FY03 Innovations in Teaching with Technology Awards

In 2002, (24) proposals were submitted to the Innovations in Teaching with Technology Awards. The Academic Technology Advisory Council awarded a total of $97,874 for the following (7) proposals.

Proposal Title Investigators Org Unit Department Award
3rd Generation Audio Video Conferencing
  • J. West
  • W. Boyd
  • J. Huntley
College of Business   $8,765
Integrated Computing Exercises using Sony AIBO A. Williams College of Engineering   $10,954
Develop Lab Exercises Using Wireless GIS
  • D. Bennett
  • M. Armstrong
College of Liberal Arts & Sciences Geography $8,870
PDAs and Psychiatry Residents C. Woodman College of Medicine   $14,600
Simple Online Lecture Delivery Solution S. Fiddelke Libraries Hardin Library $4,865
Virtual Fluids Laboratory
  • M. Muste
  • A. Kruger
  • W. Eichinger
College of Engineering   $37,170
Web-based Interfaces for Human Language Technology M. Light College of Liberal Arts & Sciences Linguistics $13,150
      TOTAL: $97,874


Investigators: Jude West, Willard Boyd, Joan Huntley
Org Unit: College of Business
Proposal Summary: More in keeping with our university mission, this approach was used by the British Open University to create a live webcast from the Matterhorn. They used "genuinely domestic-level" technologies to create a Webcast-without satellite or videophones-that would still enable anyone in the world to share the experience. In this applications, text chats and  audio reports were transmitted and held live by a party climbing the Matterhorn and those following on the website.

Investigators: Andrew Williams
Org Unit: College of Engineering
Proposal Summary: Develop several programs to be used in a teaching lab.  Finalize website and post the assignments with matching video clips.

Investigators: David A. Bennett, Marc P. Armstrong
Org Unit: College of Liberal Arts & Sciences
Department(s): Department of Geography
Proposal Summary: Our objective in this grant is to investigate the utility of wireless geographic information technology in higher education. This work is predicated on the notion that complex geographical processes are often difficult to convey in the confines of a classroom and that if we could move students into the field and provide them access to knowledge repositories (e.g., the Internet, their professors and peers) via wireless access to the World Wide Web their learning experiences could be enhanced. The implementation of this idea required us to rethink the way in which key geographical concepts are communicated to students. In effect, we needed to formulate a new educational paradigm and at its core is what we call contextually-aware in situ learning. A combination of existing technologies allows us to track students in the field and deliver context-specific materials as they encounter, for example, evidence of particular geographical phenomena and processes. The final product is intended to turn the real-world into a hyperlinked, and contextually-aware learning environment analogous to what one might experience within the more restricted confines of a major museum. The combined package of real-world interactions with immediate access to remote repositories of knowledge is expected to produce positive feedbacks that result in greater understanding of complex geographical processes and better prepare students for professions in a rapidly changing and increasingly technological workplace.

Investigators: Catherine L. Woodman
Org Unit: College of Medicine
Proposal Summary: This project sought to bring PDA technology into the psychiatry residency program in an innovative and educational way.   The benefit of using PDAs will be the increase in time devoted to medical education. The ease of delivery and access of information will streamline and enhance the process of patient care. 

Investigators: Scott Fiddelke, Digital Media Projects Manager, Information Commons Production Services
Org Unit: University Library
Department(s): Hardin Library
Proposal Summary: With interest in distance and online learning on the rise, Information Commons Production Services (ICPS) has been approached many times to create methods of delivering online course materials. ICPS staff members have been looking for a commercially-available tool that will allow the instructor to sit down with PowerPoint slides and a microphone and essentially give the lecture to the computer, where it can be sequenced, stored and packaged for easy upload to a networked storage location and delivered out to the Web. After an exhaustive search by multiple members of the ICPS team, we have not yet located a tool that does everything that we would like it to do. Every time we think we have found a potential tool or service, it falls short of the company's promises or costs an unreasonable amount of money. This proposal is to assemble our own tool that will easily create and deliver lectures online.


M. Muste, Ph.D., A. Kruger, Ph.D.and W. Eichinger, Ph.D.

Org Unit: College of Engineering
Proposal Summary: The funds requested for this proposal will complement the existing Fluid Lab resources to complete a “proof-of-concept” experiment that will initiate the VFL.  An existing desktop experiment used in the undergraduate fluids class for demonstrating fluid mechanics principles (the viscosimeter) will be firstly developed as an interactive experiment.  Supporting hardware, software, and instruction templates will be added to complete an integrated interactive course material.  Following the proof-of-concept stage, the VFL can be expanded across the campus and outside. 

Investigators: Marc Light
Org Unit: College of Liberals Arts
Department(s): Linguistics
Proposal Summary: We propose building web-based interfaces for a number of human language technologies. Currently, technologies such as part-of-speech taggers and person name extractors have command line interfaces that require an understanding of the Unix operating system and familiarity with scripting language programming.

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Last updated: 
September 2, 2016