Personal Technology Plan for Film 399 Wynn G.

Hamonic EDDL 5151: Managing Your Technology Classroom Keith Webster May 16, 2012

A. Introduction Within the next year, plans are to develop and offer a 3-credit film studies course through TRUOL. This personal technology plan has been developed for this semester film studies course. As I am currently not employed in an instructional role or working at an educational institution, much of what is contained within the technology plan is based on feedback from contacts at TRU-OL. After interviewing these staff members, I was able to gather some general information on the technology environment I plan to be placed in over the coming years. The basic assumptions are that I will be tasked with designing a film studies course over a four month period and then undertake a role instructing about 20-30 students in the online 12-week paced film studies course offered annually. The course will be first delivered sometime in 2013. Students will be responsible for ensuring they have the technology to complete the course. B. Mission Statement I hold a personal commitment to the belief that all students can learn in an affirmative, trusting, and compassionate environment. Through the participation and dedication of students, parents, staff and administration, and community, we can improve academic achievement, promote individual self-esteem, and foster and inspire the appreciation of individual differences. I will endeavour to provide educational opportunities in the area of film and television studies to meet the needs of each individual student related to their educational, career, and personal development, and through the application of technology both within and outside the classroom strive to improve educational outcomes and maximize opportunities for each student. C. Goals and Objectives: There are seven goals that have been highlighted in this technology plan: 1. To enable students who are currently unable to take the film studies course to have the opportunity to enroll and complete the learning objectives through the assistance of technology. At present, because the course has yet to be designed and delivered, there is no baseline measurement of potential student enrollment. However, an analysis of the research literature on film studies indicates that the primary obstacle to completion of learning objectives in media related courses is student access to films. Therefore, the objective is to make certain that each and every student who is enrolled in the course is ensured that despite obstacles to film access in their community that they are able to view the required films in the course syllabus. In order to achieve this objective, a large number of options will be provided which harness the current technology to view films. These options include:

a) Rent the film either in DVD or Blu-Ray format from the local video store. b) Purchase a subscription to Netflix (www.netflix.com) and watch an unlimited number of films instantly streaming over the Internet for as low as $7.99 per month. Watch on a students PS3, Wii, Xbox, PC, Mac, iPad, and Apple TV. c) Purchase a subscription to zip.ca and have the film mailed to the home or residence. Plans from only $7.49 per month. Over 82000 titles including new releases, TV shows, and more. d) Purchase the film for a one-time viewing through YouTube Movies where for a minimal charge the customer has the opportunity to view the film during a limited period of time after purchase. Many of the films listed in Appendix A are offered for as low as $3.99 through the Warner Home Video direct from the YouTube site (www.youtube.com/movies/) or Warner Bros. Online (http://www.youtube.com/user/WarnerBrosOnline). 2. To increase student access to Hollywood films and the global film library. While students need access to required films in order to complete the learning objectives, students must also be given opportunities to view films available in film libraries around the world to allow them develop an appreciation of our rich film culture and heritage, as well as the tremendous legacy left by film pioneers. The objectives are to increase student access to films through technological applications such as online streaming, as well as increase awareness in how to access films held in various multimedia libraries. Technology makes this possible through opportunities for students to become engaged in online film communities and to participate in creative projects using technology that open doors to further study. 3. To lessen the impact of the current Canadian copyright laws on course delivery which restrict use of copyrighted materials for educational purposes under the fair dealing exception In order to ensure that the learning objectives are reached, students will be required to work with multimedia objects and applications. Unfortunately, current Canadian copyright laws are not as liberal as those found in the United States. The objective is to ensure that technology is harnessed to allow students to achieve learning outcomes without infringing intellectual property rights. One of the methods to achieve these objectives is through the use of open educational resources, digital materials that can be re-used for teaching, learning, research and more, made available free through open licenses.

4. To foster and increase student engagement in the course, in particular a student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding. Students studying by traditional distance methods or online, typically have much higher failure and attrition rates than students studying on-campus. A significant amount of research has been conducted into problems these students face that contribute to these poorer outcomes. While the factors vary, the most commonly cited problems are problems related to content or delivery of courses and lack of engagement and motivation (Kember, 1989; Rovai, 2003). The objective is to increase student engagement by designing the course in such a way as to encourage participation and involvement. Merely providing reading materials will not serve this purpose. If students can simply go to the website and download everything they need at the beginning of the course, they will not have the incentive to return to the website and become involved. This lack of participation is detrimental to learning and is more likely to lead to students dropping out. Feelings of isolation and disconnectedness influence students decisions to discontinue distance courses. Many of the current TRU-OL course offerings are developed around a traditional model of text based instruction delivered online. The author plans to introduce a number of technology enhanced applications to foster student engagement including movie editing software, digital storytelling software, animation software, game playing software, presentation software, quiz software, mind mapping software, and other technologies which can be applied to complete a variety of creative and interesting assignments and activities. Measurement of student engagement will take place through online surveys, blogging and feedback, and analyses of class participation rates. 5. To improve students research skills and access to literature, particularly in film studies While each student will be given access to the Thompson Rivers University library catalog, there is a tremendous amount of digital research sources not found on the catalog. The objective is to enhance the students research skills through a variety of technological tools such as website journals (www.filmeducation.org/resources), interactive research tools, downloadable film study guides, and other various media research sources (http://www.bfi.org.uk/education/teaching/pdfonlyresource/doing_media_research2.pdf).

6. To foster a love and respect for film within each student Each student entering the course will have their own film preferences whether it is romantic comedies, crime dramas, horror films, westerns, or action adventures. The objective is to improve each students appreciation for film and ignite their passion for their own particular film tastes. By engaging students in activities that involve creative tasks through technological applications, they will develop their own particular ways of analyzing film. By involving them in projects and activities that build on their passion for film, such as connecting with others with the same interests through blogging, students will deepen their appreciation for film and the study of motion pictures. 7. To further marketing opportunities of other TRU-OL films courses through technology The author envisions Film 399 to be the first course in what is planned to be a series of film studies courses offered through TRU-OL. In order to make this possible requires demonstrating to TRU-OL that the course is popular among students. Students should be made aware that the possibility exists for further film studies courses to be offered if the interest exists. Therefore, the objective is to create awareness in the film studies communities and amongst students in British Columbia and around the world that other courses may be offered contingent to interest in the subject matter. This involves developing a Film 399 course that students find engaging that inspires them to take other film studies offerings. In addition, technology can be harnessed to assist in these marketing efforts by way of a website, blogs, and other digital communication means. D. Measurement Indicators to Evaluate Impact of Technology on Learning The following measurement indicators will be analyzed to evaluate the impact of technology on learning: 1. Students attitudes, interests, and motivations for learning: Students will be required to complete online surveys and inventories during the course to measure their attitudes, interests, and motivations and the effect technology has on these affective domains. 2. Student feedback scores and self-assessments: Students will be required to blog and provide self-reports, comments, and reflections on their learning experiences with various activities and projects involving technology. These blogs can be used as a form of formative assessment. 3. Academic achievement rates and success in meeting course learning objectives: The success rate in students meeting course learning objectives using technology is an indirect method to determine the effect of technology on learning.

4. New technology skills acquired: Measuring an increase in new technology skills and technology proficiency by the students is positively correlated with technologys impact on learning. 5. Student engagement and participation rates: Measuring student engagement and participation rates provides indirect indications of the effect of technology on these variables. 6. Tracking of course taking patterns: Analyzing the course taking patterns of students can indicate whether technology impacted learning by determining which courses students gravitated towards both before and after the film studies course. E. Formal Learning and Professional Development In order to keep pace with the rapid changes both in Web 2.0 technologies, as well as advancements in film studies, the author plans to undertake the following: 1. All TRU-OL faculty members are encouraged to attend workshops, conferences, and seminars both in their subject matter speciality (for the author this would be film studies) and in pedagogy (such as conferences on distant education or ETUG (Educational Technology Users Group). The instructors are reimbursed or sponsored to attend these conferences both locally and internationally. There is a financial cap on the funds allocated for professional development, and these funds are allocated by a committee of two tutors and one employer representative. A total of 1.5% of total regular salaries are allocated by the employer to this fund. Many of these benefits are governed by the Collective Agreement Between the Thompson Rivers University and British Columbia Open University Faculty Association. The author plans to take advantage of these opportunities provided through his employment. The author plans to enrol in seminars and attend conferences which specialize in technology for higher education. BC's Premiere IT Conference for Post-Secondary Education is the 13th annual IT4BC conference hosted by HEITBC which will be held June 14-15, 2012. This two-day conference draws 250 attendees, including IT directors, senior managers and their staff from post-secondary institutions throughout BC. There are 49 professional development sessions as well as a vendor fair held on day one of the conference. The theme for the 2012 IT4BC conference is Enhancing the Student Experience. 2. The author also plans to attend seminars and conferences that focus on film and television studies. One of the premiere film and media conferences in the world include the London Film and Media Conference (http://www.thelondonfilmandmediaconference.com) where film scholars gather to discuss and explore film through papers, panels, exhibits, and
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other scholarly collaborations. Locally, the University of British Columbia offers film conferences and symposiums through their Department of Theatre and Film. There is also the possibility of becoming involved in the hosting of conferences locally in Victoria where I currently reside as well as becoming involved in the very popular annual film festival. 3. In order develop and keep current in the area of online teaching and learning, including the myriad of online educational tools and resources that can enhance student learning, requires becoming a member of associations that promote technology to achieve higher learning objectives. AMTEC (Association for Media and Technology in Education in Canada) is Canada's national association for educational media and technology professionals. Members include Educators, Broadcasters, Media Managers, Instructional Designers, Researchers, Multimedia Professionals, Producers and Distributors. The Canadian Education Association (CEA) is a cross-Canada network with a strong membership base of leaders in the education, research and policy, not for profit and business sectors. The association is committed to education that leads to greater student engagement; teaching that inspires students and teachers and that causes all students to learn; and schools that ensure both equity and excellence in pursuit of the optimal development of all students. CEA conducts research, finds and generates useful ideas and spreads them through meetings, workshops, symposia and the web. As a non-partisan charitable organization, we want you to join this movement. CEA encourages the fundamental shifts required to meet the developmental needs of all learners in our global and changing society. Other potential associations to join include the International Society for Technology in Education, the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in the classroom, and the Canadian Association of University Teachers. F. Network of Associates Linked to Technology Plan In order to achieve the goals and objectives outlined in the plan will require the assistance of a team of associates willing to invest their time and energies in ensuring the objectives are met. At present, although not actively engaged in a professional capacity in the university environment, I have commitments from instructional designers, the program coordinator for arts, and various members of the Kamloops Film Society to see that TRU-OL becomes an educational leader in online film studies offerings. A number of individuals within TRU are actively campaigning to ensure that the current course proposal (Film 399) succeeds in being developed and that it becomes a popular course offering thereby developing an argument to offer further courses in film studies.
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The technology involved in meeting the objectives outlined within this plan requires very little if any budgetary support. Nearly all of the technology and Web 2.0 tools that students will be applying are offered free online. The fact that the course has yet to be designed offers the author the opportunity to develop a course with little financial concerns as each new course being developed has a budget in place to ensure that the course is developed according to the design specifications of the course designer. G. Conclusions The personal technology plan developed will assist the writer in ensuring that the design of Film 399 involves the successful integration of technology within the course and that students, faculty, and staff have a system in place to evaluate and measure the effect of technology on learning outcomes. The writer has ensured that technology will play an integral role in ensuring that students are actively engaged in the course and that their willingness, need, desire and compulsion to participate in, and be successful in, the learning process promotes higher level thinking for enduring understanding. Through the successful integration of application of technology in Film 399, it is expected that learning outcomes will be improved, student interest in film studies will increase, and that data can be generated to support the integration of more film studies courses in TRU-OLs course offerings.

References Kember, D. (1989). A longitudinal-process model of drop-out from distance education. Journal of Higher Education, 60(3): 278- 301. Rovai, A.P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6( 1): 116.