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• W12559349 abstract "Higher education has lagged behind primary and secondary education in incorporating multimedia into both teaching and learning. Many educators are impressed by the potential of multimedia in the classroom. They have survived the decision-making process of determining what hardware, software, peripherals, projection and sound equipment, video-discs and CD-ROMs to buy. They have convinced administrators to provide funding despite budget squeezes. Or they have written grants to obtain external funding. They have upgraded classrooms and created faculty labs for development. Yet perhaps only 2% to 3% of faculty utilize the equipment. Sound familiar? This article describes factors that both motivate as well as deter faculty in employing multimedia for classroom presentations; the specific focus is on multimedia workstations connected to peripherals and projection systems. I will first provide a brief background about faculty use of multimedia at Wright State University, describe problems we have had motivating faculty in our current project, and then recommend strategies for turning faculty around. Current use of multimedia at Wright State involves two areas: a major university-wide multimedia initiative and a pilot program in the College of Liberal Arts. I have served as faculty liaison for the first project and am directing the second project. University-Wide Project The university-wide multimedia project was initiated by the Associate Vice President for Academic Affairs in an effort to improve both teaching and learning. The multimedia software chosen was PODIUM, developed by Dr. Fred Hofstetter of the University of Delaware, with some faculty preferring Toolbook and Authorware Professional as alternatives. Faculty work at IBM PS/2 multimedia stations located in a special room. A substantial budget has been allocated for purchasing the sound and projection systems for five classrooms, the creation and presentation computer stations, plus software and peripherals. This project began three years ago, yet only about 4% of faculty currently utilize multimedia in their classroom. Notebook Computer Project In recognition of this need to get the rest of the faculty to teach with computers, we began a pilot program in the College of Liberal Arts that takes a different approach. We will use notebook computers with portable presentation equipment and encourage faculty to begin with simpler types of presentations. The college has already solicited proposals from faculty to show how they would integrate computer-aired presentations in their classroom. Fifteen faculty will receive a notebook computer to keep during their career at Wright State as long as they continue to use computer technology to enhance their lectures. In addition, all new faculty will be required to participate in the program. Among other things, we will evaluate the effectiveness of using a faculty task force to direct this project. This committee will assess the effectiveness of various portable computing technologies before more money is invested in equipment. Another purpose for the committee is to determine if faculty are more willing to use technology if decisions come from their own peers rather than from a outside computing group. Assessment Before beginning the College of Liberal Arts' Notebook project, I circulated a questionnaire to assess faculty interest and needs regarding multimedia and to assess motivators and deterrents. The instrument asked the following: * Demographic information; * Preferred platform; * Things that would deter them from or motivate them to use multimedia; * Preferred display technology; * Types of media they would like to use in the classroom; and * Types of classes that would benefit from technology. The factors described below are based on the results of this questionnaire, my own observations, discussions with faculty and the current literature. …" @default.
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• W12559349 title "Motivating Faculty to Use Multimedia as a Lecture Tool" @default.
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