moneys needed and the amount of the mini-grant will need to be obtained from other sources.

    Item Expected Cost

    6 videoconference hookups x one hour @ $70.00 $420.00

    1 student worker @ $5.15/hr x 2 hours x 6 events 61.80

     Total funds need for class activity $481.80

     Amount of mini-grant if awarded 300.00

     Amount needed from other sources $181.80

    Completion of Grant/Expenditure of Funds

    Since ACE 750 is offered during the Summer Session, 2003, arrangements will have to be made between the Department of Adult and Community Education and the College of Education and Educational Technology for “creative financing” in order to meet the expenditure deadline of May 1, 2003.

     _ _

    /Signed/ Date

    COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY

    TECHNOLOGY MINI-GRANT

    Trenton R. Ferro

    Department of Adult & Community Education

    Purpose of Grant

    To support videoconference hookups for ACE 750, Seminar: Adult Education and Technology.

    Description

    I have integrated videoconferencing into ACE 750, Seminar: Adult Education and Technology. The primary emphasis in this course is the consideration of how technology is and can be used effectively in the design and implementation of programs for adults. One major application that is discussed is distance education. Using videoconferences in the course thus accomplishes two results: 1) demonstrating the use of technology in adult education programming through its actual inclusion in the learning experience and 2) providing participants the opportunity to interact directly with adult educators who have contributed significantly to the development and use of distance education as a primary mode of program delivery.

    Students are involved in both setting up the videoconferences and participating in them. Prior to the actual course meetings (ACE 750 meets during one of the 5-week summer sessions, hence a fair amount of preparatory work must be done in advance of the meetings to ensure the success of this endeavor), I line up at least six persons from throughout the United States and Canada and schedule them for specific times and evenings. (I have also made advance arrangements with the COE-ET technology staff). I then place students into the same number of groups as I have prospective interviewees.

    In advance of each teleconference, the members of the group communicate with the interviewee by e-mail to set up ground rules and to organize the interview that they will conduct. An hour is set aside in subsequent class sessions for each videoconference interview. The group in charge of that evening's exchange begins the interview with a series of, usually, prepared questions. As the hour proceeds, other members of the class are asked to participate with further comments and questions.

    The response from the students has been most positive, especially when the interviewee is a person about whom we have read or spoken or who has written something that we have read for presentation and discussion in class. The involvement of students in the process also provides experience in working with others at a distance and provides "buy in" to the process.

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