CCUMC: The Consortium of College and University Media Centers

College & University Media Review:
A Look at Practices, Trends & Research
Spring 2001 Volume 7, Number 2

• Through the editor's lens
  Beverly Teach, Indiana University
• Collaboration: Developing an effective on-campus online course,
  Laura Plummer, Eric Jon Nichols, Michael Nelson, Indiana University

  In August 2000, Traditions and Cultures of Indiana University (T&C) an on-campus online course was offered for the first time to incoming freshman at the Indiana University Bloomington campus. This article explains the impetus for the course, its structure, design, and development, and the large-scale collaboration among instructional and technology units at Indiana University that produced the course. It also discusses the assessment of the course and the students' experience.

• Distance learning via compressed video: An alternative for the military,
  Godfrey Garner, Curtis Kynerd, Hinds Community College

  In 1998, Hinds Community College in Jackson, Mississippi, offered a proposal to make available to the United States Marine Corps a two-year academic degree in Criminal Justice.  This proposal was offered in conjunction with Mississippi State University in order to make available bachelor and master level programs.  Classes are offered through the Marine Corps’ Satellite Education Network (MCSEN) system. Teaching a group of Marines through this medium presents a new set of considerations that one may or may not encounter with a traditional student group. Some of these considerations present problems, but most of them are very positive from a standpoint of teaching.

• Meeting every need: Design, structure of teleWEBcourses for distance learning,
  Robert B. Miller, INTELECOM Intelligent Communications

  Producing an effective telecourse or teleWEBcourse for use in a wide variety of postsecondary educational environments today is a far more complex task than simply researching, writing, and producing instructional television.  It requires careful structuring of several course components—from print materials to faculty guides, teacher resource books, and examination banks; to the video episodes themselves; and, increasingly, to the more technologically-advanced Internet- or intranet-based course management tools being offered in today’s most advanced teleWEBcourses—in a way that meets the diverse needs of both instructors and learners.  Only through such careful structuring and design for maximum teaching and learning flexibility can today’s teleWEBcourses be truly effective.

• The Verizon studio: Putting the "smart" in smart classrooms,
  Mary T. Gillespie, Salisbury State University

  When colleges and universities build “Smart” classrooms, perhaps the easiest part of the project is the installation.  Once accessible, faculty members enjoy the availability of dedicated equipment and quickly become acquainted with template-type presentation software such as PowerPoint.   When the dust settles, questions begin: How many of these conveniences really enhance student learning through this classroom experience?  How will the school provide funding to support campus-wide “Smart” product development?  How should issues such as technology’s rapid transition, the need for multi-applications for an individual product, and a time intensive faculty learning curve for advanced software and concept experimentation be incorporated into a workable plan?  As a method of addressing these issues, this article will visit Salisbury State University’s episodic path to creating its Verizon Studio, a multimedia design and development environment that is the focal point of its Teaching and Learning Network.

• Center Focus: The Teaching and Learning Support Services Department at the Queensland University of Technology,
  Geoffrey Roberts, Queensland University of Technology
• Integration and transformation: Media Services at the Dean B. Ellis Library, Arkansas State University,
  Deborah Bailey, Arkansas State University

  In 1992, construction forced the Audio-Visual Department at Arkansas State University to move from a place being demolished into the Dean B. Ellis library building.  This move provided the impetus for integrating Audio-Visual into Ellis Library, which led to the transformation of the unit from a small faculty-centered service area into a department that serves the entire university community. This article describes an eight-year process that led to the integration and expansion of the collections, as well as numerous changes that have allowed audio-visual services to develop into the Media Services unit it is today.

• Reviews: Technology-driven planning: Principles to practice,
  Reviewed by David M. McCoy, Kent State University

  Boettcher, J. V., Doyle, M. M., & Jensen, R. W., eds.  (2000). Technology-driven planning: Principles to practice.  Ann Arbor, MI:  Society for College and University Planning.

• Planning for student services: Best practices for the 21st century,
  Reviewed by T. Weston (Wes) Miller, Earlham College

  Beede, M. & Burnett, D., eds.  (1999). Planning for student services: Best practices for the 21st century.  Ann Arbor, MI: Society for College and University Planning.