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: Providing Distance Learning with New Tools
for the Virginia Tech-Wake Forest University
Biomedical Engineering & Sciences School
Glenda R. Scales, Cheryl Peed, Emet LaBoone
Virginia Tech
John Boehme, Kevin Brewer
Wake Forest University
Overview Introduction Instructional Technologies implemented Lessons Learned
Introduction Initiated by several faculty from Virginia
Tech and Wake Forest University School of Medicine in 1999
Vision To offer a joint degree Interactive learning environment State-of-the-art instructional tools and techniques Easy to use technology
The Challenges One classroom Bridge geographical distance Appropriate technological infrastructure Work with both universities’ administrative
policies and procedures
Classroom Renovation
220 Hancock after renovations220 Hancock before renovations
Technical Team Goals Networking infrastructure
Move from ISDN connection to Video over IP utilizing Internet2 One network expert at each site
Distance learning environment Identify new distance learning equipment that would reside on both
campuses A network/teleclassroom contact at each site
Instructional technologies The ability to view computer generated images with clarity Instructional technology support group at each site
Faculty Support Faculty Support
Joint training and technical support Virginia Tech’s Institute for Distance and Distributed Learning
& Video Broadcast Services Wake Forest School of Medicine, Academic Computing
Provided individualized support and instructional consulting for faculty
Observed a wide variety of instructional approaches
Student Support
The Office of Academic Computing at Wake Forest University School of Medicine outlined the general strategy for blending instructional technologies and processes from both universities.
Instructional Technologies Software
Blackboard Centra One PowerPoint
Hardware Document Camera Wacom Tablet Streaming Server
Lessons Learned Team Interaction
Early involvement of all respective areas University-level commitment from each school On campus departments involved
Communication Regular meetings Face to Face meeting Early identification and resolution of potential barriers
Flexibility
Lesson Learned Technical
Implementing standard operating procedures Develop technical documents Coordination software and security Support systems
Ensure student and faculty adaptation Conduct orientations Implement coordinated user support
Lessons Learned Assessment
Early design of performance measures Course evaluation Faculty feedback
Next Steps Incorporate new tools into the infrastructure Implement the seamless automation of the
administrative procedures Increase the use of rich media for the medical
images Implement proactive solutions to support
faculty teaching styles
Next Steps Cont’d
Eliminate firewall issues Transition a primarily face to face
teaching and learning culture towards online
Investigating virtual reality as a delivery method
Conclusion Collaborated effectively with many
university-level organizations on both campuses
Blended existing and new instructional technology tools effectively
Worked through issues, learn from one another, and we had fun
“Joint degree programs enable institutions to utilize, in more effective manner, the emerging technologies. … Theretofore, it is becoming more feasible for two institutions separated by distance to combine resources through the use of technology to offer joint degree program.” Michael and Balraj, 2003
