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While actively participating in the workshop, faculty spend several days away from their office so they can rethink their teaching options, see how others are using technology, and apply what they are learning by developing a personal, course-related project. A very effective feature of FDI is a series of presentations by past faculty participants who demonstrate how and why they have changed their courses. These presentations provide credible responses to questions about effects on student learning and attitude, productivity, student-faculty communication, development time, and similar concerns of faculty.
Faculty from every college received more than $1 million in course development grants. Several hundred courses now have online components. These and other parallel activities represent a substantial commitment to improving instruction across the university. To our knowledge, the IDI remains the only large-scale continuing program of its kind in the nation. In this article, we will outline the rationale, components, and activities of the Initiative, then describe several major outcomes, and conclude by sharing some insights we have gained.
New York: Sage Publications. < previous page page_29 next page > < previous page page_30 next page > Page 30 PART TWO THE PROFESSION Introduction Alan Januszewski, Associate Professor at the State University of New York at Potsdam, has a thought-provoking synopsis of the history of educational technology. Costas Criticos, Senior Lecturer at the University of Natal in South Africa and international learning spaces design consultant, presents his clockwork paradigm of technology that epitomizes the ingenuity of media development through existing technologies and available educational resources.