mait showcase booklet 2011 s final - stockton university
TRANSCRIPT
issue No. 2
Computer services,
Food service,
Graduate and Continuing Studies,
Graphics,
Print shop,
Library,
School of Education,
Capstone advisor (Dr. Jung Lee)
MAIT faculty members (Dr. Amy Ackerman, Dr. Doug Harvey)
and instructors (Ms. Erin O'Hanlon, Mr. Phil Polsinelli, Ms. Eva Ross,
Ms. Patty Weeks, & Mr. Faisal Youhari)
Classmates,
Family and Friends!
ACKNOWLEDGMENTS
Computer Literacy for the Visually Impaired
Corinne Dowdell
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List of Capstone Projects
Using a College Web Site as a Marketing ToolLuann E. Inman
A Content Management System Solution: Housing Quality Economic and Financial Literacy ReviewsJessica M. Jessat
The Fifth Grade Curricular Portal: A Collaboration Tool for TeachersJennifer L. Keeney
Interactivity in Online Learning WebsiteCourtney H. Regan
Improving Students’ Attitudes and Academic Performance utilizing the Online Resource CenterKristin Stiles
Using Web-Based Instruction to Increase Participation in Group Fitness ClassesVeronica Valencia
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Note
Target Audience:Visually impaired and educators
Part of an educator’s job is to make sure every student is afforded an equal opportunity to be successful in the classroom. Recently I myself as an educator who was faced with the challenge of teaching a student who is visually impaired computers. After analysis, it was clear the current computer curriculum would not meet this student’s individual needs.
Corinne Dowdell
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Computer Literacy for the Visually Impaired
The analysis also showed a lack in resources for teachers working with the visually impaired.
Through research and experience, I concluded the best way to address these shortcomings was to take the current curriculum used by the students who are not visually impaired and modify it. An individual who is blind cannot use a mouse. Therefore, modifications of the curriculum involved the rewriting of instructions to include keyboard shortcuts in order for the visually impaired to navigate the computer. All instructions were then recorded in MP3 format for student use.
At the conclusion of this project the need for resources was fulfilled through the website created. The website houses all lessons developed, as well as, additional teacher resources. The computer curriculum now meets the needs of the visually impaired and allows such a student to master the same skills as their non-visually impaired peers.
Contact:Corinne Dowdell
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Note
Luann E. Inman
Using a College Web Site as a Marketing Tool
Target Audience:Stockton College Web Content Managers and Web Content Management Supervisors
The Richard Stockton College of New Jersey is transitioning its Web site toward addressing only the needs of external audiences. One reason for this change is to allow the College to utilize its Web site as a marketing tool. With this change, Stockton faces three challenges. The challenges are for content managers to be familiar with marketing on the Web, complying with
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copyright and trademark laws, and maintaining a consistent look and feel across Stockton’s entire Web site with many individuals managing the Web site content.
Using Keller’s ARCS (Attention, Relevance, Confidence and Satisfaction) and Knowles’ Andragogical Models, I created a Web-based module, “Content Manager’s Module,” to help Web content managers and Web content management supervisors effectively develop and maintain Web content as part of the College’s marketing effort. The components of this module are to instruct Web content managers and Web content manager supervisors the basics of marketing on the Web, publishing laws, and Web site consistency.
Using three different evaluation tools, 15 of Stockton’s Web content managers and Web content manager supervisors and three members of the Office of External Affairs reviewed and evaluated the “Content Manager’s Module.” The data showed that Web content managers and Web content manager supervisors felt the module would improve the content on their portion of Stockton’s Web site.
!
Contact:Luann E. Inman
Target Audience:Current and potential members of Island Gym & Fitness centers
As the use of web-based instruction increases in education and training domains, there has been increased recognition in the importance of evaluating its effects on motivation in relation to physical exercise. To address this, I developed a group fitness web site including online group fitness instruction for current and potential members of Island Gym & Fitness centers.
Veronica Valencia
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Using Web-Based Instruction to Increase Participation in Group Fitness Classes
Drawing upon Bandura’s Social Cognitive Theory and Deci & Ryan’s Self-Determination Theory, I suggested that participants would be more motivated to join group fitness classes if they felt competent and socially supported. To increase feeling of competence, I developed online video tutorials offering instruction for group fitness classes. For social support, members had the ability to communicate with group fitness instructors, and received customized suggestions for overcoming personal barriers to fitness.
The pre-assessment data showed the most common deterrent for joining classes were concerns about not knowing the routine. After implementing the web-based instruction, data showed that 82% of those surveyed felt more motivated to join a group fitness class, and 24% participated in a new class.
Contact:Veronica Valencia
https://sites.google.com/site/islandgymgroupfitness/
Target Audience:K-12 Economic and Financial Literacy Teachers
The Stockton Center for Economic and Financial Literacy (SCEFL) has devised a solution to the current demands of K-12 teachers to meet newly revised NJCCCS infusing economic and financial literacy requirements into the K-12 curriculum, as well as the lack of an efficient means to locate good quality curriculum Internet resources that are relevant to the users’ needs.
Jessica M. Jessat
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A Content Management System Solution: Housing Quality Economic and Financial Literacy Reviews
The solution is the development of an online database system to house quality reviews of financial and economic literacy Internet resources.
As the instructional designer of this project, I applied the Cognitive Information Processing theory along with research into the structure of database and content management systems to determine the best possible solution to meet the needs of SCEFL, as well as K-12 teachers. I created and tested a web content management system, called FinEd Reviews, along with an online instructional module containing video tutorials and written instruction on how to use FinEd Reviews. FinEd Reviews allows K-12 teachers to access and submit quality online financial literacy resources to promote and provide teachers with effective curriculum resources.
Data revealed 8 of 9 teachers were able to successfully use the basic functions of FinEd Reviews and were able to successfully complete the instructional module. A data efficiency report indicated that FinEd Reviews was performing at a high efficiency rate.
Contact:Jessica M. Jessat
Kristin Stiles
Improving Students’ Attitudes and Academic Performance Utilizing the Online Resource Center
Target Audience:Middle School six to eight grade students
The students enrolled in the Acceleration Program at my school came into the program with low basic skills and motivation to succeed. Through my development of an Online Resource Center (ORC) and tracking materials to assist and motivate struggling Acceleration Program students these students have started to become more motivated to complete their work as well as practice and improve their basic skills.
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The Acceleration Program at my school is a Response to Intervention (RTI) initiative to motivate, remediate, and enrich the academic and social performance of our students. Through the use of the ORC students have become familiar with online and printable resources designed and prescribed specifically for them to help them achieve higher grades as well as be more motivated to succeed. The online resources are content area specific and deal directly with the course material being covered in the classroom by the regular teacher. The printable resources were designed to track grades, homework, and time spent earning the students prizes for increased activity. I found that with increased exposure to materials and activities the students in turn became more motivated to complete their class work, increasing both motivation and performance.
Contact:Kristin Stiles
Jennifer L. Keeney
The Fifth Grade Curricular Portal: A Collaboration Tool for Teachers
Target Audience:Creators and instructors of college level instruction and professional development
Online learning is one of the fastest growing educational models for U.S. students pursuing both higher education and professional development. As the demand for online learning grows, it is important that the instructional designers who are developing online courses are equipped with skills to address the needs of the learner.
Courtney H. Regan
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Interactivity in Online Learning Website
The initial needs analysis indicated that learners and instructors were interested in online learning, but felt challenged by the lack of interaction.
I developed the Interactivity in Online Learning Website applying Malcolm Knowles’ theory of andragogy, the art and science of helping adults actively participate in their own learning. The website looks at incorporating technological tools into an online learning environment to promote interactivity. Each tool presented provides descriptive information, samples, ideas for interactivity and job-aids.
Evaluation results indicated that the instructors polled found the information provided on the Interactivity in Online Learning Website to be informative and useful. Instructors indicated that they found the information on the tools to applicable for use, interesting and would use the site and job-aids to develop online more learner interactive learning courses.
Contact:Courtney H. Regan
Target Audience:Fifth Grade Teachers in Absecon Public Schools
In September 2010, Absecon’s fifth grade teaching team adopted a new, self-contained model of instruction. The change implied that those teachers, who formerly taught two or three subjects, were required to teach five different subjects per day. However, the teachers had limited common grade level planning time and were feeling anxious and overwhelmed
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regarding the curricular changes. My needs analysis revealed the teachers’ willingness to share their own curricular knowledge and materials. However, none of these busy teachers possessed a surplus of time in which to collaborate with colleagues.
Applying Keller’s motivational approach, as well as Rogers’ diffusion and adoption theory, I designed and created a Fifth Grade Curricular Portal. The organization of the portal makes it easy to navigate, and its web-based platform makes it accessible for lesson planning from school or home. Learning objects are organized by contents and links, and broken down by subject area, unit, and topic. I created video tutorials, job aids, and held a professional development training session in specific portal skill objects.
Evaluation results indicated that every fifth grade teacher now uses the portal several times per week, and most members use it on a daily basis. The team members feel that they are collaborating more, lesson planning is more efficient, and the portal has greatly eased our curricular transition.
Contact:Jennifer L. Keeney