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References (Annotated)

This Website is designed to help students and faculty access IT in Education resources, people, projects, and programs at the University of Oregon.

Webmaster David Moursund

This Website in a Work in Progress. Updated 7/16/06.

Activities, Organizations, Programs, and Projects

Distance Education

Educational Technology Fellows, 2005-2006

Educational Technology Grants Awarded Spring 2005

Faculty, Staff, and Other Key People

Faculty Support Programs in ICT for 2006

General Background Information. Useful IT in Education background readings for students and faculty.

Instructional Technology Directory Website maintained by the UO Library. Currently being updated. Contact Andrew Bonamici.

Issues of Broad Concern.

IT Concentrations, Minors, and Majors in Various Departments

Library (Subject Area) Specialists.

Site Licensed Software at UO

Strategic Planning for UO ICT

IT Organizational Changes Effective July 1, 2006.

IT Concentrations, Minors, and Majors

The goal of this section is to make it easy for a student to find information about opportunities to learn about and use IT within each department. Here are some examples:

Art. The Art Department is located in the School of Architecture and Allied Arts. Within the Art Department, there are a variety of Digital Arts programs. One can do a undergraduate minor (28 credits) in Multimedia. There are 180-credit B.A and B.S. undergraduate degree programs and a 220 credit B.F.A. undergraduate degree program in Digital Arts. There is a 90 credit Master of Fine Arts degree program in Digital Arts. Key contact people include:

Biology. Computer modeling plays a major role in the theory and practice of biology. The Biology Software Lab (1992-2000) at the UO developed educational software tools that are still available and that encourage deep conceptual learning and open-ended scientific inquiry. The Institute of Neuroscience is an interdisciplinary research group with faculty and students drawn from the departments of Biology, Psychology, and Exercise and Movement Science. Key contact people include:

Computer and Information Science. A minor in Computer Information Technology (CIT Minor) or Computer and Information Science (CIS Minor) can be taken in conjunction with majors in other departments.

The CIT minor is particularly well-suited to students majoring in business, economics, PPPM, library science, education, fine and applied arts, architecture, psychology, among others.The program prepares students for current developments and evolving technologies in working environments outside the university setting. The CIT program emphasizes a hands-on approach to learning, using current software tools throughout the curriculum. Key contact people include:

The CIS minor program introduces the theories and techniques of computer science while developing programming skills that are applicable to the student's major discipline. This will provide a general introduction to computer science including programming experience in at least two high-level languages.

An interdisciplinary undergraduate degree combining CIS and Mathematics is available.

Geography. Computer and Information Science plays a significant role in geography. Geographic Information Science is one of the four availabletracks available to undergraduate majors in Geography.

Key contact people include:

Geographic Information Science. This is an interdisciplinary program, with courses and faculty involvement from a number of different departments. Quoting from the Website GIScience at the UO

The well-established program in GIScience at UO is now being expanded as new courses are being introduced in the curriculum, new research is being initiated, and new facilities are being built to support GIScience activities.  UO is also participating in GIScience activities at the state level, such as the organization of a statewide ESRI site license, and at the national level, such as the development of a model curriculum for GIScience.  As a result, additional departments on our campus are becoming interested in GIScience at UO, new faculty are undertaking research, and more students are turning to GIScience as a major area of study from a variety of disciplines, such as Geography, Landscape Architecture, Geological Sciences, Anthropology, Architecture, and Planning, Public Policy, and Management.  The approach to GIScience education and research that we foster and encourage on our campus is a direct reflection of the multidisciplinary nature of GIScience as we have defined it above.

There is a UO GIS Committee. Notice the number of different departments and organizations represented by its membership. For 2005-06 its members are:

Bill Ayres, Anthropology
Jacob David Bartruff, Geography
Mark Blaine, Journalism
Lorin Groshong, PhD Candidate in Geography, (Student Member)
David Hulse, LA
Jon Jablonski, Library
Ken Kato, Geography, InfoGraphics Lab
Hans Kuhn, Computing Center
Andre Le Duc, Community Service Center (CSC)
Cathleen Leue, SSIL
Amy Lobben, Geography
Jim Meacham, Geography, InfoGraphics Lab (Co-Chair)
Marc A Schlossberg, PPPM (Co-Chair)
Ray Weldon, Geological Sciences

The University of Oregon has an ESRI ArcGIS site license. For information about this, see http://esri.uoregon.edu/obtaining.html.

Journalism and Communication. The School of Journalism and Communication offers bachelor's, master's, and doctoral degrees. Electronic Media is one of the areas of specialization available in the undergraduate degree program.

Key contact people include:

Music. The School of Music offers a wide variety of service courses, undergraduate degree programs, and graduate degree programs. The B.S. in Music includes a Music Technology option which combines a number of School of Music technology courses with four courses from the Department of Computer and information Science and a course from the Physics Department.

The School of Music offers a 55-credit Master of Music degree in Intermedia Music Technology.

The School of Music houses the Edward W. Kammerer Microcomputer Lab. This lab features Macintosh computer workstations where students can work with mainstream software and equipment for music notation, and computer-assisted instruction in music theory and aural skills. Other resources available in the Kammerer Lab include basic sequencing software, MIDI and sound generating hardware, as well as facilities for exploring the Internet, using e-mail, graphics and word processing.

Key contact people include:

Physics. The Physics Department depends heavily on ICT in its research and in some of its coursework. Some projects and resources include:

Key contact people include:

Etc. etc. Etc. [Still under development.]

Activities, Organizations, Programs, and Projects

The UO is currently developing an Information Technology Strategic Plan. Accessed 3/22/06: http://cc.uoregon.edu/cc-planning/ITStrategicPlan.pdf. The work that has been completed so far porvides a good overview of the Information and Communication Technology infrastructure and of the many ICT activities going on. ICT is a huge and integral component of the UO.

Acceptable Use Policy. Quoting from http://cc.uoregon.edu/policy/acceptable_use.html:

This document presents guidelines for acceptable use of University of Oregon computing resources. It neither reduces nor expands existing acceptable-use policies, but merely clarifies and illustrates the sorts of behaviors that may result in a response by the university or other interested parties.

Adaptive Technology Lab (University of Oregon) Accessed 11/13/05: http://adaptive-tech.uoregon.edu/. Quoting from the Website:

The University of Oregon is committed to providing access to technology to its students with disabilities. Additionally, the University intends to utilize technology to enhance the educational experience for students with disabilities.

Amiga: A Web-Based Speech Tool for Foreign Language Learners. Accessed 1/4/06: http://babel.uoregon.edu/amiga/.

Like its asynchronous sister, Yamada Language Center Message Boards (http://babel.uoregon.edu/MessageBoards) Amiga LiveChat is a web app running on Flash Communications server developed for us by Jim Duber (duber dot com). The Blackboard version, is a BB "building block" compiled by Tony Kay of (alphaMail fame) running as one of the BB communications modules and like all things BB, for UO use only; the standalone version, (which we're developing with an NWACC grant) will be more focused as a language tutoring tool and eventually be open to the (foreign language) teaching world.

Architecture and Landscape Architecture. Accessed 11/14/05: http://aaa.uoregon.edu/computing/index.cfm?
. Quoting from the Website:

Student Computer Purchasing
Updated: 29 July 2005.

To participate effectively in the UO Architecture or Landscape Architecture computer-integrated Studio program, every student needs to have unlimited access to a personal computer. Incoming students are required to have access to computer tools in their studio work space, and assignments across the curriculum will assume this capability.

Students in other A&AA departments and programs are not required to purchase computers, but in order to receive full support from A&AA Computing Services, students must purchase one of the recommended computers below.

Laptop computers are strongly recommended. They will allow you to participate more effectively in computer-based classes.

Blackboard. Accessed 11/25/05: http://blackboard.uoregon.edu/.

Blackboard (a company headquarted in Washingto D.C.) develops and licenses enterprise software applications and related services to over 2200 education institutions in more than 60 countries. These institutions use Blackboard software to manage e-learning, transaction processing and e-commerce, and online communities.

Blackboard is used extensively by students and faculty at the university of Oregon.

Brain Development Lab. Accessed 11/15/05: http://bdl.uoregon.edu/.

Brain science research—which is heavily dependent on computers—is now making sigificant contributions to education. See, for example, the UO Brain Biology and Machine Initiative. Quoting from the BBMI Website:

The goal of the BBMI is to better understand how the human mind works by pursuing research which integrates the fields of psychology, molecular genetics, animal model systems, advanced computers, and magnetic resonance imaging.

Center for Advanced Technology in Education (CATE). Accessed 11/13/05: http://cate.uoregon.edu/.

The Center for Advanced Technology in Education (CATE), a research and outreach center of the College of Education at the University of Oregon, dedicated to investigating, promoting and sharing information about the use of advanced technology in education. CATE is committed to transforming teaching and learning through the use of computing and communication technologies.

Clearinghouse on Educational Management (CEPM). Accessed 11/14/05: http://eric.uoregon.edu/. See the bottom of their Website to search the files of the CEPM or the overall ERIC Database. Quoting from the Website:

This website provides access to the resources that were produced by the ERIC Clearinghouse on Educational Management, which closed December 31, 2003. For more information on ERIC/CEM's closing, see our final news bulletin. Now operating as the Clearinghouse on Educational Policy and Management (CEPM), we will continue to add new resources to this site, including Research Roundups and updated ERIC database searches.

College of Education—Technology Education Center. Accessed 11/15/05: http://interact.uoregon.edu/tec/about.html. Quoting from the Website:

The Technology Education Center (TEC) is a computer lab that provides a diverse selection of multi-media services. The Lab contains both Macintosh and IBM-compatible computer systems installed with a wide variety of software for the use of students, faculty and staff. Students and faculty can check out selected equipment. Support personnel are available for questions and computer assistance.

Computational Tools, UO Chemistry. Accessed 11/24/05: http://darkwing.uoregon.edu/~chem/computer.html.Quoting from the Website:

The Department of Chemistry, its associated research institutes, and the University of Oregon as a whole, offer a variety of computing resources that suit the needs of experimentalists and theoreticians alike. Many laboratories have one or more dedicated Unix/Linux workstations, as well as computer-intensive data processors operating under the Windows or Macintosh platforms.

Computational Tools, UO.

"Just Enough Mathematica
to Make You Dangerous" available online at

The Computing Center manages a large time-sharing system comprised of a Sun Enterprise 5500 multiprocessor Unix server, auxiliary AMD Opteron nodes, and a pair of production network-attached storage filers. In addition to the “bread-and-butter” applications, this system provides a host of development tools (C/C++, Fortran, Perl, and Tck/Tl, among others) and mathematical/statistical packages (including Mathematica, MatLab, Maple, R, SAS and SPlus), some of which are available as site-licensed software. Load-balancing and mirroring technologies work in tandem to deliver a resilient computing environment. The Computing Center also administers a 6-node dual AMD Opteron cluster for operations benefiting from parallelization.

See also:

St Sauver, Joe (n.d.): Just enough Mathematica to make you dangerous. Accessed 4/20/06: http://www.uoregon.edu/~joe/mathematica-cheat-sheet.pdf.

On 4/20/2006, Rodrigo Guzman (an undergraduate Physics major at the UO) noted in a discussion about Mathematica use at the UO that: "I don't know of any junior/senior in physics who doesn't use Mathematica essentially every week for homework."

Computer and Information Science Department. Accessed 11/14/05: http://www.cs.uoregon.edu/.

The CIS Department, established in 1969, offers a wide range of service courses as well as undergraduate, masters, and doctorate degree programs. In addition it offers:

Computers and Writing Classroom. Accessed 11/25/05: http://darkwing.uoregon.edu/~uocomp/cwc/. Quoting from the Website:

The Computers and Writing Classroom is an attempt to merge the traditional teaching of writing with the emerging technologies of the twenty-first century. Simply placing students and teachers in a room filled with computers will not, of course, magically transform them into better writers and better teachers. However, the technology used in a networked classroom operates as a particularly apt set of tools for learning how to read, write, and think critically. To accomplish this, the teaching in the Computers and Writing Classroom still uses as its base the rhetorical concepts outlined in John Gage's The Shape of Reason. The classroom's technology is not an end in itself, but a different means by which to accomplish the goal of the University of Oregon's Composition Program: to produce intelligent, articulate writers.

Computing Labs. Accessed 11/14/05: http://cc.uoregon.edu/campuslabs.html.

This site contains information about 22 computer labs on the UO campus. For detailed information on software available in 40 different computer labs on campus as of fall 2005 see the results of a survey done by Mary Bradley at http://www.uoregon.edu/~microlab/
. If the resulting Excel display overflows your screen, unse the View puldown menu asnd click on Full Screen.

Computing Center. Accessed 11/14/05: http://cc.uoregon.edu/. Quoting from the Website:

The Computing Center offers a wide range of support services for computer users in the UO community. The best place to find the answers to your questions is the Computing Help area of our Web site.

Computational Science. Accessed 11/24/05: http://www.csi.uoregon.edu/index.php. Quoting from the Website:

Computational science is a multidisciplinary field that combines research in the physical sciences with work in applied mathematics and computer science. There are several faculty and graduate students in the department involved in computational science-related projects such as bioinformatics, parallel computing, and software tools for computational science.

Follow the projects link to see what is currently going on in computational science or peruse selected publications in the publications page. The people link has information about some of the professors and students involved, as well as contact information.

Decision Sciences Department. Accessed 11/15/05: http://lcb.uoregon.edu/departments/dsc/. Quoting from the Website:

The Department of Decision Sciences is committed to excellence in teaching and research in the fields of statistics, production and operations management, and information systems. Our curriculum is designed for students who want to prepare a career in applied statistics, management science, information systems, or a management career with strong emphasis in these areas.

We are expanding our teaching and research domains into the field of management information systems. We have hired new faculty members to develop graduate and undergraduate courses in this high demand, fast growing field.

Digital Arts Department. Accessed 11/14/05: http://darkwing.uoregon.edu/%7Edarts/digitalarts.htm. Quoting from the Website:

Digital Arts is concerned with the development of graphics, sound, interactivities, and a broad range of creative applications such as web art, games, animation, video, performance, installations, and other uncharted forms as sites of communication, expression and personal inquiry. The department offers the Bachelor of Arts, Bachelor of Science, Bachelor of Fine Arts and Masters of Fine Arts degrees in Digital Arts.

Digital Arts can take many forms—from the computer screen, to the movement of the body on a platform, to the acoustic space of digital music. Intermedia is characterized by the particular fluidity it allows among text, body, space, sound, and image. The Digital Arts program at the University of Oregon takes an intermedia approach where knowledge is not simply presented, but rather, constructed, designed, and performed. This program fosters both student and faculty creative exploration in areas of convergence amidst media, data, image, and sound working in spatial, time-based, traditional, hybrid, interactive, and biological forms.

Distance Education. Accessed 11/15/05: http://de.uoregon.edu/index.php.Quoting from the Website:

"The University of Oregon offers a variety of Distance Education courses designed to allow admitted and non-admitted students the flexibility of completing course work outside the traditional classroom. E-mail and access to the Internet are required for all courses."

Twenty courses are listed for Winter Term, 2005-06, including Physics 155: Physics Behind the Internet.

Physics Behind the Internet explores how discoveries in 20th-century physics mesh to drive modern telecommunications. Topics include electron mobility in matter, the development of transistors and semiconductors, lasers, and optical fibers.

Ed Tech Fees: Your Educational Technology Fee at Work. Accessed 11/14/05: http://cc.uoregon.edu/edtechfee.html.

This document was produced in 2002. It summarizies how the Ed Tech funds were allocated that year. For the academic year 2005-2006, the fee is $90 per quarter for a full time student. The funding categories listed in the 2002 document are:

• Open Access Computer Labs
• Computer Access Points
• Instructional Computer Labs
• Email and Internet Access for All Students
• Financial Aid
• Wireless Networks on Campus
• Classroom Presentation Equipment
• Funds Distributed to UO Schools and Colleges

The following (June 28, 2004) paragraph discusses the Ed Tech budget for the 2004 Fiscal year:

The beginning Ed Tech budget was $4.7 million. Recurring expenditures include the deans’ allocations ($894,000 or 19%), Computing Center ($1.73 million or 37%), the Library ($545,000 or 12%), and financial aid and miscellaneous expenditures ($269,000), leaving $1.26 million for discretionary purposes for FY04. Approximately $345,000 was allocated for second year costs associated with Blackboard and Virage (Video-on-Demand), plus the Apple OS X upgrade license. The Ed Tech RFP process allocated $440,000 and the Academic Affairs Summer Workshop projects allocated $250,000, leaving a free balance of approximately $215,000 as carry forward.

Educational Technology Committee. Accessed 11/28/05: http://libweb.uoregon.edu/edtech/.

Quoting from the Website:

The Educational Technology Committee exists to advise the provost on issues related to educational technology including the allocation of funds to support campus instructional technology and facilities (including classroom improvements, student labs, network infrastructure), faculty development or training in the use of technology resources, and curriculum development.

Quoting from a November 6, 2003 report:

The Educational Technology Coordinating Committee was appointed in 1994 to advise university administration on the best future directions for the application of educational technology at the University of Oregon. Its charge was to “complete a vision statement that could be used to guide future decisions on the application of educational technology and to provide implementation priorities for the first biennium.” The coordinating committee evolved into a standing committee with a charge to advise the provost on issues related to educational technology including “the allocation of funds to support campus instructional technology and facilities (including classroom improvements, student labs, network infrastructure), faculty development or training in the use of technology resources, and curriculum development.” The committee has met regularly over the years, usually once a term. It has functioned primarily to approve the use of funds collected through the educational fee and to recommend adjustments in that fee.

Since its inception, the overall ed tech budget has been structured to cover three main areas related to their original charge:

  • A support fund to maintain basic infrastructure on campus related to information technology and network accessible resources, including personnel costs to support various aspects of the network.
  • A deans’ fund allocation to address distributed technology needs at the local level.
  • A discretionary fund that can be used to facilitate new projects and/or faculty development.


Additional information of historical interest is available at: Educational Technology Meeting 10/5/1995. Accessed 11/15/05: http://zebu.uoregon.edu/edtech/oct5minutes.html.

Electronic Universe Project. Accessed 11/15/05: http://darkwing.uoregon.edu/~llynch/cgcs.html. Quoting from the Website:

A NERO (Network for Education and Research in Oregon) Project demonstration of interactive instruction in Astronomy and Physics for students, grades 8-12 conducted by Gregory Bothun (a.k.a. DrDarkMatter) from the University of Oregon using MBone technology.


See also: http://jersey.uoregon.edu/vlab/.

Geogaphic Information Systems (GIS). Accessed 11/28/05: http://ssil.uoregon.edu/gis/. The UO has a site license for Arcview/ArcInfo software. Quoting from the Website:

Our Mission

To deliver GIS instructional computing services to faculty and students who utilize Geographic Information System methodologies.

Social Science Instructional Lab (SSIL) is a specialized, high-end computer lab offering services and equipment for faculty and students using geographic information system tools at the University of Oregon.

Provided as a service through SSIL, the lab provides resources for instruction, consulting and data management.

Priority use is given to faculty and GTFs from the College of Arts and Sciences and faculty and students using the Social Science Instructional Lab for class purposes.

Green Chemistry. Accedded 12/30/05: http://www.uoregon.edu/~hutchlab/greenchem/. The university's green chemistry experts have created GEMs (Greener Education Materials), a "living database" that for the first time corrals and organizes into a single repository a wealth of resources supporting the teaching of green principles and strategies across chemical disciplines.

InfoGraphics Lab. Accessed 11/15/05: http://geography.uoregon.edu/infographics/index.htm. Quoting from the Website:

The InfoGraphics Lab is located in the Department of Geography (163 Condon Hall). The Lab works on a variety of supported projects with faculty, campus offices, and government agencies. Integration of GIS and graphic design tools with cartographic design is a focus of the Lab's work.

Institute of Neuroscience. Accessed 11/15/05: http://www.andp.org/programs/graduate/
. Quoting from the Website:

Program Description:  At The University of Oregon, an interdisciplinary Institute of Neuroscience has been established where research and graduate training facilitate interactions among scientists with complementary interests and research programs. These interactive programs favor constructive analysis of aspects of the complex neuroscience puzzle. Research presently includes major programs in cellular and developmental neuroscience, visual and auditory sensory transduction and processing, and neuromuscular control mechanisms. Additional research programs focus on the neuronal and neuroendocrine control of behavior, molecular neurobiology, membrane biophysics, CNS regeneration, computational neuroscience, and proprioceptive mechanisms in humans. The 22 members of the Institute have their faculty appointments in four university departments: Biology, Exercise & Movement Science, Psychology and Computer Science. The University of Oregon offers a long-standing tradition of support for interdisciplinary scientific endeavors and strong research groups in such related areas as molecular biology and cell biology. Incoming graduate students take several neuroscience core courses and rotate through three labs before deciding on an area for dissertation research. A moderately sized, highly selected group of graduate students and postdoctoral fellows is maintained at the Institute. Training grant support is available for graduate students, and women and individuals from underrepresented groups are especially encouraged to apply.

Instructional Technology Directory. Accessed 11/14/05: http://itdirectory.uoregon.edu/index.php. Quoting from the Website:

This site is designed to help instructors identify and locate academic support resources which fit their instructional and research needs. The IT Directory can be searched by service category, keyword or service provider name to access service descriptions, eligibility requirements and contact information.

Integrated Cognitive Neuroscience, Informatics, and Computation (ICONIC). Accessed 11/24/05: http://darkwing.uoregon.edu/~chem/computer.html. Quoting from the Website:

The Integrated Cognitive Neuroscience, Informatics, and Computation (ICONIC) Grid provides a high-performance computing infrastructure that is ideally suited to the collaborative or independent work of scientists. The grid includes a 16-cpu SGI PRISM system, a 32-dual Intel Xenon cluster, four 8-cpu IBM p655 eServers and a 16-cpu IBM p690 eServer. The ICONIC grid uses a variety of technologies including Globus, MPI, and OpenMP, to harness the power of parallel computing. The Oregon Center for Optics is in the final stages of acquiring a state-of-the-art 85-node cluster, which will serve the needs of scientists in chemical physics as well as atomic and condensed matter physics.

Internet2 and the Oregon GigaPOP. Accessed 11/15/05: http://www.ogig.net/. Quoting from a Website last updated 7/3/03:

The Oregon Gigapop provides the high-speed networking infrastructure that the State of Oregon needs for education research and development. It is administered by the Advanced Network Technology Center at the University of Oregon. It is supported by NSF Grant #9729628 and funding from Internet2 as well as a router donation from Cisco Systems.


The Oregon Gigapop is located below Oregon Hall on the University of Oregon campus in the switch room. The switch room also houses the majority of the core campus routers and dial-in access equipment, in addition to the Oregon Exchange, OWEN-Eugene, and the central on-campus telecomm equipment.


The heart of the Oregon Gigapop is a Cisco MFR (12008) router. OGIG partner circuits terminate into on-premises routers which share a common ethernet switch (10/100/1000Mbps) with the MFR.


The Oregon Gigapop connection to Abilene is carried over dual OC3 (155Mbps) circuits. Local loops to the Qwest POP are provided by USWest. Both OC3 circuits will be connected to OC3 Monitors for diagnostics and engineering.

Knight Library Information Technology Center (ICT). Accessed 11/14/05: http://libweb.uoregon.edu/kitc/. Quoting from the Website:

The ITC is a learning laboratory providing library patrons with access to online and offline electronic information including Internet resources and multimedia products. The ITC's equipment includes 7 Macintosh and 77 Windows workstations. The Information Technology Center is open only to University of Oregon students, staff, and faculty.

Law School. Accessed 11/14/05: http://www.law.uoregon.edu/tech/. Quoting from the Website:

The UO Law School fully embraces digital technology as an integral part of our curriculum. All law students are required to own a recommended laptop computer. We provide a full-service help desk, a loaner laptop program, wireless Internet access as well as plentiful network jacks throughout our building. Our staff is approachable and knowledgeable and we are proud to have been chosen the third most "wired" law school in the nation by National Jurist magazine in 2004. We also offer a wide range of instructional audio-visual equipment in our classrooms which provides a richly interactive educational experience.

Libraries: Digital Collection. Accessed 11/14/05: http://libweb.uoregon.edu/diglib/search.html. Quoting from the Website:

According to its mission statement, the "University of Oregon Libraries enriches the student learning experience, encourages exploration and research at all levels, and contributes to advancements in access to scholarly resources." Digital collections, like all collections within the University of Oregon Libraries, are designed to support the instructional and research needs of the University of Oregon and the citizens of the state of Oregon. … Materials in the Libraries' digital collections are carefully selected by collection curators and subject specialists, digitized according to prevailing standards, described in such a way as to facilitate their discovery and use, and preserved so that they will be accessible over the long term.

Media Services. Accessed 11/15/05: http://libweb.uoregon.edu/med_svc/. Quoting from the Website:

Media Services offers a diverse selection of production and consultation services for classroom projects and instruction. Faculty and students can check out equipment, can access professional equipment and software, as well as receive instruction and consultation from experienced staff.

  • Media Services Classroom Technology Apprentice Program will help you improve your skills in using a full range of technology and media components in your teaching.
  • Explore our new Streaming Media Services pages. Here you will find information about this new service and how you can learn more about video archiving, and video on demand services.
  • Students, check out our Laptop Loan Service! You may request a reservation for either a Windows or Macintosh computer.
  • Classroom Equipment Tutorials: Classroom Technology Staff are available to help you with your classroom equipment questions.

Music. Accessed 11/14/05: http://music.uoregon.edu/About/facilities.htm#computer. Quoting from the Website:

The School of Music contains a broad range of facilities and equipment: band, choir, and orchestra rehearsal rooms with support facilities; the 520-seat Beall Concert Hall, acclaimed by numerous guest artists for its superb acoustics; and the Collier House, home to the music history department and the Early Music Program.

Computer Music Center

The music school's computer music center, Future Music Oregon, features three studios with extensive MIDI-based and computer composition systems containing synthesis environments where all sound material can be created, edited, and saved from a central computer for future recall.

Computer Lab

The music school houses the Kammerer Microcomputer Lab, with Macintosh computer work stations where you can work with mainstream software for music notation and instructional software in music theory and aural skills. Other resources in the laboratory include sequencing software, MIDI, and sound-generating software as well as facilities for exploring the Internet, using E-mail, graphics, and word processing.

National Career Information System. Accessed 11/14/05: http://cis.uoregon.edu/mission.htm. Quoting from the Website:

intoCAREERS develops information and software that will assist people to make informed career choices and supports organizations that use and add value to its products.

intoCAREERS is an outreach unit of the University of Oregon, College of Education. Our mission helps the College fulfill its mission: Making Educational and Social Systems Work for All.

National Center to Improve the Tools of Educators (NCITE) Accessed 11/13/05: http://idea.uoregon.edu/~ncite/.

NCITE aims to advance the quality and effectiveness of technology, media, and materials for individuals with disabilities.NCITE creates a marketplace demand for the selection and appropriate use of research-based technology, media, and materials (TMM). NCITE is affiliated with the College of Education at the University of Oregon.

Netiquette. See: (April 19, 2006). Be polite E-polite. Inside Higher Ed. Accessed 4/20/06: http://www.insidehighered.com/news/2006/04/19/oregon. Quoting form the Website:

Two faculty members at the University of Oregon have added “netiquette” to the syllabus.

Lamia N. Karim, an assistant anthropology professor, had gotten more than enough e-mails from students asking for directions to the library, or the bookstore, she said. So when she picked up a February New York Times article entitled “To: Professor@University.edu Subject: Why It’s All About Me,” the next step became clear.

After she read the Times article, Karim, who said netiquette is a frequent topic of conversation among her colleagues, decided to add e-mail guidelines to her syllabus.

[Sahah] McClure also added netiquette pointers to her syllabus for her class: “The Prehistoric City: Ur, Harappa and Teotihuacan.” She consulted Web sites, including one of Oregon’s own, to formulate guidelines.

On the syllabus, McClure instructs students to “please talk to me in person before/after class” if their question “requires more than a single sentence response or a back-and-forth exchange.” And she reminds them that “e-mails are public documents, even if sent to someone privately. Therefore, avoid ‘flaming’ (venting emotion online) and remember that humor, irony and sarcasm are difficult to express on email.”

Online University: University of Oregon. Accessed 11/14/05: http://www.onlineuc.net/oregon.html. Quoting from the Website:

Master of Science in Applied Information Management (IS:AIM) The University of Oregon AIM Online Program offers an innovative graduate-study alternative to the traditional master's of business administration (MBA) or the master's in information systems. The educational mission of the program is to prepare professionals capable of managing information processes integral to varied organizational functions and is based on the belief that information managers must have more than an understanding of new technologies. They must combine knowledge in management, business, and information design with an awareness of high technology in a global context in order to meet the challenges of the future.

Oregon Career Information System (ORCIS). Accessed 11/13/05: .http://oregoncis.uoregon.edu/. Quoting from the Website:

The Oregon Career Information System (CIS) is Oregon's career information delivery system (CIDS). We provide a comprehensive and state-based resource to help Oregonians of all ages become aware of work and educational options, connect education and work, and make successful career decisions and transitions throughout their lifetime.

Oregon CIS is a consortium organization administered by the University of Oregon. Our software and materials are used in schools, colleges, workforce agencies, and private businesses to support the career development of their students, clients, and employees.

Recycling of Computers. The University of Oregon has a substantial program for recycling computers and other electronic devices. See:

Science Library Information Technology Center (ICT). Accessed 11/14/05: http://libweb.uoregon.edu/sitc/. Quoting from the Website:

The Science Library ITC provides access to graphics, multimedia, and scientific computing applications and electronic resources. At our lab, you can scan images and text, create stunning graphics, 3D images, and digital video projects, as well as browse the Internet, check your email, do word processing, and modify your personal web page. We offer 6 Macintosh computers, 10 Windows computers, 8 X-terminals, a slide scanner, CD-writer, and color printing. The Information Technology Center is open only to University of Oregon students, staff, and faculty.

Social Science Instructional Labs (SSIL). Accessed 11/28/05: http://ssil.uoregon.edu/. Quoting from the Website:

The Social Science Instructional Labs (SSIL) are PC-based computer labs designed to assist faculty, staff and students with innovative instructional technology applications in the social sciences. Our facilities include computer classrooms designed to maximize technology and education. We specialize in providing the university community with access to statistics software and GIS software in addition to general applications, web publishing tools, and desktop publishing. Our labs are available for instructional use, general purpose computing, and special workshops and training events.

Teacher Education. Accessed 11/15/05: http://education.uoregon.edu/path.htm?
. Also see the UO Bulletin.

The College of Education offers a wide range of preservice and inservice teacher educatin programs in regular education and special education. The preservice programs in elementary education and in middle school/secondary school education have a variety of computer in education course requirements. A wide range of introductory courses are offered.

Teaching Effectiveness Porgram (TEP). Accessed 11/13/05: http://tep.uoregon.edu/resources/
. Quoting from the Website:

The University of Oregon supports the teaching endeavors of its faculty and graduate students through the Teaching Effectiveness Program (TEP), a division of Academic Learning Services.

The Teaching Effectiveness Program offers a variety of activities and services to engage the academic community in viewing, assessing, and improving undergraduate instruction. TEP services are free to faculty members, graduate teaching fellows (GTFs), and university departments.

Technology Resources. Accessed 11/14/05: http://libweb.uoregon.edu/general/services/techres.html. Quoting from the Website:

Need help designing a classroom? Making a video? A CD-ROM? The UO Libraries offer a variety of support services to faculty, students, and staff. Electronic classrooms, audio visual equipment circulation and media production facilities are just a few of the services provided.

The Center for Educational Technologies is a one-stop shop and referral point for educational technology training, support, and production. [Its budget for the 2004-2005 year was $510,000, mainly provided by Ed Tech fees.] The CET combines and expands services previously offered by the UO Libraries' Academic Education Coordinator, Blackboard program, FITT Center, and Interactive Media Group, with a mission to promote active learning through innovative use of technology.

Web Mechanics Mentoring Group. Accessed 11/16/05: http://webmechanics.uoregon.edu/. Quoting from the Website:

The Web Mechanics Mentoring Group is a group of staff, faculty and students at the University of Oregon who get together regularly during the academic year to share information about web publishing.

We meet on the 3rd Wednesday of each month at 12 noon, in the Reed Seminar Room, 235 Knight Library.

Wired Humanities Project. Accessed 11/13/05: http://whp.uoregon.edu/

These on-going projects and activities draw together a number of computer-using faculty from various humanities departments at the University of Oregon.

Workshops on Demand. Accessed 11/14/05: http://libweb.uoregon.edu/it/. Quoting from the Website:

Workshops on Demand offer customized workshops for the University of Oregon community to meet technology training needs of its students, faculty, and staff, with a focus on academic and curricular topics.

Yamada Language Center. Accessed 11/14/05: http://babel.uoregon.edu/yamada/guides.html. Quoting from the Website:

The Yamada Center has a wide range of equipment, materials, and facilities to assist your study of a foreign language. Even more importantly, we have a dedicated staff of 30 who are trained in assisting you to use these tools.

At Yamada you can check out or buy the tapes and CDs required for many of your language classes. Chinese, Italian, German, Russian, Spanish, Japanese and French students can access many of their assignments on the Virtual Language Lab (new this year is web-based speech). In addition, we have more than 50 computers available for multilingual word processing, web browsing, and chatting.

Want to do email in Japanese? Want to listen to your German/Spanish/Italian/French homework online? Need to run that essay through a Spanish spellchecker? Trying to do some video editing on your study abroad experience in Zimbabwe? The Yamada Computer Lab in 113 Pacific is just what you need. Stop by, or visit the computer lab's website to find out more.

Self-Study Languages

The Self-Study language program is designed to meet the needs of students wishing to study languages which aren't typically offered at UO. For motivated students, twice-weekly tutorials with native speakers, small group learning, and access to good materials make for an engaging and successful language learning experience. Our course offerings change regularly: see the UO Course Schedule for an up-to-date list and availability.

Top of UO IT in Education Page

Faculty, Staff, and Other Key People

Lynne Anderson-Inman. Email: lynneai@uoregon.edu

Lynne is Director of the Center for Electronic Studying and the Center for Advanced Technology in Education. These centers are grant supported. Lynne also teaches a variety of IT in Education courses for Teacher Education, College of Education.

James Bailey. Email: jbailey@uoregon.edu

James Bailey is the Adaptive Technology Adviser for the University of Oregon where he is responsible for issues of access to technology for students with disabilities. He also manages technology access issues for faculty and staff with disabilities and advises the university on technology compliance with various federal laws (ADA, Section 504, Section 508). He is responsible for consulting with university web designers on matters relating accessible web design. Bailey received his initial training at the California Community College’s High Tech Center Training Unit. He recently received a Master's Degree in Special Education and Technology from the University of Oregon.

Also see Oregon Daily Emerald article (Accessed 11/25/05) at http://www.dailyemerald.com/vnews/

Greg Bothun. Email: dkmatter@uoregon.edu

Greg is Professor of Physics; Co-Chair, Educational Technology Committee. His interests are primarily in galaxy evolution and large scale structure, although he is also quite committed to trying to improve the quality of science education.

G.Z. ("Charlie") Brown. Email: gzbrown@uoregon.edu

Charlie Brown is Director, Energy Studies in Buildings Laboratory (ESBL). One of its major activities has been the development of software called Energy Scheming. It is a schematic design tool intended for building designers such as architects, engineers, and architecture students. Energy Scheming’s user interface is designed to fit with the mental processes, information structures and graphic methods a designer uses at the beginning of the design process – in the schematic design stage. It is a good example of use of Artificial Intelligence to aid students and learning and practitioners in applying energy saving ideas in the design and construction of buildings.

Deb Carver. Email: dcarver@uoregon.edu

Deb is University Librarian and Co-Chair, Educational Technology Committee. She holds a Philip H. Knight chair.

Georgeanne Cooper. Email: gcooper@uoregon.edu

Georgeanne is Program Director of the Teaching Effectiveness Program. This program includes an emphasis on effective use of IT in teaching.

Joanna Goode. Email: goodej@uoregon.edu

Joanna conducts research and teaches Instructional Design and Information Technology Quoting Joanna: "I am working to have the IT/CS workforce more accurately reflect the ethnic and gender demographics of larger society. A more balanced representation permits the invention and incorporation of IT/CS applications that address the unique needs of different communities of folks."

Mary Harrsch. Email: mharrsch@uoregon.edu

Network & Management Information Systems, College of Education. Familiar with all aspects of the College of Education computer facilities and network systems.

However, she has many interests outside of her UO work. "I appreciate history from all historical periods but I have always been especially interested in ancient Mediterranean cultures. Although I am fascinated by ancient Egypt, I became totally entranced by ancient Rome after reading the "Masters of Rome" series of novels by Colleen McCullough and in particular the life of Julius Caesar."

Kevin Hatfield. Email: kevhat@uoregon.edu

Kevin is especially interested in and involved in Distance Learning in History instruction.

Craig Hickman. Email: chickman@uoregon.edu

Craig Hickman is an Associate Professor of Art at the University of Oregon and the Program Director for the newly monikered Digital Arts program.

Craig is the developer of the original Kid Pix program, and currently working on a program called Beautiful Dorena. A free download of a Beta version Beautiful Dorena is available. Quoting Craig: "Beautiful Dorena is an experiment. More accurately, it is a bunch of experiments. I wanted to create a framework that would allow me to try out ideas as they occurred to me. A 'paint program' seemed to offer the most flexible option. This was especially viable because I have had experience doing this, having created the original Kid Pix program. I felt that this was also a good approach because it would let the user walk away with either an image file or a printout. To be clear, it is not intended to be, a full-service, full-featured program. It is quite quirky and basically does what I found interesting to make it do."

Mark Horney. Email: mhorney@uoregon.edu

Mark Horney is a Senior Research Associate in and the Associate Director of the Center for Electronic Studying. He teaches a wide variety of the IT in Education courses for the various Teacher Education programs in the College of Education.

JQ Johnson. Email: jqj@uoregon.edu

JQ is Director of the Center for Educational Technologies (CET). CET is the UO Library's central service point for faculty who need assistance with the use of instructional technology. Its mission is to promote active learning through innovative use of technology.

In addition to his work as Director of CET, he maintains the web site and computing resources for the Freyd Dynamics Lab in the Department of Psychology.

Kim Ketterer. Email: ketterer@4j.lane.edu

Kim is the Technology Integration Specialist for the Eugene 4J school district. She helps the Teacher Education programs at the UO in finding practicum and student teacher placements that facilitate preservice teachers learning about IT. She teaches a variety of IT courses for Teacher Education.

Terry Kneen. Email: tkneen@uoregon.edu

Terry is the Instructional Systems Coordinator in the College of Education. He manages the Technology Education Center, which is a computer lab and multimedia facility in the College of Education. Quoting Terry: "I also manage three Novell file servers, two NT servers, a Macintosh Web server, do web publishing, and help with techology projects (and duties as assigned!)." Terry also occasionally teaches a course for Teacher Education in the College of Education.

Carolyn Knox. Email: cknox@uoregon.edu

Carolyn is a Research Associate in the Center for Electronic Studying. She teaches a wide variety of IT in Education cuorses for Teacher Education, College of Education. She has a special interest in ESL and Migrant Workers.

Lynn Lary. Email: llary@lane.k12.or.us

Lynn is the instructional technology specialist at Lane ESD. In addition, she works with the UO Teacher Education programs in coordinating with school districts and schools in the Lane ESD, and she teaches some courses in IT for Teacher Education.

Tom Layton Email: tom@tomlayton.net

Tom is a retired high school teacher with many years of experience as an outstanding leader in various components of IT in education, such as distance learning and multimedia. Currently he works part time for Clarity-Innovations.com specializing in Distance Learning. His offices are at the Center for Advanced Technology at the University of Oregon and he teaches some IT in Education courses for Teacher Education, College of Education.

Amy Lobben. Email: lobben@uoregon.edu

Amy has a special interest in roles of Geographic Information Systems . More generally, her areas of specialization are cartography, geographic visualization, and spatial cognition.

Dan Miller. Email: drmiller@uoregon.edu

Dan is an Assistant Porfessor in the School of Journalism and Communication. He has been designing Web sites since 1994. Quoting Dan: "Multimedia is more than a catch word for me: it is my way of life."

David Moursund. Email: moursund@uoregon.edu

David is Professor, Teacher Education, College of Education. Earlier UO appointments include a joint appointment between the Department of Mathematics and the Computing Center, and an appointment in the Computer and Information Science Department where he served as Chair of the Department for six years. Interested in all aspects of computers in education at the precollege and higher education levels. Author of many books and articles in the field. His recent books and articles are available free on the Web.

Leslie Opp-Beckman. Email: leslieob@uoregon.edu

Leslie Opp-Beckman has been the Technology Coordinator at the University of Oregon's American English Institute since 1996. She has extensive experience teaching English as a Second Language (ESL) and has employment experience with adults in private institutions and community college, and with children in private settings and in public middle and elementary schools in Oregon.

She has overseas teaching experience in Egypt, Japan, and Qatar and extensive experience as a guest lecturer both at home and abroad. Ms. Beckman received her B.A. in Linguistics and in French, with a Minor in Japanese and an M. A. in Applied Linguistics from the University of Oregon in Eugene, Oregon. She is currently completing doctoral coursework in the Department of Education, Leadership, Technology and Administration (DELTA), University of Oregon, Eugene, Oregon. (Source.)

Harry Price. Email: hprice@uoregon.edu

Harry Price is professor of music and chair of music education at the University of Oregon, where he joined the faculty in 2004. Dr. Price received his B.M.E. and M.M.E. from Florida State University, and was a University Fellow at Syracuse University, where he received his doctorate.

Hi current UO Educational Techtechnology funding involves the implementation of software to allow students to analyze their performances and improve their skills. Involves video capture, editing, data collection, streaming, etc.

David Sokoloff. Email: sokoloff@uoregon.edu

David is a Professor in the Physics Department. One of David's specializations is Microcomputer-Based Laboratory. His physics curriculum development work and extensive dissemination efforts are nationally and internationally recognized. Since 1986, he has conducted research into students' understandings of physics, and used the results of this research to develop active learning approaches to enhance student understanding in introductory physics courses.

Jeffrey Stolet. Email: stolet@uoregon.edu

Jeffrey is Philip H. Knight Professor of Music, and Director of Future Music Oregon. At the University of Oregon, Stolet has developed the curricula for a Bachelor of Science in Music Technology degree, a Master of Music in Intermedia Music Technology, and the curriculum for Intermedia Music Technology as a Secondary Area for music students pursuing doctoral degrees.

Harold Turnquist. Email: haroldt@uoregon.edu

Information Technology Consultant and Webmaster, University Health Center, University of Oregon. Teaches some of the IT in Education courses for the Teacher Education programs in the College of Education. Porfessional interests include: Educational Technology, Distance Education, Local & Wide Area Networks, Web Sites, International and Comparative Law & Education.

Kartz Ucci is an intermedia artist working digitally in interactive DVD authoring and web-based interactive video streaming projects as well as single channel video and sound work. Kartz joined the Art Department at the University of Oregon, School of Architecture and Allied Arts, USA in 2004. Previous academic appointments in Canada include two years in York University’s Visual Arts Department as a CLA in Media/Studies and a one year CLA in 2001 in Digital Video and New Media at McMaster University. She has also taught Digital Video, New Media and Critical Studies courses as sessional faculty at York, Ryerson, DVSA and McMaster Universities in Canada.

Educational Technology Fellows, 2005-2006

Each of the six people listed below is receiving some support from the UO to work on an IT in Education project during the year 2005-2006.

Email Address
Nancy Cheng Architecture nywc@uoregon.edu
Suzanne Clark English sclark@uoregon.edu
Kevin Hatfield History kevhat@uoregon.edu
Mark Horney Teacher Education mhorney@uoregon.edu
Kartz Ucci Art ucci@uoregon.edu
Catherine Wiebe French cwiebe@uoregon.edu

Ed. Technology Grants Awarded Spring 2005

Contact People
Brief Description of Project
Archecture and Allied Arts

Doug Blandy

Lori Hager

Pilot the development of e-portfolios for AAA students. E-portfolios will be used to aggregate students work, to encourage continuity, and to help students in their professional advancement.

Greg Bothun

Deliver a new hybrid course for the ENVS/ESCI major, The Ecological Footprint of Energy Generation, placing heavy emphasis on group research projects and small group interactions inside and outside class. Students will use GIS and spreadsheet analysis tools and be involved with in depth collaborative map-making projects. Course to be held in wireless laptop classroom.
CATE and Teacher Education

Mark Horney

Mark Gall

Develop and evaluate digital learning objects to support hybrid courses as well as teacher education practicums. Develop new one-credit online modules for continuing teacher education.

Bill Harbaugh

Create a more participatory, interactive learning experience for introductory microeconomics students. Students will use hand held Pocket PC devices with wireless connectivity to be able to input bids and data to various simulations. Will enable students to participate in real-time economic simulations.
Yamada Language Center

Jeff Magogo

Develop synchronous and asynchronous speech and video communication. Builds on a previous ed tech grant to create the “audio message board” by incorporating these components into the Blackboard course management system.

John Nicols

Jim Mohr

Create new learning modules for two large 400 level courses, e.g. demographic shifts and the history of the US. Students would participate in analyzing existing modules, publishing results, and conceptualizing new interactive modules for future instruction. Courses to be taught in Library 41 using extant class/group reporting software.

Harry Price

Implement technology/software to allow students to analyze their performances and improve their skills. Involves video capture, editing, data collection, streaming, etc.

Marie Vitulli

The 2-year proposal to reform the Calculus for Business and Social Sciences sequence (Math 241-242) includes these elements: create an online preparedness quizzes with links to tutorials and review; replace graphing calculators with Excel as a technology aid; create interactive Excel workbooks as lab assignments; and create final projects for Math 242 that will combine technology and calculus and use real data.

Kate Wagle

Craig Hickman

Year two of a four year plan to create the infrastructure necessary to support the Digital Arts Program. Allows for the shift away from the traditional studio-based instruction and moves to a model of the “technological studio.”

Amy Lobben

Create web-based educational, research and evaluative tools, which can be adapted to many courses in different disciplines using GIS. Implement an ArcIMS server to provide interactive, dynamic maps and data via the web. Develop a scalable hybrid instructional model. Apply this developmental approach initially to Geog 142.

Issues of Broad Concern

This is a list of some major topics that concern students and/or faculty. The UO leadership may want to develop policies or general guidelines in some of these areas.

  1. Distance Education. The UO has had some involvement with Distance Education for quite a few years. However, it has not developed a policy designed to lead the UO in a particular direction in this aspect of instructional delivery. The Educational Technology Committee, in its 2004-2005 round of funding, stressed the development of hybrid courses. These are courses that have some face-to-face meeting(s) of a class, but where the bulk of the instruction is done via the Web or other distance education modalities.
  2. Integration of ICT into curriculum content. The great majority of UO courses make use of ICT—for example, via Blackboard, Web, and email. However, few courses integrate significant levels of use of ICT as an aid to representing and solving the problems of the disciplines being taught. Such computer modeling and computer simulation is a standard tool of researchers and practitioners in all of the sciences and in many other disciplines Another aspect of this situation is the existence of very powerful tools, such as Mathematica and GIS, that the UO has purchased site licenses for. There are a very large number of courses that might integrate in and make routine use of such powerful tools, but this is not currently happening.
  3. Prerequisite structure. (This is closely related to 2. above.) The UO is a high quality research university. Researchers often need to be at the leading edge in terms of understanding and making use of ICT in their areas of research. Many of the UO researchers also teach both undergraduate and graduate students. Often there is "good" spillover from their research activities into their courses content. However, many do not integrate their ICT knowledge and skills into the content of the courses they teach. One reason for this is that there is not enough time in a course to teach the current content and to also teach some ICT. This is a symptom of a deep problem in roles of ICT in education. For the most part, faculty members cannot assume that their students meet any specific, well-defined set of prerequisites in ICT. For example, they cannot assume that students can create a spreadsheet model for a problem in which such modeling is a standard activity within their discipline. (It is interesting to contrast this situation with what happened at Dartmouth about 40 years ago when computer programming in the language BASIC was integrated into freshman math courses, and almost every student had to take such math courses. Thus, the faculty in higher level courses could assume all students new how to use the Dartmouth time-shared computer system and program in BASIC.)
  4. Faculty Websites, Blogs, and Discussion Groups. Many UO faculty and staff maintain Websites, Blogs, Discussion Lists, and so on  designed to help communicate with their students and colleagues, and to help share their accumulated academic knowledge and skills with audiences throughout the world. However, many other faculty and staff do not do this. The promotion, tenure, and retention components of the UO have not developed clear policies on whether to encourage and "count" such activity.
  5. Classroom use of connectivity. The UO provides good Internet wired and wireless connectivity. Many students have laptop computers and other portable devices that can connect to the Internet. Quite a few UO courses meet in computer labs or make use of Computers on Wheels (COWS) of laptop or classroom sets of handheld devices. However, the great bulk of course meetings do not take advantage of such connectivity. That is, most class meetings are not conducted in an environment in which it is advantage to the student to be using a computer or other electronic devices during the instruction. (Contrast this with the UO Law School; it requires students to bring a laptop to class meetings.)
  6. Access to online resources. The UO Library provides electronic access to a tremendous amount of resources. The Web is a global library that substantial extends the resources that can be accessed electronically. However, it takes a significant amount of instruction and practice to learn to make effective use of such resources. The knowledge and skills of a well-prepared research librarian are acquired through years of education and practice. Here are three possible approaches to dealing with the situation that relatively few students gain a decent level of "research librarian" knowledge and skills within the academic areas they study and major in:
    1. Require all undergraduates to take a course. This course might be provided both in a face-to-face and a Distance Education mode. It would be a prerequisite or co-requisite for all or most courses at the UO.
    2. Strongly encourage each department to integrate into its courses a systematic strand of instruction (that builds from course to course as a student moves upward in the courses offerings) and that is designed to help students learn to make effective use of library resources within the discipline they are studying.
    3. Encourage each department to develop and offer a discipline-specific course of this sort for its undergraduate minors and majors. The departments may want to require such a course.
  7. Etc. etc. etc. (Other items are apt to be added in the future.)

Purpose and Goals for This Website

David Moursund
UO Professor
Draft: 11/29/05

Information and Communication Technology (ICT) is both a large and growing discipline in its own right, and a part of every other academic discipline. This short document is intended to help faculty and students better understand ICT in Education as an important and growing aspect of education at the University of Oregon. The overall goal is to improve the ICT-related content education that students receive throughout their various undergraduate and graduate programs of study.

Three Aspects of ICT in Education

ICT can be used as an aid to instructional delivery. The high end of a scale of instructional delivery might be highly interactive intelligent computer-assisted learning (perhaps delivered over the Web). Also at the high end are educational computer simulations. The low end of a scale might be using a computer to generate drill and practice activities for a student to use at a computer on via printed worksheets. Research has been conducted on the effectiveness and cost effectiveness of these extremes, and of some of the in-between points on the scale. However, this document is not about use of ICT in instructional delivery.

ICT is a discipline in its own right. Throughout the world, there are departments of computer science, computer and information science, computer engineering, and so on. At the UO, for example, the Department of Computer and Information Science was started in 1969, However, this document is not about the deep study of the disciplines in computer and information science.

The focus of this document is upon ICT as part of the content of each non-ICT department at the UO. This includes both theory and practice of ICT in the departments in each School and College in the UO. The remainder of this document provides some background information that is useful in considering ICT as part of the content of each non-ICT discipline.

What is a Discipline?

The UO is divided into a number of Schools and Colleges, and the various Schools and Colleges are divided into Departments, each offering one or more discipline-specific programs of study. There are also a variety of interdisciplinary programs of study.

In general terms, each discipline can be defined by its unique combination of:

  • The types of problems, tasks, and activities it addresses.
  • Its tools, methodologies, and types of evidence and arguments used in solving problems, accomplishing tasks, doing performances, and recording and sharing accumulated results.
  • Its accumulated accomplishments such as results, achievements, products, performances, scope, power, uses, impact on the societies of the world, and so on.
  • Its history, culture, language (including notation and special vocabulary), and methods of teaching, learning, and assessment.
  • It particular sense of beauty and wonder. A mathematician's idea of a “beautiful proof” is quite a bit different than an artist's idea of a beautiful painting or a musician's idea of a beautiful piece of music.

The bulleted list given above is designed to emphasize problem solving. The terms problem and problem solving are used in a very broad sense, and include:

  • Question situations: recognizing, posing, clarifying, and answering questions.
  • Problem situations: recognizing, posing, clarifying, and solving problems.
  • Task situations: recognizing, posing, clarifying, and accomplishing tasks.
  • Decision situations: recognizing, posing, clarifying, and making decisions.
  • Using higher-order, critical, creative, and wise thinking to do all of the above. Often the “results” are shared or demonstrated as a product, performance, or presentation.
  • Using tools that aid and extend one's physical and mental capabilities to do all of the above. (This document emphasizes ICT physical and mental tools.)


Each program of study has its own ideas as to what constitutes “expertise” within the discipline(s) it encompasses. However, each program of study is designed to help students gain an increasing level of expertise, and each course is designed to contribute to this endeavor. Figure 1 captures some of the ideas of a student in a program of study moving up an expertise scale.

Figure 1. An expertise scale for a student in a discipline.

Physical and Mental Tools

Humans have developed a wide range of tools to aid and enhance their physical and mental capabilities. Many of these tools are quite general, cutting across most or all disciplines. For example, reading, writing, and math are mental tools that are so broadly useful that they are part of the required core education of students in our precollege educational system. Each of these mental tools is so important (challenging, complex) that most universities require students to take some coursework in these areas.

The diagram of Figure 2 captures some of the key ideas of how education interacts with ICT physical and mental tools. In this diagram, a “team” consists of one or more people working together with ICT physical and mental tools, drawing upon formal and informal education and experience.

Figure 2. A team of people and their aids.

ICT as Physical and Mental Tool

We are all used to the idea that tools to aid our physical capabilities can be designed to increase productivity and can be automated. We also understand the idea that tools such as a dictionary and reading combine to supplement and extent human mental activities.

ICT has been a powerful aid to automation of both physical and mental tools. The computer system I am using to write this document provides good examples. The keyboard, my keyboarding skills, and a printer are aids to the physical activities required to “get my ideas on paper.” The spelling checker in the word processor is an aid to detecting errors in spelling and keyboarding. The built in dictionary, thesaurus, and grammar checker all help me in my writing task. The spelling and grammar checkers have been partially automated by use of artificial intelligence techniques.

The level of the current impact of ICT varies from discipline to discipline. The University of Oregon's Art Department now has a large number of students getting undergraduate and graduate degrees in a Digital Arts program. The Music School offers undergraduate and graduate programs in Music Technology. These Art and Music programs illustrate how powerfully ICT can influence a “traditional” discipline of study.

Over the past few decades, the science disciplines have added a new ICT-based component. Nowadays, science tends to be studied and done from a “Theoretical,” “Experimental,” and “Computational” approach. Computational modeling and simulation, along with a wide range of computerized tools, have been integrated into scientific research and problem solving.

Somewhat similarly, “Pure,” “Applied,” and “Computational” are now three major subdivisions in mathematics. The UO Computer & Information Science Department and Mathematics Department offer a joint, interdisciplinary undergraduate degree.

Computer modeling and simulation are now important in almost every academic discipline. The computer representation of problems and tasks, and the use of ICT as an aid to solving the problems and accomplishing the tasks, are important aspects of expertise in most disciplines.

The computerization of libraries, and the Web as a “Global Library” have had a strong impact on each academic discipline. Children are now growing up in this Global Library environment, and they learn to use the Web (along with Email, cell telephone, and other electronic aids to one-way and two-way communication) while they are still in grade school. However, information storage, processing, retrieval, and use are an integral component of every discipline. Thus, every UO program of study has an interest in and responsibility for its students acquiring a high level of discipline-specific knowledge, skills, and expertise in these areas.

The research and practice literature on problem solving talks about discipline-specific knowledge and skills, and discipline-independent knowledge and skills. The same ideas apply to roles of ICT in problem solving. For example, grade school students can learn to make rudimentary use of the Web to retrieve information. However, they lack the discipline-specific knowledge and skills to use the Web as an aid to solving complex problems in the various disciplines that students study in undergraduate and graduate degree programs at a university. Each program of study in higher education has a responsibility of helping its students gain a contemporary level of knowledge and skill in using ICT to help respresent and solve the problems that students study in the programs of study.

ICT Standards in Precollege Education

ICT provides many tools that children can learn to use. Most states in the US have adopted and/or are making significant use of the National Educational Technology Standards that have been developed by the International Society for Technology in Education. The 5th grade standards given here are quoted from http://cnets.iste.org/students/s_profile-35.html:

Prior to completion of Grade 5, students will:

  1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
  2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.
  3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
  4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
  5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
  6. Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
  7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
  8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
  9. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
  10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

There is ample evidence that with appropriate instruction, encouragement, and learning opportunities, students can meet these standards. However, a great many of students graduating from high school nowadays do not meet these standards. This creates a problem in higher education, as faculty cannot assume all of there students have even a fifth grade level of knowledge, skills, and expertise in ICT.

Goals and Challenges

Here are three potential goals for ICT in Education at the UO.

  1. We should provide all students ample, high quality opportunities to gain ICT expertise at a level to meet their own individual goals within the various disciplines then choose to study.
  2. Each of our programs of study should be designed to prepare students to meet or exceed contemporary standards of ICT expertise within the disciplines covered by these programs of study. (We want our graduates to well educated relative to graduates of other colleges and univesities.)
  3. An ICT in Education awareness campaign should be conducted. It should be designed to help both students and faculty become significantly more aware of the current and future roles of ICT within the various disciplines of study offered by the University of Oregon.

Goals such as these present many challenges. Here are a few examples:

  1. Within each program of study, there needs to be a person who can advise students on roles that ICT currently play in the disciplines covered by the departmental programs, and how this role is likely to change over the next decade or so. This perspective and advising should be based both on what the department is doing or thinking about doing, and on what is going on nationally and globally. It is important that these advisors have a reasonable level of familiarity with ICT opportunities available in departments throughout the university.
  2. Each department is faced by the problem of whether it should offer coursework, a concentration, a minor, or a degree-level specialization of ICT within the overall discipline covered by the department.
  3. The university as a whole is faced by the problem of facilitating and encouraging new interdisciplinary areas of study that cut across several departments and that are heavily dependent on ICT. For example, consider communication using interactive multimedia. Hypertext (interactive text), collaborative writing, email, and instant messaging are all potential bailiwicks of the English Department. Now add various other components of interactive multimedia, such as broadcasting and narrow casting, digital art, digital music, and so on. The result is an interdisciplinary challenge!
  4. The UO has a large number of microcomputer labs and other ICT faculties spread throughout the campus. The level and quality of staffing of these facilities varies. The UO offers a wide variety of ICT and ICT-related courses. Their quality, and the academic standards set in these courses, vary widely. There is some communication and collaboration among the various people involved in staffing these labs and other facilities. (The deptcomp list provides a good example of this.) The UO needs to explore how to make more effective and efficient use of its distributed ICT hardware and software assets and people resources.
  5. The University of Oregon library has a number of Subject Area Specialists. These specialists have varying levels of knowledge about roles of ICT within the disciplines they cover. They are faced by the continuing challenge of rapid change in ICT.

Resources for Students and Faculty

The structure that I envision for this section is that each Department and each Interdisciplinary Program of study will have a Website or a piece of a Website that focuses on ICT within the disciplines of the Department or Interdisciplinary Program. The Website might contain:

  1. A overview, introductory discussion of roles of ICT in the curriculum content, instructional processes, assessment, research, and other scholarly activity within the discipline(s) being discussed.
  2. An annotated bibliography of resources that are relevant to the discussion and readily available (for example, available on Websites that are likely to have a long life). These might be divided into three categories:
    • Faculty
    • Faculty and Students
    • Students

In addition, the Center for Educational Technologies would maintain:

  1. A list of links to the individual Department and Interdisciplinary Studies Websites (from 1, above).
  2. A General Higher Education (Not Program-Specific) version of 1 and 2 from the previous list given above.

Example 1: Teacher Education, College of Education

The short overview document would contain a brief discussoin of current and likely future uses of ICT in curriculum content, instructional processes, assessment, and research and other scholarly activity within Teacher Education.

Here are some possible resources for this section:

PreK-12 National Educational Technology Standards for Students. Standards developed by the International Society for Technology in Education and widely adopted in the United States.

Getting to the second order: Moving beyond amplification uses of information and communications technology in education. Learning and Leading with Technology. v30 n1 pp6- (David Moursund, 2002).

Brief Introduction to Educational Implications of Artificial Intelligence. Access at http://darkwing.uoregon.edu/~moursund/
(David Moursund, 2005).

Brief Introduction to Roles of Computers in Problem Solving. Access at http://darkwing.uoregon.edu/~moursund/
. (David Moursund, 2004). A chapter length article covering many of the ideas in this short book is available at http://darkwing.uoregon.edu/~moursund/

Example 2: General Higher Education (Not Program-Specific)

An overview for this section remains to be written. It will contain an analysis of how ICT has become both a discipline in its own right, and a disicpline that cuts across and is a component of each other academic discipline.

Especially for Faculty

Doctorow, Cory (2005). Cory Doctorow and creative distribution: An intreview. Accessed 12/06/05: http://www.openbusiness.cc/2005/12/06/cory-doctorow-and-creative-distribution/.

Cory doctorow is a successful novelist. In this interview, he responds to questions about why he makes his writings available free online. Here is a sample question and answer:

1) All four of your novels are available for free online. Obviously a number of factors would have played a part in this decision. Do you think your motivation was primarily a “business” decision or a “political” one?

I voluntarily throw out some of the copyright that I get automatically just by writing stuff down. I do that for political and economic reasons: I think that the increased scope and duration of copyright are strangling free expression, privacy and innovation, and I think that enabling my fans to trade my words makes me more money. So I get to do the right thing and get paid, which is good.

Harrsch, Mary (2003). RSS: The next killer app for education. The Technology Source Archives at University of North Carolina. Accessed 12/06/05: http://technologysource.org/article/rss/.

Marry Harrsch is Network and Information Systems Manager, College of Education, University of Oregon. Quoting from her article:

Like many technology specialists, I've been looking for the next "killer app" for quite some time. I would define a killer application as a program that provides the capability for an average person to use technology to solve every day problems and enrich their lives. E-mail was the first killer app and its usefulness to anyone who wishes to adopt it as an alternative communication tool has been demonstrated clearly by its embrace across the entire spectrum of computer users.

Now, a new technology, RSS, Rich Site Summary—sometimes known as Really Simple Syndication, takes the communication paradigm of one-to-one messaging one step further and provides the ability to efficiently communicate information to not just family and friends, but anyone on the internet who may be interested, whether you know them or not. This very basic implementation of XML is composed of a simple text file. Weblog applications equipped to generate an RSS file, like Blogger Pro, enables anyone to produce a custom news feed by simply posting your thoughts, ideas, and experiences to an online daily journal.

Moursund, D.G. (2005). ICT-Based Paradigm Shifts in Higher Education. Accessed 12/06/2005: http://darkwing.uoregon.edu/%7emoursund/

This 16 page paper was used as the opening presentation for a June 2005 week long workshop for University of Oregon faculty who wanted to learn more about educational uses Information and Communication Technology (ICT). It provides an overview on ways to use ICT to:

  • Significantly improve the education of our students.
  • Help faculty deal with some of their (changing) professional responsibilities. (David Moursund, 2005)

Moursund, D.G. (2002). Obtaining resources for technology in education. Accessed 12/06/05: http://darkwing.uoregon.edu/%7emoursund/

This is a how-to guide for writing proposals, forming partnerships, and raising funds. It is a revised and updated version of a book originally published by the International Society for Technology in Education. It contains several examples of proposals.

Especially for Students and Faculty

ISTE NETS-S (n.d.). International Society for Technology in Education National Educational Technology Standards for Students. Accessed 12/06/05: http://cnets.iste.org/students/.

These PreK-12 Standards developed by the International Society for Technology in Education were first published in 1998. They have been widely adopted throughout the United States. The reference provides profiles of what students should know about ICT upon completing 3rd, 5th, 8th, and 12th grades. ISTE is making progress on the task of providing assessment instruments for use at the precollege level. ISTE has also developed standards for teachers.

Moursund, D.G. (2005). Brief Introduction to Educational Implications of Artificial Intelligence. Accessed 12/06/05: http://darkwing.uoregon.edu/~moursund/

This short book provides a low level introduction to the field of Artificial Intelligence. Although the book was written mainly for K-12 preservice and inservice teachers, both college studetns and their faculty will find it useful.

Moursund, D.G. (2002). Brief introduction to problem solving. Accessed 12/06/05: http://darkwing.uoregon.edu/~moursund/
. Quoting from the Introduction to the document:

This document gives a brief overview of the "subject" of problem solving and of roles of Information and Communications Technology (ICT) in problem solving. It is targeted specifically toward preservice and inservice teachers. The ideas from this document can be woven into instruction in almost any curriculum area or methods course.

This document focuses both on solving problems and on accomplishing tasks. We will use the term problem solving to refer to both solving problems and accomplishing tasks. Our goal is to help improve the quality of education that students receive in our educational system.

Especially for Students

Moursund, D.G. (2000). Four short articles discussing important ideas about ICT in Education. Accessed 12/06/05: http://darkwing.uoregon.edu/%7emoursund/dave/

These are 2-page articles written for use in a freshman-level course, They provide quick overviews of some of the key ideas of how ICT is affecting education and our world.

Moursund, D.G. (n.d.). Computers in education for preservice school teachers. Accessed 12/06/05: http://darkwing.uoregon.edu/%7emoursund/

This document discusses and illustrates self-assessment and roles of ICT in self-assessment. It is useful reading for all students, not just preservice teachers.