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Volume 4 Issue 4June/July 2001

S.A.L.T. Project

A System Approach To Learning With Technology

Amit Schitai
Instructional Technology and Distance Learning
Long Beach Community College

On his first day of college, Miguel, a new student and a technophobe, is sitting in front of a computer. Full of fear and skepticism, he is watching the screen, expecting to be lost, overwhelmed, or intimidated any minute.

Instead, a whole new universe is revolving around Miguel. Planets of technology available on campus float calmly in his orbit, and at the click of a mouse he is visiting one technology planet at a time. Miguel is able to join various classes, and to preview typical technology-based assignments that will be expected of him in his pursuit of academic success. In just a couple of hours he will know what technology is available to him on campus, where it is located, and basically how to use it.

This new universe is SALT - A System Approach to Learning with Technology. SALT is a series of simulation-based interactive courseware programs that were recently developed at Long Beach City College (LBCC). Funded by California Community College Funds for -Instructional Improvement (FII) and Funds for Student Success (FSS) grants, the courseware initially targets the entry-level population with the goal of equalizing skills and affording all students at LBCC with a basic foundation in technology regardless of the digital divide. The first release of the courseware programs includes 22 scenarios in three modules and a Web site. The modules address basic technology competencies, establish minimum proficiency levels for knowledge of computers and their use, and encourage the development of critical thinking skills related to the use and application of technology, both on and off campus.

The goal of the SALT project is to improve student performance and enhance student choices for course selection in technology-related areas, as well as to improve students’ ability to identify, navigate, and manage the campus environment with technology. Technology-based instruction provides students with exposure to technology and a means of instruction that is more responsive to varying learning styles. Additional modules will be developed next year and focus on the management skills needed for learning with technology. These modules will focus on giving students the foundation and basic understanding necessary to be a successful, self-directed learner in this area.

Development Methodology
The SALT project was developed at the Instructional Technology Development Center (ITDC) at LBCC. A team of content and technology experts collaborated to plan, write, produce, test and integrate the project. The team consists of an instructional designer, content experts (faculty from relevant departments), a research analyst, a graphic artist, a multimedia programmer, a Web programmer, audiovisual producers, computer technologists, and student testers.

Initially, high-level design deliverables were written to identify content scope and objectives. Next, motivational and creative strategies were selected to ensure that the final product will be pedagogically and androgogically sound. Interactive scripts were written and a prototype was created so that formative evaluation could be conducted. Following formative evaluation, scripts were adjusted and media production began. Graphics, sound, movies and animation files were created and programmed together using a multimedia authoring system. At the same time, data was gathered for the Web page component, and Web pages were designed using the media that was already produced for the CD courseware. Finished modules went through quality assurance sessions before they were released for content and impact testing. Students from LBCC Counseling, Learn 11, and English courses are currently testing each module and data is being gathered for analysis. The courseware is expected to be fully integrated into the open access labs by Fall 2001.

Creative Strategies
The interactive modules are designed as simulations, which are particularly good at developing many critical skills that can be difficult to acquire using traditional methods or even while using computer-based tutorials. Simulations require active participation by the students. Their purpose is to teach by helping the students to participate in the emulated process rather than receiving information passively and memorizing facts about the process. The simulation-based modules will allow the students to focus on their individual needs, which are as many and varied as each student finds a different path to learn with technology.

SALT creative strategies position the students at the center of the LBCC technology universe. Technology planets revolve around the students, while students visit the planets and select the scenario that corresponds to their need when launching the program. Students explore scenarios available on each technology planet and select the one they would like to learn at that time. The first release of SALT includes the following modules and scenarios:

• Tech Tasks – Course Web Site, Group Project, Web Research, Email, Discussion, Courseware CD, Math Skills, and Lab Procedures
• Library and Research– Electronic Databases, Catalog System, Media Database, Web Research.
• Tech-based Courses – exploring various technology-based courses available at LBCC, requirements and success factors associated with these courses

The program is non-linear. Students are not expected to complete all scenarios at a given time, nor are they expected to follow a specific order of scenarios. All SALT scenarios begin with a typical course assignment that requires the use of technology for successful completion. While working with the simulations, it is fine for students not to know the answers. Learning occurs in consequential feedback in which students receive feedback about their choice and performance. Using the feedback screen, students are either reinforced for correct answers or learn how to correct erroneous answers.

The scenario strategy encourages students to experiment with different tracks and evaluate different outcomes based on choices they make. Additionally, students will be able to access a specific process as many times as they like, at their own pace and at their own convenience. This concept will also afford non-native speakers of English greater comfort while gaining familiarity with the new technology and learning to apply it. Modular simulation-based learning creates a user-friendly environment for this population.

A typical scenario is comprised of several content components, and media combinations appropriate to each component were selected to carry the interaction. The modules are compliant with Disabled Students Programs and Services (DSPS) and provide alternative methods of access to information conveyed in the various media included. The following table describes the content/media distribution in a typical SALT scenario:

Content Component	Selected Media Combinations
Assigning the project	Audio / video teaser (with text option)
What technology do you need for this assignment?	Still graphics / audio / text
Where would you find the technology needed for this project?	Still graphics / text
How do you use the technology needed for this project?	Video / audio follow up, along with screen captures, audio, text and screen animation as necessary
Shortcuts to all technology layers included in this unit	Text and still graphics
Project Terms – database of terms used in this scenario (the terms are accessible also from consequential feedback pages	Text and still graphics

Student Data – Micro level
Upon launching the SALT program, students log on and enter their name and ID. As they access the various modules and scenarios, their performance is recorded and reported back in a report section. 22 “milestones” were identified as critical learning checks for skills that students are expected to acquire upon completion of the modules. Some examples of these milestones are: laptop check in/out procedure, obtaining an email account, etc. Students may access the report at any time during their session and check their milestone performance. Student performance is conveyed on the report for each milestone as “NC – not completed“, “CNS – completed, not successfully", and “CS – completed successfully“). After accessing the report, students have a choice of returning to the last scenario they were working with, or linking to a new scenario with another milestone.

Student Data – Macro level
Once the project is fully integrated and used, students will work on the courseware using dedicated training stations in open access labs. Students’ data will be recorded and merged with data used to identify usage of the open access labs. This way, when students clock in (by swiping their ID card on the attendant computer) SALT data will be displayed on the screen, and if necessary. The attendant will be able to guide the students and recommend a specific SALT scenario in which they could learn what they need in order to accomplish the task for which they originally came to the open access lab.

Additionally, student data from a few hundred student testers is currently being gathered and analyzed to check the impact of the project on student competency, motivation and attitude. Although data is still being gathered, preliminary results appear positive in all three areas. Students who have completed the tutorials show a marked increase in their competency identifying and using technology to facilitate their studies. They also report a decrease in their fear of computers, a heightened interest in online education and a greater intention to use computers available on campus. Next year's research will also include an examination of SALT's impact on student retention and academic performance.

SALT Integration and Dissemination
SALT Web will be linked from a number of key gateway pages at LBCC, such as LBCC Home, Information System and Academic Computing, Learning Resources Teaching & Technologies, Distance Education, Instructional Technology Development Center, Online Orientation and other student service related pages. SALT simulations will be installed on both local stations and courseware servers making them available in a number of central open-access and dedicated labs. Staff in open access labs will be trained to identify students' technology needs as well as to facilitate an individual SALT session. SALT showcases for LBCC students and staff will be conducted in the open access labs and SALT presentations will be submitted for inclusion in conferences nationwide.

Conclusion
The SALT project has excellent potential for institutionalization as well as system-wide application and replication. It provides a tangible product with projected growth. The format of the modules can be replicated and modified by other institutions and organizations to address their particular technological structure. Also, the simulation-based design will lend itself to the needs of a wide variety of students in various educational institutions. Many other colleges are similarly challenged by the need to provide technology tools and skills to heterogeneous student populations. They could benefit tremendously by modeling SALT's structure, modules, accessibility, and evaluation. Additionally, these schools are welcome to contract the ITDC to help develop customized versions of the courseware.

About the author and credits
Amit Schitai is the SALT Project Director. He is the founder of the Instructional Technology Development Center at Long Beach City College and overseas the integration of instructional technology and distance learning into LBCC course curricula. Amit has presented and published numerous papers in various conferences and journals and was recognized for his instructional design courseware and development models. Amit can be reached at samits@lbcc.cc.ca.us.

SALT Multimedia Authoring by Monka Mravec, Graphics by C.C. Sadler, and Web programming by Patrick Ross. SALT content provided by LBCC faculty: Alison Bowers, Christina Guillen, Karen Faulkner, Eve Miller, and Amit Schitai.