The Technology Learning Center is one of the two areas vital to the Educational Technology Department. It provided technology staff development as well as information regarding technology resources to faculty and staff from its inception until 2010. At that time, with changes in the ITS organizational structure and a reduction in staffing to the Technology Mediated Instruction side, the TLC became the training branch specifically for educational technology, and has since concentrated resources on providing training and support for Insight (powered by Moodle), CCSF's learning management system (LMS), and other software connected specifically to educational technologies used in instruction.
The general outcomes anticipated by the TLC include:
- Faculty learning to use an educational technology tool.
- Evaluating the tool's impact on their teaching.
- Incorporating the tool into their teaching with the goal of promoting student success and retention.
The TLC teaches both the educational technology tool and the pedagogy behind the optimum use of that tool.
More specific outcomes include:
- The results of specific training initiatives. For example, success of TLC training directly impacts the number of Distance Learning courses offered, the number of "tech-enhanced" courses offered, the numbers of teachers and students. collaborating using Google Apps, etc.
- The degree to which our workshop schedule matched the needs of the college faculty.
The TLC uses both formal and informal assessments in determining which courses should be taught and how they should be scheduled and delivered.
Formal assessments include:
- Evaluations forms which participants fill out after each workshop.
- Tracking quantity of participants for various workshop topics.
- Reports generated at the end of each academic year summarizing our findings.
- Short surveys sent out via the faculty list-serv.
- Campus wide Technology Survey (every 3-6 years, delivered by the college)
Informal assessments include:
- Frequent discussions between TLC Coodinator, TLC Senior Trainer, TMI Coordinator, and the Educational Technology Deptartment Chair to ascertain needs of faculty. We base these discussions on "help desk" type calls we receive on a specific item, our experiences in the training session, the latest research on innovative educational technologies, information from national educational technology organizations, department requests, distance learning faculty requests, and the College-wide faculty training requests we receive.
- Frequent discussions with workshop attendees after training.
- Discussions with Educational Technology Department faculty.
A workshop schedule is produced based on the results of our informal and formal assessments, available physical, financial, and human resources in the Educational Technology Department, and the needs of faculty, the department, and the institution. Special attention is given to new and innovative educational technologies that support student success. Participants fill out evaluation forms.
We regularly assess participant satisfaction based on the evaluations. We regularly assess need and demand based on the numbers of participants.
Offerings are adjusted each semester based on:
- physical, financial, and human resources available for a training
- instructor demand, requests
- departmental initiatives (eg. need for additional online instructors, need for more interactivity in the online classroom, etc.)
- institutional initiatives (e.g. the need to establish rubrics to meet SLO requirements prompted new workshops in Adobe Acrobat Pro forms)
Each semester we review the numbers of attendees, their level of satisfaction, and the current and future needs of the Educational Technology Deptartment to determine the TLC schedule for the following semester.
The TLC planning process is a cyclical process using the assessment of outcomes to constantly improve the training program to benefit teaching and learning with educational technology at CCSF.
TLC Reports are found on the Reports page.