Community College Test Strategies for Effectional Instructional Delivery

T H E Journal (Technological Horizons In Education), June 1995 | Go to article overview

Community College Test Strategies for Effectional Instructional Delivery


The Electrical and Computer rengineering Technology Department (ECET) at Queensborough Community College/City University of New York (QCC) works continuously to develop facilities and strategies for infusing multimedia instructional technology into its curriculum.

Instructors there recognize that, besides acquiring the right technology, they must learn "how to deliver courseware that is consistent and persistent," says professor Bernard E. Mohr. Consistent in that teachers can present updated courseware in multiple classrooms. Persistent in that courseware becomes an integral part of the academic fabric.

* A Model Classroom

Central to the department's instructional development is a model multimedia/networking classroom in which professors create and test instructional delivery strategies.

This facility has 16 stations outfitted with Tri-Star Pentium computers containing sound cards, CD-ROM drives and removable hard disks. The stations are arranged in four tiers and angled amphitheater style so all students can see the instructor clearly.

The instructor's computer system, meanwhile, is a more robust version of the student machines, with extra memory, a larger video display and larger hard disk. All 17 systems are connected to a local area network via 10Base-T cabling under the flooring and a patch panel at the rear of the room. Also at the rear of the room is a Hewlett Packard 4/si laser network printer.

The primary method for delivering multimedia courseware and instruction is the CLASSNET 3 from Minicom Advanced Systems, Inc. of Holland, Mich. This device externally connects to all 17 monitors--totally independent of the local area network--allowing any station to view another.

Each student station includes a Student Interface Unit, while the instructor's station has a Teacher Control Unit, with which he or she can broadcast any activity on the system to the student monitors. In addition, an instructor may observe any student's work in progress, then take over control of their keyboard and mouse.

* Opening New Approaches

CLASSNET has opened a whole new approach to teaching. Periodically taking over student systems at key instances during a three-hour class session allows for the interjection of timely information in a multimedia format, keeping learners on track to reach their objectives.

When one team runs into a problem that may serve as an example to others, the instructor broadcasts that team's screen to the rest of the class. Some benefits were unforeseen, as when the instructor's computer crashed one day during a lecture: "Having the ability to take over any system in the room allowed the teacher to switch to another system and continue," recalls Mohr.

Instructors also use CLASS-NET's scan feature to monitor student activities and address difficulties before they develop into more serious problems. Over the years, instructors at Queensborough Community College have tried other approaches to multimedia instruction, including using projectors and large-screen monitors. But they concluded that a video distribution system like CLASSNET is more effective in meeting the challenge for consistent and persistent courseware.

Finally, the integration of removable hard disks makes the department's multimedia classroom extremely versatile. "By simply changing hard drives, we can give the room a whole new personality," says Mohr.

* Future Directions

Future classroom instruction will require applications and courseware containing full-motion video to be delivered on the LAN. By this summer, Queensborough expects to have all 17 systems connected to a Grand Junction 10/100 Mbs Fast Ethernet switch, providing sufficient bandwidth for full-motion video.

The model classroom is also being utilized to teach teachers. For the past two years, instructors have conducted a series of Undergraduate Faculty Enhancement (UFE) summer multimedia workshops for science, mathematics, engineering and technology faculty. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Community College Test Strategies for Effectional Instructional Delivery
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.