The Campus Cyber-Cafe as a Global Ranging,  Small Virtual-Learning Community!

Abstract:    To meet the needs of a changing global and educational environment,  we propose to augment our Cyber Cafe with opportunities for learning,  in response to growing student shared-governance in learning,   need for High-Contact in a High-Tech environment,  and expand the range of learning modes by adding visual, immersive, peer learning and faculty interaction  in a collegial environment.

 

 

Chancellor’s Office

Los Angeles Community College District

District: LACCD

College: _________________________

RFA Specification Number: 00-000

 
 

To Be Completed By COLLEGE

Contact Page Grant/Loan Agreement No.:

Funding Status:

Fiscal Year:

 

Funding Source(s): FII

Project Title: Researching the effectiveness of a Media Technology curriculum using Broadband Technology, in Audio – Video, Visual-Virtual – Reality - Powered, High-Performance’ Classrooms on a cross platform of Microsoft – Macintosh Technology on work stations.

Institution: ______________COLLEGE

Address: 400 W. WASHINGTON BLVD.

City: LOS ANGELES State: CA Zip+4: 90015

College Superintendent/President (or authorized Designee)

Name: Title: PRESIDENT

Phone Number: (213) 8912000 Date: APRIL 20, 2005

Fax: ( ) E-Mail Address:

Responsible Administrator (Appropriate Program Area)

Name: Title:

Phone Number: ( ) Date:

Fax: ( ) E-Mail Address:

Project Directors

Name: JOSEPH AUCIELLO Title: CONSULTANTS

Phone Number: 213.763. 7000 / 323.733.0984 Date: APRIL 20, 2005

Fax: ( ) E-Mail Address:joseph@auciello.net / oldtd55@sbcglobal.net

District Chief Business Officer

Name: Title:

Phone Number: ( ) Date:

Fax: ( ) E-Mail Address:

Application/Grant Writer

Name: Mr. Theron Dennis Title: Consultant

Phone Number: ( 213 ) 763 - 7000 / (323) 733 - 0984 Date: APRIL 20, 2005

Fax: ( ) E-Mail Address: oldtd55@sbcglobal.net

Chancellor’s Office

California Community Colleges

District: LACCD

College: COLLEGE

RFA Specification Number: 00-000

 
 

To Be Completed By LATTC

Application Abstract Grant/Loan Amount: $
 

Project Title: Researching the effectiveness of Broadband Technology Learning Contracts in Audio - Visual-Virtual Reality techniques.

 

Project Director:

Organization: COLLEGE

Address: 400 W. WASHINGTON BLVD.

City: LOS ANGELES State: CA Zip + 4: 90018

Phone: (760) 245-7241

Abstract:

While researching Alternate Teaching and Learning Methods, the principals became surrounded by broadband audio and video streaming, digital technology – digital imaging, audio - video, scanners, graphics editing, composition / publishing / broadcasting on the Web, Inter-networked systems, that created a "Smart Lab Classroom." Projects will use forms of interactivity such as Broadband Technology, Radio Broadcasting, Mail-in forms, scripts, hyper-mail, IRC, listserv, etc. to help create and foster an interactive community of readers/listeners/viewers.

The projected outcome is to increase enrollment using Visual-Virtual Resources (VVR), animation, 3D computer graphics and sound, and head-mounted displays -- created an immersive, interactive cyber café - classroom, and this smart-hybrid cyber café - classroom with Broadband – Radio broadcasting - Visual-Web-casting. This grant will create and operated an Internet Radio Station, and a Cyber-Café.

(1) Visual Communication teaching techniques

(2) Taking the "Smart Classroom outside to a Cyber-Café, installing the "Learning Community in a café environment expands opportunities for student success!

 

 

Project Title: Researching the effectiveness of Internet Radio Broadcasting in Audio - Visual-Virtual Reality - Powered, High-Performance’ Classrooms and community participation. Using a cross platform of Microsoft – Macintosh Technology will only enhance this project potentials.

Table of Contents

4.0

Abstract

5.0

Narrative: Background Information and Definitions

5.1

Definition of "Smart-Hybrid" Classroom

5.2

Definition of the "High-Performance" Classroom

5.3

Definition of "Broadband Streaming"

5.31

Examples of "Broadband Education & Production"

5.4

Examples of "Broadband Learning in Science"

5.5

Definition of "Broadband Radio Learning"

6.0

Examples of "Broadband Radio Learning"

6.1

Critical Need In Under Served Communities

 

6.2

Prime Need In The Los Angeles Area

6.3

Leadership in Building Courses

6.4

The Need of Learning Internet Technology

6.5

The Need for "Broadband Learning"

6.51

Benefits of Broadband Learning

6.6

Meeting The Needs of Educational and Industry Community

7.0

The Need

7.1

Meeting the "Statewide Challenge Initiatives"

7.2

Research:

7.2.1

Research On Cybercasting

7.3

Solutions

7.4

Target Population

7.4a

Summary of Needs and Solutions

8.0

Objectives and Procedures / Activities in Narrative Form

8.1

Timeline

8.12

Feasibility

8.13

Performance Outcomes / Evaluation Design

8.14

Benefits of the Project

9.0

Project Management and Institutional Commitment

9a

Management Plans

9b

Checklist of Critical Items for Project Success:

9c

Organizational Chart

9d

Qualifications, Commitment and Responsibilities of Project Staff

9e

Consortium Project

9f

Institutional Commitment

9g

Biographical Information

9h

Dissemination

10

Budget Detail Sheet

10.1

FII Application Budget Summary

11

Annual Work Plan

5.0 Narrative: Background Information and Definitions

5.1 Definition of "Smart-Hybrid Classrooms:

"Smart-Hybrid" defines a classroom where students and faculty have full access to inter-networked computers and peripherals, with a broadcast or projection system, and a mode for quickly transferring objects (files, images, video) to every station. "Smart" classrooms enable access to vast libraries, resources, development of presentation materials, and a number of ways to distribute information teacher (read ‘facilitator’) to student. "Hybrid" refers to the ability to run the classroom onsite (physically) or online (virtually). "Hybrid" has the advantage that the work of the physical classroom is duplicated online, so "missed" classes and "make-up" work are available ‘virtually’ and allows students to "keep current" though they may be physically out-of-the-state. It also enables students to move through the curriculum faster. The "Smart-Hybrid" Classroom is characterized as a minimum by the following attributes:

Modes
1 Traditional One-on-one, Distance Learning, and Broadband Technology.
2 Asynchronous (24/7) tutoring traditional one-on-one, through Audio / Visual with online Access through programming.

3

Subject-centered chat-room-tutoring.
4 On-line Access to Study Materials, library, and Internet Research, leading to "hyper-linked information sleuthing".
5 Interactive self-paced quizzes, Production, Producing and Web "Programming".

 

5.2 Definition of the ‘High-Performance Classroom’

Based on the concept of the "High Performance Workplace" model created by the State of California Employment Training Panel in mid 1990’s, the "High-Performance Classroom" describes an environment where Team Concept, Problem-Solving, Brain- storming exists backed up by state-of-the-art technology. Bill Gates extended this concept in his writing of the "Electronic Learning Community" which encompasses all the good ideas of empowerment, learning community, and using the Internet to make a "community" classroom!

 

 

5.3 Definition of Broadband Streaming

The Broadband technologies (cable, ADSL, Dvbt, satellite, power LINE) convey digital data in substantially higher data transmission rates than Narrowband (narrow-band) to connections. The narrow-band transmission technologies limit the use possibilities of the InterNet mostly to text and fixed images. Broadband makes a better rendition quality of in real time transferred moving picture and clay/tone for contents of possible (films, music among other things), and a faster Download of these contents. In addition, a rendition of whole films and Live Events (press conferences, concerts) in streaming the mode is for the first time possible.

With wide-band transmission technologies, a versatile offer of interactive services (contents and applications) is possible, e.g.:

High speed InterNet streamed content on that and (video on the and/Cinema on the and/Music on the and) Download of extensive files (Movies, video, Game Environments among other things). On-line Entertainment, On-line Gaming (Not in this case), Digital television (Free TV/Pay TV), Digital interactive television, (the connection of television contents with purchase - service and information channels).

5.4 Examples of Broadband Education & Production

Alexandria, VA Using broadband and the best of the Web's abilities, the new tools have the potential to inspire teachers and students and to get them deeply engaged in their subjects. Cable in the Classroom is an inviting educator to explore the new tools – outlined below – and provide feedback on their effectiveness via the email links listed. Project Cam: Premiering this fall and in search of classroom users, Project Cam uses Webcams and broadband access to bring students from different cities "face to face" on the Web to work on projects together. Each project has access to its own secure Web page; live Webcams feeds with audio from each location; live chat capability; and classroom-to-classroom file sharing. The expected educational benefits include learning to work in teams, exposure to diverse people and communities, and experience with interactive technology.

High school students from Montana and Massachusetts collaborate on an astronomy project, using celestial observations from their different slices of sky to test hypotheses about planetary movements.

 

 

 

 

5.5 Definition of "Broadband Radio Broadcasting Learning"

 

Live Internet Broadcasting is the easiest and most inexpensive way to stream audio and video content to the world. Live streaming gives the content creator hands on control over the production. You can encode the stream at the studio and send one source for distribution. On a live Internet broadcast, all end users experience the same content just like a traditional TV or radio station. FINANCIALLY - it simply makes sense. The College and an existing server either on or off campus can provide Internet broadcasting for just a few cents per hour. No other form of media is this economical. Internet streaming also extends the conventional broadcast day. Most broadcasters rely heavily on peak or ‘drive times’ to reach their audience. Now, because of the Internet, that audience can stay in touch the entire day through their office computer.

 

 

 

6.0 Following are examples of BBL:

Kindergartners from Juneau, Alaska and Jupiter, Florida collaborates on a winter weather story, conducting interviews with their far-flung classmates, charting temperatures, and day-to-day climate changes.

Seventh graders work together on a river clean-up project in three different locations, each with similar pollution problems, collecting data on different approaches to address the environmental damage, then reporting on their findings collectively.

 

The FastTrack@School

The FastTrack@School programme was launched in 1999 to help schools leverage on broadband to enhance teaching and learning. From an initial 27 schools, the pilot grew to encompass more than 40 schools. To date, it is encouraging to note that more than 120 schools have incorporated interactive broadband multimedia into their lessons.

The numbers are just one indication of success. The real success is in how the schools were able to leverage on broadband to transform and enrich the teaching and learning process.

Mr. Leong Keng Thai, Deputy Chief Executive Officer/Director-General (Telecoms) of IDA was the Guest of Honor at the FastTrack@School Seminar held on 6 September 2002. He noted that the use of broadband has indeed changed some of these processes. He encapsulated these changes in three broad strokes or in the "3Es", namely Enhance, Empower and Enthuse.

Broadband Enhances Teaching and Learning

The first "E is Enhance". Broadband is an effective tool in enhancing learning especially in the understanding of difficult concepts and subjects.

An example of an online multi-user collaborative role-playing game called the "Island of Economia" developed by Victoria Junior College, leveraged on the power of broadband to enhance students' understanding of Economics Principles.. In the game, Economia is a small island that is relatively undeveloped with pockets of towns and many rural areas of production. Students are engaged as economic policy makers of the island. They have to collaborate as a team and apply economic concepts in a simulated environment to create a viable transportation network for the island. Students have to assess the costs and benefits of creating such a network on a small island and evaluate the alternatives in order to maximize society's welfare.

6.1 Critical Need In The Under Served Community

 

Keith Holder, head of ICT and schools and strategy development for London at the DFES said: “The government targets for ICT in education are in place to ensure schools have the technology in place to transform teaching and learning and to raise standards of attainment in England’s schools. The Equinox/LGfL team is driving this forward in London by providing safe, robust, high volume broadband connectivity to its schools.”

Broadband access in the classroom allows teachers and students to access, share and communicate vital educational content for a multitude of sources in a safe and secure environment, creating a true virtual learning community. For example, through the Equinox/LGfL network, the education community can:

Share resources across London through videoconferencing classes.

Expand the learning environment through virtual field trips.

Address school security issues through broadband enabled CCTV.

Because of the continuing success in connecting London schools, the LGfL has renewed its contract with Equinox through 2007 to sustain the delivery and expansion of broadband services and to ensure the final target of 100 per cent connectivity for schools is met on time. It takes advantage of Equinox’s London-wide fiber network.

 

 

 

 

 

6.2 Prime Need in the Los Angeles Area

Base on the Success of RAIN Program

RAIN is a non-profit 501c3 educational program of Visible Light, Inc., an educational communications corporation based in Santa Barbara, California. Founded in 1991 RAIN was one of the first public Internet access Networks established in the United States.

RAIN's National Public Internet Network provides over 2,500 local dial access number for high-speed dialup Internet. RAIN also provides broadband Wireless, DSL, Frame Relay and other Internet Services, including GIS, Video and K-12 Curriculum.

Over 32 million visitors come to the RAIN web site each year, a testament of the need for, and value of, Public Internet Broadcasting. Since 1990, RAIN has worked on Federally and State funded projects for the USDA Rural Utilities Service distance learning & telemedicine program (5 dlt grant programs in 120 rural communities). U.S. Dept. of Education/California Education Dept. (over 22,000 4th-12th grade students served along with an average of 800 teacher per year who receive Technology Proficiency Training, Dept. of Commerce/NOAA, U.S. Geological Survey (for GIS development), National Science Foundation, and Defense Department in the fields of Distance Learning, Telemedicine, Electronic Commerce, Rural Community Development and Family Strengthening.

 

 

6.3 Leadership in Building Courses.

A Cyber Café – Internet Radio programs, Technology Innovation That can develop a Community

Cyber Café – Internet Radio will a multiple course development hub. K-12 distance education program, will served over 122,000 4th-12th-grade students in the Downtown – South L.A. area alone. Working with L.A. Unified School District and the LACCD. Internet provides curriculum, GATE and ESL classes throughout the year.

It will also provide Professional Technology Proficiency training for teachers, Physicians, Nurses, and other in the business community an average of 2,500 teachers and other professionals go through our special programs each year.

Using state-of-the-art video and audio streaming, programs link learners in the United States and around the world to expert scientists, historians, doctors, educators, business owners, and entrepreneurs who serve as online mentors and role models for learners of all ages.

Projects include:

1) 5 USDA Rural Utilities Service Distance Learning and Telemedicine grants which introducing new online multi-media educational and health environment into 125 rural communities in California and the Southwest. The program features the Camp Internet online learning expedition program delivered via the Internet to classrooms, libraries and family rooms, and a public / practitioner Community Wellness Telemedicine component. We can link to sites in San Diego, Santa Barbara, Los Angeles, and Ventura Counties, and each has a Community Technology Council and Youth Tech Corp to create a long-term sustainability.

2) Develop and Deliver the Cyber Beaver – Internet Radio distance education program to classrooms as a Technology Literacy Project with future funding through US and Calif. Dept. of Education, with additional classroom scholarships funded by the Federal Channel Islands National Marine Sanctuary. This project features GIS and remote / wireless components to facilitate educational broadcasting.

3) Future Funding from the National Research Council CODATA, the International Telecommunications Society, the International Internet Society, the Dept. of Interior, Association for the Advancement of Computing in Education, and Ed-Net, Los Angeles.

Broadening & Creating Curriculums with Broadband Technologies, Internet Radio Casting & VVR Learning

The Creating and Integration of Courses with this Curriculum.

 

Careers in Internet Radio Broadcasting and Visual Virtual Reality

Course Participation Involved Disciplines Potential Enrollment Growth *
* Advertising Visual Communication 50 – 68 %
* Communication Education Computer Information Sys. 50 – 60%
* English & Spanish Language Arts 40 – 50%
* Electronics * Electronics†† 50%
* Journalism (Print or Electronic) Journalism 50 – 60%
* Public Relations Speech & Composition 35 %
* Theatre/Performing Arts/Dramatic Arts * Theatre/Performing Arts/Dramatic Arts 50 %
* Business * Business Management 30 %
Careers in Fields Related to Communication Involved Disciplines Potential Enrollment Growth
*Government/Politics Associated Students Org. (ASO) 28 – 40%
* High Technology Industries Computer Sciences Microsoft, RSS, Java Script, Software Dev. 50 – 60%
* Health Careers Health – P.E. 30 – 47%
* International Relations and Negotiations Almost Every Curriculum offered by the college 18 – 28%
Curriculums Developed From This Course Involved Disciplines Potential Enrollment Growth
* Radio-Television/Broadcasting Electronics 100%
*Media Law Business 100%
* Social and Human Services Community Services 100%

* Base on studies from CO, MA, NY, WV, also countries in Japan and the UK

Following are examples of "BBRL:"

The Berkeley Internet Broadcasting System (BIBS) is an interactive television system constructed using Internet2 Mbone IP-Multicast technology and RealNetworks streaming media technology that is being developed on the UC Berkeley campus to support distance learning, distributed collaboration, and interactive television applications.

The system, operated by the UC Berkeley Multimedia Research Center (BMRC), supports hundreds of simultaneous programs that may include any number of audio, video, and data streams. Program streams may vary in bit rate and quality (e.g., a video stream can vary from 10Kbs to multiple megabits with different image sizes and quality). BIBS, which reaches hundreds of remote viewers around the world, produces live webcasts for large lecture classes on the Berkeley campus and archives them for on-demand replay. See the broadcast schedule for more information. An FAQ is available that answers questions about BIBS, the software used to view programs, the infrastructure on the Berkeley campus, and the technologies used in the system.

BIBS research also encompasses the development of experimental technologies that include synchronizing audio and video with other media (e.g., slides, white boards), interaction with remote participants (e.g. asking questions during a live lecture) and tools to automatically generate keyword indexes using speech-to-text conversion of a lecture audio track. The goals of these experiments are to improve education for UC Berkeley students and develop strategic models for providing high quality interactive educational experiences both on-site and at a distance.

 

The Students will be able to listen and interact will the host and submit questions to instructors and monitor news, music, sports campus events and in addition to local and state issues the community can participate in events.

6.5 The Need of Learning Internet Technology

To cause, worldwide, a celebration of learning - The "Earth Day" of Education

To increase and accelerate affordable access to education, worldwide

To serve as a stage and large audience builder for the Socrates Academy and the awards of the Socrates Prize

Global Education

The business of providing e-education, e training and e-jobs is high growth for as far as the eye can see. There are over 1.2 million college courses available from thousands of accredited universities worldwide.

Over half of all Fortune 500 companies operate a corporate university and all are now engaged in training by electronic means. Half of all homes in Western Europe, North America and Japan will be Net connected by the end of next year.

Lifetime learning and virtual events and virtual conferences are here to stay as evidenced by Hambrecht & Quist, which continues to be optimistic about publicly, traded companies in their "learning" group.

Bandwidth is not a problem. Neither is the acquisition cost of new hardware or software, both of which continue to follow a long pattern - more for less. Neither is content, which will get cheaper - even as the demand for it increases.

Investors in the private sector, correctly, do not worry about whether these macro trends will continue. In a knowledge economy, the engines of growth will come from knowledge workers who will acquire more and more of their skills by distance means. That is as sure as tomorrow.

This project envisions the placement of thousands of Cyber Cafes and Radio Stations worldwide. Inside the facility is all that is needed to provide e-education, e-training, and e-jobs. Outside is 800 square feet of advertising and promotional signage space. On the roof are both a satellite dish and a radio antenna enabling independent radio broadcasting to a radius of 20 kms and Internet reach to the rest of the planet.

6.5 The Need for Broadband Learning

oon there will come at time when High Schools and Middle Schools across the country and the world will use vans, sit on trailers where they can be affordably moved to more profitable locations if necessary. Vans would be multi-purpose schoolhouses and training centers designed for those who seek degrees from USC, Harvard, UC Berkeley or Stanford or any four-year university. Or training from CISCO, Apple or Microsoft, or e-games from Sega or Nintendo, or medical consultation or telework jobs from Amazon or WebCT. In essence, these stations are a "knowledge factory" where the profits come by brokering education, training and jobs. In addition, need for tech-support and technicians will be needed to setup and run these facility

 

To this end, Broadband Learning will be dedicated to offering topics that meet the critical training needs of the broadband telecommunications industry. Events can be assembled into one-hour pieces to deliver both maximum learning and maximum flexibility to students, faculty, administrators, students engineers, operations managers, trainers, and employees alike.

In 2005, Broadband Learning now possesses an extensive library of topics organized by various types of channels, or libraries can be develop by faculty instructors all of which can be downloaded instantly and directly from the Web site. Professors, instructors and students for any designed projects for each project need can develop each topic. This will be a common place in the industry. In addition, industry experts who possess this firsthand knowledge of the broadband telecommunications industry’s know this will meet a new coming challenge to fill positions for the telecommunication needs.

Students will learn the techniques of video streaming and editing over high-speed broadband technology. In addition, student will learn to deliver images and audio on demand or real-time streaming.

 

6.5.1 Benefits of Broadband Learning

Students of Broadband Learning Live receive priority invitation to live learning events and unlimited access to the Broadband Learning Live Knowledge Library. Students and Faculty may select from a large number of topics, all of which can be downloaded instantly from either a home or a campus labs.

 

 

Content delivered on Broadband Learning Live is unique in that is has been developed and delivered by leading industry consultants who have experienced challenges in many operational areas within many organizations small and large. All webinars offer a complete perspective on a topic including technical considerations, operational considerations, maintenance considerations, and training considerations. Broadband Learning will develop a skilled team of future industry experts delivers topics

of immediate concern within the broadband telecommunications industry.

Like in a traditional studio only a computer lab will do.

Colleges will be able to deliver audio and visual at the same time, as it would take place in a traditional studio setting. Broadband technology will be able to assist campuses working with a budget to compete with the demands of industry.

Beyond availability and content, students will learn to develop skill and the expertise to stream live events and allow cable professionals to access a virtual cable community unavailable elsewhere. Live events provide the platform to interact with other informed individuals in the cable industry.

 

6.6 Meeting the Needs of Educational and the Industry Community

Area Code Occupation Est. Yr-Proj. Yr Annual Openings Due to Growth
California 2590000324 Education, Training, and Library Occupations 2002 - 2012 4,970

Estimates of Yearly Projections from: 2002 – 2012 by the State of California

 

 

 

 

 

 

7.0 The Need

7.1 Meeting the "Statewide Challenge Initiatives"

In March 1996, the Board of Governors adopted the New Basic Agenda: Policy Directions for Student Success and identified statewide policy directives and challenges affecting the community college systems. The Agenda describes four challenge initiatives, as specified in the Fund for Instructional Improvements RFA that address statewide impact. This proposal meets all four (4) of the State Challenge Initiatives.

1.

California Community Colleges must deliver high quality education in a manner that achieves student success

Response: According to the "Nation’s Report Card", the "National Assessment of Educational Progress" (NAEP) science assessment report, California TIED for LAST PLACE with Hawaii, Louisiana, and Mississippi! Other studies have place California 50th in Science Education! This project, after its "pilot-testing" will be disseminated state-wide, and with its emphasis on science and technology should close the "Science Education Gap."

2.

California’s Future depends on its community colleges meeting the expanding educational needs of its population.

Response: using "Performance-Based" contracts, and teaching using new styles, such as Broadband Learning Technology, VVR, Educational Communications, and Virtual Distant Learning. Using a cross platform of Microsoft – Macintosh Technology

3.

California Community College Education must adapt to the changing educational needs of Californians to be relevant and timely.

Response: We think that there’s no more "relevant and timely way to adapt to the "changing educational needs of Californians" than by starting with a "smart-hybrid" classroom, adding "High Performance" (quality and team-orientation), then infusing it with new, exciting, immersive, dynamic "teaching-learning" methods [VVR], BBLT. Processing sound, images while developing creative delivery of audio-video streaming including editing materials, as well accessing materials from distant libraries and delivery to distance sites and classrooms

4.

The Human and physical infrastructure of California Community Colleges must be enhanced, better organized and better utilized for educational, academic, vocational, and community goals.

According to the "National Assessment of Educational Progress" (NAEP) science assessment report, California "TIED FOR LAST PLACE" with Hawaii, Louisiana, and Mississippi!

Other Studies have placed California in 50th in science and technology education! The painful part for us Californian Educators is the we are the land of Berkeley, Stanford, Cal Tech, the great UC and CSU systems, the home or raging state of the art biotechnic and information industries, in Silicon Valley, Orange County and San Diego! Poor performance in science and technology is not our signature: Give us the tools, and we will provide the creativity, the insight, and the talent t create new curriculums, delivery systems, and grading systems.

 

7.2 Research

The Hypothesis of this proposal is by using the system of "Individual Learning Contracts" (ILC) couple with the smart VVR, BBLT Classrooms with Distant Learning capabilities," _______Internet-enabled computer work stations, running both OS Systems of Windows XP and Macintosh OS X TIGER. By using Windows XP, we will be exploiting their powerful multimedia capabilities (image & video editing and processing). With Macintosh’s OS X and it’s Power PC G5, is capable also run Windows XP in a Virtual PC environment in addition to the Mac’s Power of ripping images and audio files in far superior time that is second to none in the industry. Macintosh is the industry standard computer in graphic designing and it’s the number one computer used in Hollywood Cinema film editing, animation, and music. Both will are excellent in a broadband delivery. In a VVR environment, it will on the average increase enrollment in selected target Science and Technology course by a minimum of 22%, and create an increase in grades of minimum of 25%. The outcome of this proposal is ascertain if ILC, BBLT, and VVR is a ‘robust’ learning mode, and if so demonstrated, then the curriculum developed by this proposal will be done to compare the grades with documented and disseminated! A secondary evaluation will be done to compare the grades and enrollment of the "experimental" groups to similar variables in the same classes for the five (5) year period, 2005-2010.

With Broadband learning, it will be a two (2) way learning experience and applied application. Both importing and exporting information. Joseph Auciello has seen the number of assignments turned in for credit zoom to an average of 50 compared to 30, 2 semesters ago. For example in the interest of science, the ‘control’ group will continue to use VVR in the smart-hybrid, High-Performance classroom, while the ‘experimental’ group will use the same plus the work and grading will be done using the ILC system! There is also some increase in the "gender-shift" as well, and this phenomenon desperately needs studying, testing, and development!

Course evaluations state students have renewed confidence that they can learn difficult subjects such as calculus-based modern physics, atomic and nuclear physics, complex concepts in Astronomy, and Chemistry. In CIS, beginning students are doing parts of an "advanced" Web Design class! Students have access to CDs, which contain lecture material; there is a "team-concept", with testing, "coaching" being done on the Internet.

 

 

 

7.2.1 Research on Cybercasting

Broadband Technology, Cybercasting (Audio and Video) VVR and Web designing, will incorporate all the mediums for scholastic and training development in the academic and vocational community.

Once the ILC, BBLT, Cybercasting, and VVR, learning begins to expand, with course development we wanted to continue to venture out to satisfy the needs of other community colleges and school districts. This is a reliable way to create opportunities for the needs of the student demands. That will be a large percentage of our clients, the students of California Community Colleges.

So, we will created a series of directories that can guide you in the direction of finding, running and building your start up a cyber café that will also serve as a hub for education creation of one of the most requested disciplines on our campus, radio broadcasting through cyberspace. In addition, they can also help build and existing business around the community as well.

We will be doing everything possible to satisfy our customers (The Students), needs. Development will involve at least two departments at the start and will continued to create courses while giving the students the valuable learning experience that is requires in Internet Technology.

Sample of Software

Precise Audio Control

Manipulate audio in a breakthrough nondestructive, sample-accurate, action-based waveform editor. Reorder, suspend, modify and delete any edit, effect or process. Quickly identify, preview and fix common audio problems such as background noise, pops, clicks and hum. Stretch audio without affecting pitch.

Final Cut Pro

Advanced Sound Design

Use more than 50 professional effect plug-ins from Logic Pro to enhance a dialog track, recreate the reverberant ambience of any space, create sound effects or design new music sounds and samples. Select the perfect audio bed for your project from more than 5,000 sound effects and music files using the intuitive Apple Loops browser.

A new example how the technology of the Internet broadband is used in the delivering information.

Teaching-learning paradigm" thru use of High Technology, BBLT, VVR, and ILC, meets the RFA priority of "Non-traditional Instruction" 1.a. "Individualized and Instructional contracts that require students to develop learning objectives." (2002-03 FII – rev. 2/02)

 

 

7.3 Solutions / Objectives and Procedures / Activities in Narrative Form

Solution (#1) -- Developing the "High-Performance Classroom"

The ‘High-Performance Classroom’:

These characteristics reflect applied Industrial Engineering (Deming, Team Problem-Solving), Internet Access, Learning Modes (Visual/Spatial), and Learning Community (O’Banion) Principles:

1

Windows & Macintosh Web Operation

  Elements of a Window and OS X Menus & Toolbars

Desktop Management Files and Folders

Shortcuts Installing Hardware (Plug n Play)

Windows Multimedia Apple / iLife (images and video, sound and music)

audio, graphics and video files integrated into web based lessons.

Text-based and visual learning delivery modes

streaming audio and video technology, browser plug-ins,

converting Word, Adobe Photoshop/Fireworks, Final Cut Pro, and PowerPoint Presentations for web delivery

2 Video Editing
 

Faculty: Should be use Final Cut Pro Students: While most in the industry use Final Cut Pro QuickTime is an alternative for starters can give out email addresses to students, many students provide their own usually with hotmail, yahoo, or college club. Yet, estimates are that between 20 – 45% of students are still ‘unconnected’.

3 Digitizing Assignments (Posting work on the Web and CD)

Web technology with its Table of Contents (index) that links to projects is perfectly suited for the posting of class assignments of the Web or on a CD. Following is an example of "Assignments posted on the Web.")

CIS 757 Web Design / JavaScript PROJECTS

(http://auciello.tripod.com/page1.html)

0 The HTML Reference Library 5 Page Format (music)
1 FONT & BACKGROUND COLORS (DEMO in JavaScript) – HELPS ACHIEVE MASTERY OF COLOR FOR COLOR MATCHING, BALANCING, ETC 5A Birthday Card (outside)
1a Hello World Applet (Colors, For Loop, Alert, Confirm, Input, Syntax). (demo) 5B Birthday Card (inside)

Each link leads to a demonstration and explanation of the assignment.

4 Evaluating Student Responses
  After broadcasting or posting assignments on the web, or on either DVD’s or CDs, then testing / evaluating the skill sets learned by those projects becomes a priority. If lessons are digitized, why not the "tests / quizzes"? If one of the guiding principles in the new transformation is ‘seamless integration", then it makes sense to be able to do "online testing" of "online work."

5 Positive Attendance – Participation Tracking
  Because student behavior and performance follows the shape of the structure, we believe that to make this system work, that there has to be "continual involvement", "continual tracking and monitoring", "continual contact" with the students, lest they get "Lost in Cyberspace!"

A method used in the CIS courses follows:

0158.HERRERA.JUAN.02.04.02.2250. (25+25+100PRINCVC+100PRINCZQM). ZUPERZPY@YAHOO.COM

0158.HERRERA.JUAN.02.04.04.2375. (2250+ACC+25ATT+100-701Q1A). ZUPERZPY@YAHOO.COM

0158.HERRERA.JUAN.02.04.16.2725. (2375+ACC+25AT+25HELP+300TABLE).

0158.HERRERA.JUAN.02.04.17.2885. (2725+ACC+25ATT+25-HELP+10EXT)

0158.HERRERA.JUAN.02.04.18.2885. (2725+ACC+25ATT+25-HELP+10EXT).

0158.HERRERA.JUAN.02.04.23.3010. (2885-ACC+25ATT+100CT+COLORIV)

 

Explanation: This is the printout result of an Attendance – Participation form filled out each class day by the students. Note that on 04.02, Juan had 2250 points, increasing to 3010 on 04.23. Instructor verifies points. Information in the parentheses explains the point increase.

This "tracking method" is probably the major cause of increased retention and improved performance in the CIS classes. This system of taking attendance will become part of this proposal. Based on the results of the hypothesis, this system will be bundled as part of the "High-Performance-VVR-ILC" package, and made available statewide.

 

 

 

Solution (#2). Applying "Visual Learning and Visual Communication" concepts.

Principles of Visual Communication

Principles of Visual Communication (http://auciello.tripod.com/pvc.doc)

1

Rich Text (font style, size) is better than plain text. Text that is blocked, indented, formatted and justified is more effective than plain text.

2

Color, used wisely, gives more emphasis than black + white.

3

Interactive (response by keyboard, conferencing by video) is better than passive. Interactive > Active > Passive. So when students actually change a formula or write code ("programming the script") and immediately see the results of their work, learning is occurring the optimal state [analysis and synthesis -- the top of the pyramid of Bloom’s Taxonomy – increasingly effective teaching/learning strategies)

4

Sound (music, voice, sound effects, Midi, Wav files) becomes more effective when it is in Stereo, keyed to the theme, evocative and connotative, able to create a mood without help from other media!

5

An embedded [flat] picture is still worth at least 1000 words. Showing work of Art.
   

Salvatore Dali "Sacrament of the Last Supper!"

Some works of Art can of themselves create an environment

6

As cool, as powerful in communicating, in a different way is "motion ". Scrolling Text (text scrolls by) and animated images (animated. gifs) can be rivet attention!

7

Music adds to Motion / Graphics expands Comprehension and the Learning Bandwidth.

8

Full Motion (avi, mpeg) is more effective than animation.

Web Broadcasting Communication that is interactive, musical, visual, and in motion delivers information through many senses across a wide band to the student and optimizes the learning experience.

Developed by Joseph Auciello (Professor CIS, LA Trade Tech College) and Theron Dennis Graphic Designer, L.A. Trade Tech College.

 

 

 

Example of Broadband Technology & Learning: Snapshot of a Home Page by Cindy Liu:

Cindy expresses her work best visually. Her page has many elements of "Visual Communication’.

Visual-Virtual Learning provides a powerful tool for providing direction to address these challenge initiatives. Students are the ultimate beneficiaries of this work, with programs that are more effective and more directly meet their learning needs.

Both the "PoVC" and Cyndi’s Homepage demonstrate "Visual Learning" concepts.

Solution (#3) -- Individual Learning Contracts

Individual Learning Contracts (ILC) is founded on the Learning Community concept that the student is a committed and active 'participant' in the learning process, facilitated by the instructor! If empowerment is good for workers in a "re-engineered" plant, and "shared governance" is beneficial for faculty members, then ILC should generate "empowered, participatory learning" which should be good for students!

 

7.4 Target Population:

The target group is three classes, CIS Visual Communications, Physical Education at LATTC, and with contingent plans to transfer this system to the L.A.U.S.D. at local a High School, based on the testing of this proposal.

7.4a Summary of Needs and Solutions

With the rising urgent need to mainstream minorities and women into science and technology, we will inject new ways of teaching, based on applied technology, empowering students and giving them extended range to learn, helping to become ‘participants’ in the learning process by using ILC’s, opening up new learning modes, along with a "learning community environment." If this hypothesis is correct, then Calif. Community Colleges will make up a lot of ground with proposal.

The solutions are using Visual Communication and Virtual Reality teaching modes (VVR), with simulations in Astronomy, Chemistry, and Information Science, as well as lessons and exercises operating in a Learning Community environment with students as "partners in the process", and ‘contracting them in the ‘learning’ process. "forum" rooms, and "access" to a database of answers from previous students enhance this environment.

Colleges must reconfigure their learning-delivery methods and grading systems to reach out to emerging, increasing population that includes minorities and women. Evidence suggests (Jane Margolin, "Unlocking the clubhouse – Women in Technology") that this population segment learns effectively when visual / spatial / simulations techniques are used in the classroom. The 38.2% increase in the number of females taking the visually-spatially-taught Astronomy course at LATTC over the last 2 years indicates a probable solution to the problem of attracting more females and minorities to science and technology. Indications are that first conceptualizing difficult concepts in visual terms, and using simulations to understand them, followed by discussions and team problem-solving in small ‘study groups‘, and added to this is the catalyst of "participatory learning", this can help students achieved "mastery" over the material! ILC’s – that encourage students to search the ‘entire knowledge-base’ -- will optimize, and "cap" this paradigm shift!

 

 

 

8.0 OBJECTIVES AND PROCEDURES / ACTIVITIES IN NARRATIVE FORM.

 

This grant will help students learn faster and better by the ‘serendipitous’ combining of equipment, software, web access, team-concept, learning community, and "electronic" learning community, the latest and best of audio - visual, and virtual learning [VVR] techniques applied to the classroom. And, finally, operating the entire teaching-learning paradigm as a "business-model" (ILCs), whereby students become part of the process are more accountable for their vocational learning experience!

 

The last and greatest objective is to run the Cyber Cafe that will simultaneously "control" and "experimental" groups in (3) areas: Astronomy, CIS, and Chemistry, and to oversee the ILC of the students, and collect and evaluate data relative to the project. Nevertheless, it will also provide a place for the community in general, for clients to drop in and connect to the Internet for entertainment, information, news, schedules and education.

 

To create this penultimate objective, lesser and prerequisite objectives have to be met:

Objective #1: Equipment. The faculty must have access to classrooms with computers and the minimum configuration: Internet-connected workstations, a type of netcasting and/ audio / video streaming system, high-speed connections, and CD-RW /DVD devices. Cameras, DVD/CD recorders Essentially a "smart" classroom.

Objective #2. Philosophy and characteristics of classroom. Students must have "access to email, and the internet; assignments and the knowledge-base must be available on the web and/or on CDs. The web can be used for ‘teaching" ("hybrid" classroom) and/or supplementing in-class teaching. There must be ‘bulletproof", user-friendly, quizzes and evaluation programs, and finally, the means of recording attendance and academic progress! High-Performance classroom.

Objective #3. BBLT. The curriculum is augmented to a "Broadband Learning Technology" mode. The capability of the equipment plus the movement of students toward "audio / visual" interfaces, plus the careful selection of "edu-ware" by the instructor enables an Audio / Visual environment, putting the students more "In Charge" of their learning by controlling the program direction, produce and run simulations on their desktop computers before uploading all approved programs on the Internet. This student-run approach fits "hands-on-education" with the application of "Individual Learning Contracts" in the classroom (Obj #5)!

Objective #4. VVR. The curriculum is rapidly being augmented to a "Visual-Virtual-Reality" mode. The capability of the equipment plus the movement of students toward "visual" interfaces, plus the careful selection of "edu-ware" by the instructor enables an Visual and Virtual Reality environment, putting the students more "In Charge" of their learning by controlling the experiments and simulations on their desktop computers. This student-centered approach fits "hand-in-glove" with the application of "Individual Learning Contracts" in the classroom (Obj #5)!

Objective #5. ILC. Individualized Learning Contracts. Prior to Jan. 1, 2006, instructors will have a working, sufficient, "knowledge-base" comprised on lessons, projects, samples, and demonstration materials that will be digitized, archived, and available both on the Web and on CDs! A minimum of (15) projects (Instructors will create an additional (10) projects during the term of this grant) that require critical thinking and research on the part of the student. This is the foundation of the "knowledge-base" that students will research in order to form the objectives of their ILC. Each project in the knowledge base will have links for added information. Objective #4 is based on the digital environment that students can navigate in order to develop the learning objectives for their Individualized Learning Contract.

Objective #6. Each instructor will teach a "control" section that will not use ILCs. This proposal aims to prove (or disprove) that ILC’s added to the curriculum, result in improved retention and grades!

 

 

The following objectives and related activities will be conducted during the grant period:

 

 

PROCEDURES / ACTIVITIES FOR OBJECTIVE #1:

OBJECTIVE 1. "Smart-Hybrid" Classrooms. By AUG 30, 2005, the (3) investigators will have ‘certified’ (3) classrooms as "capable" platforms, upgrading them as required!

OBJECTIVE 1.1. Windows / Macintosh / Web Skill Certification. By the end of the 2nd week in class (Sept. 15, 2005), all students will be competent in using the Windows /OS X / Web skills below.

A checklist (Activity #1.1) will be developed to certify that the equipment is in place and is capable. Specifically, there should be High-Speed Internet connection (DSL, T1 or faster), Safari RSS, Netscape 7.1 or Explorer 6.0 or higher browsers installed. There should be at least (1) high-speed (10 ppm or faster) printer, with access to at least (1) medium- or high-res color printer. At least (1) station will have a DVD/CD-RW drive, and students should have access to a "Digital Still and Video" camera that has easy uploading.

Windows Skills. Elements of a Window. Menus & Toolbars.

Desktop Management File Management (My Computer, Windows Explorer). Files and Folders. Shortcuts. Cut-copy-and paste (clipboard) operations. Installing Hardware (Plug n Play). Windows Multimedia (images, video, sound, music), and Macromedia Director MX for Windows

Macintosh Skills of OS X TIGER, Desktop Management, My Favorites / Share Files and folders, AirPort, QuickTime and QuickTime Broadcaster, (Includes Plug n Play images, video, sound, music), iPhoto, Final Cut Pro, DVD/CR-R, Macromedia Director MX for Macs.

Web Skills. URLs, bookmarking, downloading information (3

Ways). Search Engines. Search arguments ("and", "or" "not"

Operations.) Zip files. Extraction. Adobe, html, text formats.

PERFORMANCE / EVALUATION DESIGNS FOR OBJECTIVE #1

A checklist to be completed that "certifies" a capable environment.

A checklist to be completed that "certifies" student skill competencies.

 

 

 

PROCEDURES / ACTIVITIES FOR OBJECTIVE #2:

OBJECTIVE 2. "High-Performance" classrooms. By Aug. 30, 2005, certify that the classroom has the following properties:

The capability of the equipment plus the movement of students toward "plus the careful selection of "edu-ware" by the instructor enables an Audio / Visual environment, putting the students more "In Charge" of their learning by controlling the program direction, produce and run simulations on their desktop computers before uploading all approved programs on the Internet. This student-run approach fits "hands-on-education" with the application of "Individual Learning Contracts" in the classroom

A2.1 Augmented to a "Broadband Technology" mode.

A2.2 audio / visual" interfaces,

A2.3 Web Access to Study Materials and Internet Research, "information

sleuthing" capability.

A2.4 Interactive self-paced quizzes.

With a class full of students going in slightly different directions, an instructor will be quickly overloaded! The Rx, solution, is install "Learning Community" principles and encourage, reward "team-concept" behavior. The business "High-Performance Workplace" uses the team concept, empowerment, and team-problem-solving. These features will be added to the classroom, and the sharing of knowledge will reinforce a behavior model for success!

Evaluation Design

Complete a checklist certifying the ‘properties’ of the classroom, and the use of Team-concept methods.

 

PROCEDURES / ACTIVITIES FOR OBJECTIVE #3:

OBJECTIVE 3. BBR resources. Before the 1st week of classes (Aug 20, 2002), the necessary BBR software, and accompanying devices will be operational!

OBJECTIVE 3.1 VVR curriculum. Before June 30, 2003, at the rate of (1) per month, instructors will develop projects using Audio - Visual and later Virtual Reality principles.

Audio / Visual, and a series of Java Applets, DHTML and JavaScript programs whose function and behavior the students can control and modify the tool itself will be installed. A min of (10) "projects" using BBR principles will be developed and broadcast for archive shows and lectures, to CD or the Web by each of the (3) instructors! 5 examples from Chemistry. 5 from Astronomy. 10 from Information Science.

PERFORMANCE / EVALUATION DESIGNS FOR OBJECTIVE #3

Projects completed and digitized. Done at Presentation-Level. Reported on Work-Activity Plan.

==============================================

 

 

PROCEDURES / ACTIVITIES FOR OBJECTIVE #4:

OBJECTIVE 4. ILC. By the end of the 4th week (Sept 20, 2005) (note, these are "compressed calendar" dates), each faculty member will have entered into an ILC with each of his/her students.

During the first 4 weeks, students are brought up to skill levels, and students study "core projects", while developing with their instructors an ILC based on mutually-approved learning objectives to be completed by the student for a grade of "C " or better.

PERFORMANCE / EVALUATION DESIGNS FOR OBJECTIVE #4

 

By the end of the 4th week, all students have an approved Individualized Learning Contract.

 

PROCEDURES / ACTIVITIES FOR OBJECTIVE #5:

OBJECTIVE #5. Evaluate the "hypothesis" that "using ILC’s in a smart-hybrid high-performance classroom with VVR materials will result in a 22% increase in enrollment and a 25% increase in grades."

Each instructor will teach a "control" section that will not use ILCs. This proposal aims to prove (or disprove) that ILC’s added to the curriculum, result in improved retention and grades!

PERFORMANCE / EVALUATION DESIGNS FOR OBJECTIVE #5

By June 30, 2006, enrollment and grade data from 3 instructors teaching 3-paired sections of "control" (non ILC) and "experimental" (ILC) sections (Internet Broadcasting, with VVR additions CIS), will be evaluated to see if the "target goal" of 22% increase in enrollment and 25% increase in grades has been met!

8.1 Timeline

Date

Activity

AUG 20, 05

BBR resources. Before the 1st week of classes, the necessary BBR software, and accompanying devices will be operational!

AUG 20, 05

The (3) investigators will have ‘certified’ (3) classrooms as "capable" platforms, upgrading them as required! A checklist will be developed to certify that the equipment is in place and is capable. Specifically, there should be High-Speed Internet connection (DSL, T1 or faster), Safari RSS, Netscape 7.1 or Explorer 6.0 or higher browsers installed. There should be at least (1) high-speed (10 ppm or faster) printer, with access to at least (1) medium- or high-res color printer. At least (1) station will have a DVD/CD-RW drive, and students should have access to a "Digital Still and Video" camera that has easy uploading.

AUG 20, 05

High-Performance" classrooms. Certify that the classroom has the following properties: e-mail communication and tutoring; communication and tutoring through an cybercast bulletins, electronic bulletin boards, and video Web casting.

Web Access to Study Materials and Internet Research, "information sleuthing" capability; Interactive self-paced quizzes; install "Learning Community" principles and encourage; reward "team-concept" behavior.

SEP 15, 05

Windows / Web Skill Certification. By the end of the 2nd week in class, all students will be competent in using the Windows / Web skills below.

Windows Skills. Elements of a Window. Menus & Toolbars.

Desktop Management File Management (My Computer, Windows Explorer). Files and Folders. Shortcuts. Cut-copy-and paste (clipboard) operations. Installing Hardware (Plug n Play). Windows Multimedia (images, video, sound, music)

Web Skills. URLs, bookmarking, downloading information (3

Ways). Search Engines. Search arguments ("and", "or" "not" operations.) Zip files. Extraction. Adobe, html, text formats.

Macintosh / Web Skills Certification of Macintosh OS X TIGER, Desktop Management, My Favorites / Share Files and folders, AirPort, QuickTime and QuickTime Broadcaster, (Includes Plug n Play images, video, sound, music), iPhoto, Final Cut Pro, DVD/CR-R, Macromedia Director MX for Macs.

Web Skills. URLs, bookmarking, downloading information (3

Ways). Search Engines. Search arguments ("and", "or" "not" operations.) Zip files. Extraction. Adobe, html, text formats.

SEP 20, 05

Students are brought up to skill levels, and students study "core projects", while developing with their instructors an ILC based on mutually-approved learning objectives to be completed by the student for a grade of "C " or better.

SEP 20, 05 Students have an approved Individualized Learning Contract.

SEP 20, 05

ILC. The (3) each faculty member will have entered into an ILC with each of his/her students.

JUN 30, 06

BBR curriculum. At the rate of (1) per month, instructors will develop projects using Internet Radio Broadcasting in addition with Visual or Virtual Reality principles with a classroom session.

A min of (10) "projects" using BBR principles will be developed and broadcast and recorded for the Web by each of the (3) instructors! 10 examples from Chemistry. 10 from Astronomy. 10 from Information Science.

JUN 30, 06 Enrollment and grade data from 3 instructors teaching 3-paired sections of "control" (non ILC) and "experimental" (ILC) sections (CIS, Visual Communication, Language Arts), will be evaluated to see if the "target goal" has been met! Evaluate the "hypothesis" that "using ILC’s in a smart-hybrid high-performance classroom with VVR materials will result in a 22% increase in enrollment and a 25% increase in grades."

8.12 Feasibility

Feasibility of solutions/strategies:

The ‘smart-hybrid’ classrooms exist, and are nearly operational, with a minimum of work to bring them "up to speed." A prototype of the "High Performance Classroom" (Learning Community, forum rooms, class and web-based attendance, etc) exists, and this grant will provide the resources to fully develop and export it to the other classrooms. The principals of Internet Broadcasting lectures in addition, developing an educational environment conducive to a Cyber Café which

would have access to Visual and Virtual Software. The instructors all have had experience in using Contracts for Independent Study with their students; these can be modified to create ILC’s.

The Project Directors are highly qualified in the fields of Visual-Virtual Learning and have experience developing lesson materials.

8.13 Performance Outcomes / Evaluation Design

An evaluation design that shows how Objectives are met and measurable outcomes attained is shown below (8.16).

The tangible and usable products of this project will be:

1. Specifications on equipment, capabilities required for the "Broadband" Classroom.

2. Materials (software, methods, procedures) to implement the" High-Performance Classroom. .

3. A body of existing Audio-Visual / VVR materials plus the (30) lessons to be developed by the parties.

4. Knowledge base of digitized curricula.

5. Set of Individualized Learning Contracts.

 

8.14 Benefits of the Project

To the colleges and districts: By providing a model of the Broadband-powered, Smart-Hybrid, High-Performance classroom operating under an ILC basis, and testing that model, and, assuming that the thesis is proved, this project will become the model of a new, robust, applied, practical "teaching and learning" models that will dramatically accelerate the paradigm-shift! It is the hope that the reader will also see the dramatic potential of the project to make a decisive and positive change in the way "teaching and learning" are being done! An immediate benefit is that the resources including commitment of the principals will be applied to the Computer Science Department and Computer Information Systems at LATTC and the Internet Radio Broadcasting is model after KCTY.ORG at Long Beach City College, immediately following the cessation of this project.

To the state: The next phase of this project (not addressed in this proposal) will be to disseminate and distribute the qualitative advantages of this project, through a website, by onsite Instructor-Training Workshops, and a "How-to" Manual!

 

 

 

 

 

 

Objectives
Action Items Criterion for Completion
OBJECTIVE 1. "Smart-Hybrid" Classrooms. By AUG 30, 2005, the (3) investigators will have ‘certified’ (3) classrooms as "capable" platforms, upgrading them as required!

OBJECTIVE 1.2. Windows / Macintosh OS X Certification by the of the 2nd week in class (Sept. 15, 2005, all students will be competent in using the Windows / Web skills below.

Ensure that the following are installed and operational:
Windows Skills. Elements of a Window. Menus & Toolbars. Desktop Management File Management (My Computer, Windows Explorer). Files and Folders. Shortcuts. Cut-copy-and paste (clipboard) operations. Installing Hardware (Plug n Play). Windows Multimedia (images, video, sound, music)
Macintosh OSX
TIGER Elements of OS X
Menus, Toolbars, iLife,(QuickTime & QT (images, video, sound, music), Broadcaster Virtual PC,
Safari RSS
A checklist to be completed that "certifies" a capable environment.

 

 

1.1 A checklist to be completed that "certifies" student skill competencies.

OBJECTIVE 2.1 "High-Performance" classrooms. By Sep. 30 2005.

certify that the classroom has the following properties:

2.1 Ensure that the following features and software are available:

E-mail communication and tutoring working.

Web Access to Materials for research and Internet information delivery. Sleuthing capability. Interactive producing and self-paced quizzes.

2.1 Complete checklist certifying the properties of the production and the use of teamwork concept methods in media production and delivery.
OBJECTIVE 3.1 Broadband Radio (BBR), resources: Broadband Technology Performance before the 3rd week of Sep. 2005. The Necessary Audio – Video Software and accompanying VVR Software

Will be operational.

 

Broadcasting Broadband curriculum Before June 30, 2006 at the rate of (1) per month, instructors will develop projects using Broadband Radio casting and Visual or Virtual Reality principles for students to communicate will on air host.

3.1 Install cameras and microphone in the classroom studio and link site to other classes for broadcasting purposes (Examples Virtual Chem lab and Astronomy), and a series of Java Applets, DHTML and JavaScript programs whose function and behavior the students can control the broadcast of lecture In addition, modify the tool itself.
3.2 Develop and Post a min of (10) "projects" using BBR principles by each of the (3) instructors! 10 broadcasts from Chemistry. 10 from Astronomy. 10 from Information Science.
3.1 All software installed and operational.

 

 

 

 

 

 

 

 

3.2 Projects completed and digitized. Done at Presentation-Level. Reported on Work-Activity Plan. Finals to be broadcasting and review.

4.1 ILC. By the end of the 4th week (Sept, 2005)

(note, these are "compressed calendar" dates), each faculty member will have entered into an ILC with each of his/her students.

4.1 During the first 4 weeks, students are brought up to skill levels, and students study "core projects", while developing with their instructors and team managers with program materials and delivery of such materials. In addition, an ILC based on mutually approved learning objectives to be completed by the student for a grade of "C " or better.
4.1 By the end of the 4th week, all students have an approved Individualized Learning Contract.
OBJECTIVE #5.1 Evaluate the "hypothesis" that "using ILC’s in a smart-hybrid high-performance classroom with Broadband Radio Broadcasting, integrating audio and visual delivery of materials will result in a 22% increase in enrollment and a 25% increase in grades." 5.1 Collect and evaluate data from "control" and "experimental" groups. Compare data to project goals (22% enrollment increase, 25% improvement in grades).
5.1 By June 30, 2006, data from the instructors will be collected and evaluated.

9.0 PROJECT MANAGEMENT AND INSTITUTIONAL COMMITMENT

9.a Management Plans

 

Fiscal management of the grant will be the responsibility of the Project Directors and TRADE TECHNICAL COLLEGE The College has experience in monitoring externally funded programs.

9.b Checklist of Critical Items for Project Success:
Manpower The personnel for this project are among the best, most innovative, successful practitioners of technology based learning in the State. This project is the result of planning and discussions about implementing technology in the classroom and improving learning techniques.
Material Simulation Software exists on the Internet; the principals are already using some of it. Other BBR materials will be acquired (not a expense of this project), and / or developed by the parties.
Method The methods – Text, Workshop, DVD/CDs, and internet access – provide a range to connect with the different learning styles of the participants.
Equipment Here both colleges are outstanding. They will provide the "Smart Classrooms" for the project that meet the equipment requirements.
Management This project has "top down" support from the Senior Administrators at TRADE TECH, and the Co-Directors Joseph Auciello and Ross Clark who have had experience running technology projects.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9.c ORGANIZATIONAL CHART  
   
 

PRESIDENT

OF

COLLEGE

   
 

 

DEAN OF INSTRUCTION

TRADE TECHNICAL

COLLEGE

           
 

CO-PROJECT DIRECTORS

Joseph Auciello and

Ross Clark, LATTC

   
           
           
               
Admin. / Tech. Assistant

To be named

Consulting Faculty

To be named

COLLEGE

 

 

 

 

 

 

 

 

 

9.d Qualifications, Commitment and Responsibilities of Project Staff

 

Joseph Auciello. Prof. Auciello has received several grants for the use of instructional technology to maximize learning, and operates a Virtual Classroom at LATTC. Joseph Auciello runs a website populated with many CIS sample-lessons using a "Glass Box" effect so students view the operation of a program internally, its output, and are able to input parameters to modify it, and finally to add to it to create their own programs or Applets.

Ross Clark: has received several grants for the use of instructional Graphic Technology at RRC to maximize learning, and operates as a writer. Graphic /Web Designer, Teaches courses in various Multimedia, Graphics and Web designs courses. Has created programs in Apple Scripts, and develop other Apple Software applications.

Robert Smith: Web Master, music producer, developed and founded the Internet Radio Station at Long Beach City College KCTY.ORG, with strong interests in Multi-Mediated Instruction, Cyber – Café for both the Academic and Entertainment that benefits the community as a whole. Internet Arts and Science Technology, and "bringing it to college students."

Theron Dennis Graphic Designer, writer, and research developer of curriculums that are needed in the community college for vocational and educational, training, academic, and community development. Researching the current industry needs of the local business community.

Commitment. Each of the parties is fully committed to this project, and able to dedicate the time specified in the budget to ensure a successful project. Each party is strongly committed to applying new paradigms to teaching, and looks forward to the opportunity to test, in a structured, funded, way, their mission and vision of this new approach!

Duties of Project Directors and Consulting Faculty

Certify Equipment.

Develop methods to apply "High-Performance" techniques to classroom.

Develop 10 lessons (each) based on Broadband Radio (BBR) principles.

Research models, install software

Develop, coordinate, and sign Individual Learning Contracts.

Develop control and experimental groups.

Collect and evaluate performance data.

Manage the project budget (PDs)

Ensure completion of reports (PDs)

 

Approximately 228 hrs. (6 hrs/week for 38 weeks) of Administrative and Technical Assistance will be required.

 

 

 

9.e. Consortium Project

This is not a Consortium Project, yet it has many of the characteristics and support of one. Data and "Best Practices" information from this project will be shared by LATTC and RRC.

 

9.f Institutional Commitment

Institutional Commitment

TRADE TECHNICAL COLLEGE is committed to its role as fiscal agent for the grant. It has the agreement from its Board of Trustees and the expertise to do so having successfully acquired and managed many grants in the past.

 

9g. Biographical Information

 

Joseph Auciello

Fund for Instructional Improvement (FII) and Telecommunication Pilot (TMAPP) Grant recipient (Chancellor's Office) 1996-97. Produced over 200 Computer-Based Lessons in CIS, Vocational English (VESL), and Industrial Engineering (SPC, TQM). Developing Distance Education Courses for L.A.T.T.C. Professor Computer Information Systems, L.A. Trade-Tech College Telecommunication Project Co-Director. NASA-JPL -- taught COBOL and OS/JCL (84). GM Van Nuys -- for CSUN taught Microcomputer and MIS courses (85-86). Training Consultant, California Technical Training). Co-author of published materials on Re-engineering the Workplace. Statistical Process Control (SPC), and Problem-Solving; writer of user manuals. Co-Author Job Development/Training Plan for LA Metro Transit Authority (MTA). Publications. "SPC/TQM Applications for Business and Industry" (SHOPWARE, Inc.). "English CAI at CSUN" - EDU - Digital Equipment Corp. Spring 1976. "Introduction to Quality, TQM, and SPC" with Marty Madigan, SHPE, May 1992. Critical Reading Skills Development (CAI) funded by Chancellor's Office (96). Masters in Instructional Applications of Computers, U-MASS 1975. "Hear that Training Coming". Orange County Register, Jan 97.

 

Theron Dennis

Graphic Designer, and Journalist (LATTC), Printing Technology (LATTC), Numerous Journalism and Graphic Design awards, JACC, L.A. Trade Tech College while attending LATTC. Special interest in developing Online Broadcasting while applying digital images, audio / video, and multimedia in both classroom and distant learning environment that will enhance job and community development. In addition to increase enrollment for the college and attract new students to Internet Technology.

 

 

 

 

Robert Smith

Webmaster and Developer, Long Beach City College. Co-founder, KCTY.ORG, Long Beach City College grant recipient. Developer of Online Broadband courses. Special interest in applying media and simulations to teaching.

 

Ross Clark

Instructor at Riverside City College, in the curriculum of Graphic Technology and Applied Technology in the following areas of Graphic /Web Designer. Clark also teaches advance courses in various Multimedia, Graphics, Web designs, and java scripts courses. In addition to his skills in graphic technology, Clark has develop software applications for Apple Computers.

 

 

 

 

9h DISSEMINATION

The final report that tabulates the grades and enrollment data from the (6) classes, per semester for two (2) years, will be given to the project Monitor, and the Presidents of the respective colleges.

 

Closing notes. We want this project to "go" because we know that "Technology Optimizes Performance, we want to bring it all together" and add to the body of knowledge what we have discovered. We are excited about what we are doing, and want to prove, formally, what are doing and can do!

 

 

This is a snapshot of a fully functional Internet Radio Station at Long Beach City College

The web address is: http://www.kcty.org…See for yourself how well it operates.

 

Work currently in progress at Los Angeles Trade Technical College. An Internet Radio Station the students wanted and have built and in addition students are willing to learn Internet Technology and "Broadband Principles." The web site address is:

http://www.tradetechradio.com/main

 

 

Chancellor’s Office

California Community Colleges

District: LACCD

College: COLLEGE

RFA Specification Number: 02-0169

Application Budget
Detail Sheet
Program Year: 05 – 06

Source of Funds: FII

     

Object of Expenditure

Classification

Requested Funds

District Match

1000 Salaries: Breakdown as follows:

Obj #1.1 Certify Classrooms as capable, and upgrade as necessary. (4 hrs. each)

4 hours * 3 instructors * $40/hr = $480

480  
1000 Obj#1.2 Certify Student Windows & Macintosh and Web Skills Competencies

N/A for CIS Instructor -- part of teaching assignment

3 hours * 2 instructors * $40/hr = $240

240 0
1000 Obj#2.1 Install "properties" of High-Performance Classroom and certify.

8 hours * 3 instructors * $40/hr = $960

960 0
1000 Obj#3.1 Review existing, and install ‘Internet Radio Broadcasting & VVR’ software.

16 hours * 3 instructors * $40/hr = $1920

1920
1000 Obj#3.2 Create (10) new lesson-projects using Internet Radio Broadcasting & VVR principles per instructor. Publish on web and CD, including modifying web site. 8 hours per lesson.

80 hours * 3 instructors * $40/hr = $9600

9600
1000 Obj#4.1 Mentor 25 students in each "experimental" group in developing an ILC. 1 hr. per student.

25 hours * 3 instructors * $40/hr = $3000

3000
1000 Obj#5.1 Collect and evaluate data from (2) experimental groups per instructor.

1 PD 3 hours * $40.

120
Ongoing maintenance, solving problems, upgrading, maintaining reports.

3 hrs / wk per instructor * 36 weeks * $40 = $4320

 

4320

2000 Admin / Tech Assistance – (Prof. Expert). Installs software, on going maintenance. Keeps records and database.

(8 hrs/wk for 38 weeks * $20 / year = $4560)

4560
Total Salaries
3000 Benefits (15%) 3780
4000 Supplies & Materials Office supplies/resources ($500) (Paper, Toner Cartridge) 500 0
5000 (1) Trip LA – Sacramento. Airfare + Expenses

180

 
 

Total Direct Cost

29660

 
 

Total Program Cost

29660

No matching funds required

(1)

(1) Page 1, RFA Specifications for New Research Grant Awards.

 

Chancellor’s Office

California Community Colleges

District: LACCD

College: COLLEGE

RFA Specification Number: 02-0169

FII Application Budget Summary

Note: ¬When entering dollar amounts, round off to nearest dollar.

¬Submit an Application Budget Detail Sheet for each funding source reflected here in cash or in-kind. Also explain expenditures by budget category.

 

Object of Expenditure

 

Classification

 

Line

Grant

Funds

Requested

(1)

Loan

Funds

Requested

(2)

District

Matching

Funds

(3)

Other

Source

(4a)

Other

Source

(4b)

Grand Total

All Funding Sources

1000

Instructional Salaries

1

20640          

2000

Noninstructional Salaries

2

4560          

3000

Employee Benefits

3

3780          

4000

Supplies and materials

4

500          

5000

Other Operating Expenses & Services

5

180          

6000

Capital Outlay

6

           

7000

Other Outgo

7

           

Total Direct Costs

8

29660          

Total Program Costs

9

29660        

(1&2) Requested Grant/Loan Funds

(3) District Matching Funds (10 percent match requirement for grants only with unrestricted General Funds only)

(4a&b) Other Source of Funds or In-kind Contributions. (Provide an Application Budget Detail Sheet for each funding source.)

I authorize this total costs proposal as the maximum amount to be claimed for this project and assure that funds shall be spent in compliance with State and federal regulations.

Project Director Signature: Date:

District Chief Business Officer Signature: Date:

(or Authorized Designee)

Objective

Procedures/Activities

Performance Outcomes

Timelines

Responsible Person(s)

1.1 Smart-Hybrid" Classrooms. By AUG 30, 2005, the (3) investigators will have ‘certified’ (3) classrooms as "capable" platforms, upgrading them as required! 1.1 Certify students have the following Skills:

Elements of a Window & Mac OS X. Menus & Toolbars. Desktop Management File Management (Safari & Windows Explorer Browsers). Files and Folders. Shortcuts. Cut-copy-and paste (clipboard) operations. Installing Hardware (Plug n Play). Windows Multimedia and QuickTime Broadcasting (images, video, sound, music)

1.1 A checklist to be completed that "certifies" a capable environment. Aug 01 -- Aug 30, 02 Project Directors (PDs)

Consulting Faculty

Admin. / Tech. Asst.

1.2. Windows & Macintosh/ Web Skill Certification. By the end of the 2nd week in class (Sept. 15, 2002), all students will be competent in using the Mac OS X & Windows / Web skills below.

 

 

 

 

 

 

 

 

1.2 Certify students have the following Web Skills: URLs, bookmarking, downloading information (3 ways). Search Engines. Search arguments ("and", "or" "not" Operations.) Zip files. Extraction. Adobe, html, text Formats. 1.2 A checklist to be completed that "certifies" student skill competencies.

1st 2 weeks of semester

PDs.

Consulting Faculty.

Admin. / Tech. Asst.

2.1 "High-Performance" classrooms. By Aug. 30, 2005, certify that the classroom has "shared knowledge base", team-concept, and learning community properties:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.1 Certify that the following features are working: e-mail communication and tutoring working. Communication and tutoring through an Internet Broadcasting Delivery. Web Access to Study Materials and Internet Research, "information Sleuthing" capability. Interactive self-paced quizzes, Team concepts, Electronic Learning Community. 2.1 Complete a checklist certifying the ‘properties’ of the classroom, and the use of Team-concept methods. Aug 01 – Aug 30 05 Project Director (PD)

Consulting Faculty

Admin. / Tech. Asst.

OBJECTIVE 3.1 VVR resources. Before the 1st week of classes (Aug 20, 2005), the necessary VVR software, and accompanying devices will be operational!

 

 

 

 

 

3.1 Install Broadband Studio lab, Virtual Telescope, and a series of Java Applets, DHTML and JavaScript programs whose function and behavior the students can control and modify the tool itself.

3.1 All software installed and operational.

Aug 01 -- Aug 20 05 Project Directors (PDs)

Consulting Faculty

Admin. / Tech. Asst.

OBJECTIVE 3.2 VVR curriculums. Before June 30, 2006, at the rate of (1) per month, instructors will develop projects using Visual or Virtual Reality principles.

 

 

 

 

 

 

3.2 Develop and Post to CD and/or the Wev, a min of (10) "projects" using VVR principles from each of the (3) instructors! 10 examples from Chemistry. 10 from Astronomy. 10 from Information Science. 3.2 Projects completed and digitized. Done at Presentation-Level. Reported on Work-Activity Plan. Aug 20, 02 – Jun 30, 06 Project Directors (PDs)

Consulting Faculty

Admin. / Tech. Asst.

4.1 ILC. By the end of the 4th week (Sept 20, 2006) (note, these are "compressed calendar" dates), each faculty member will have entered into an ILC with each of his/her students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.1 During the first 4 weeks, students are brought up to skill levels, and students study "core projects", while developing with their instructors an ILC based on mutually-approved learning objectives to be completed by the student for a grade of "C " or better. 4.1 By the end of the 4th week, all students have an approved Individualized Learning Contract. Aug 20 – Sep 20, 05 Project Directors (PDs)

Consulting Faculty

Admin. / Tech. Asst.

5.1 Evaluate the "hypothesis" that "using ILC’s in a smart-hybrid high-performance classroom with VVR materials will result in a 22% increase in enrollment and a 25% increase in grades."

 

Collect and evaluate data from "control" and "experimental" groups. Compare data to project goals (22% enrollment increase, 25% improvement in grades).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.1 By June 30, 2006, data from the instructors will be collected and evaluated. June 01 – June 30, 06 Project Directors (PDs)

Admin / Tech Asst