IITG - Innovative Instructional Technology Grants

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This collection includes the outcomes of the Innovative Instructional Technology Grants .

The Innovative Instruction Transformation Team, established as an outcome of the SUNY Strategic Plan, made recommendations to leverage the Power of SUNY for supporting academic excellence and student success. A vision for a “network of networks” emerged, including tools and practices that will collaboratively increase efficiency and capacity for SUNY-wide delivery of high quality instruction. The Chancellor, Executive Vice Chancellor and Provost have endorsed solutions that will:

  • Enhance teaching and learning by providing affordable, innovative, and flexible education in a full range of instructional formats.
  • Develop instructional talent by creating and supporting communities of practice across disciplines and institutions.
  • Support, monitor and embrace research on pedagogical practices to continually improve the instructional practices of SUNY faculty.
  • Extend teaching and learning environments to provide new avenues for development and delivery of collaborative content, courses, and programs in New York and across the globe.


Recent Submissions

Now showing 1 - 5 of 254
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    Using virtual reality to provide inter-professional student education in Alzheimer’s disease.
    (2019) Stewart, Telisa; Brangman, Sharon; Krueger, Alice
    An Alzheimer’s patient care management training program will be designed and piloted using an established virtual world platform, Second Life, for a virtual in-classroom and distance learning application with students in the health professions. We will partner with a private technology firm, Virtual Ability, Inc. to adapt and build one of SUNY’s Second Life islands an existing virtual training module on palliative care to meet the learning objectives for Alzheimer’s care management. The pilot will include a team of inter professionals to develop the content for Alzheimer’s care management from a multi-disciplinary perspective (medicine, nursing, and physicians assistance, patients with Alzheimer’s and their caregivers). Once the content is developed, it will be established in a virtual platform. Students from the three medical disciplines will completed the Alzheimer’s modules. A Pre and Post test evaluations will be conducted.
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    UBCert using Blockchain Technology Bina Ramamurthy
    (2019) Ramamurthy, Bina; Stephens, Lisa
    Matthew Pittinsky (2015) described higher education as having a single purpose: “…credentialing is the only nonnegotiable service of a higher education institution.” Yet faculty, students and administrators are frequently buried in a mass of credentialing pathways that require human intervention across multiple stand-alone systems to ensure the integrity of a learner’s credentials. Imagine development of a new, innovative educational credentialing platform that provides certification across distributed, trusted environments to verify credentials without having to sort through multiple emails, offices and logons! This proposal seeks to leverage new Blockchain technology to pilot seamless transfer across SUNY campuses starting with a proof of concept at the University at Buffalo by drawing upon a global faculty expert and supercomputing resources in Blockchain technology!
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    The Open Home Project
    (2019) Gal, Diane; Lewis, Mark
    This proposed project will build off our innovative efforts with prior IITG and SUNY OER grants and merge them into a new “Open Home” ecosystem using open-source tools and materials for programs in the Humanities, Arts, and Education. These Open Home spaces are designed to support a sense of community across the arc of a whole academic program and support open pedagogy practice by engaging students in co-creating valued content for the community. The five sites will be built using open source tools to serve as scalable templates for academic programs in other divisions across Empire and other interested schools.
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    Student STEM Content Video Projects for Preservice Teachers: A Drop-in Course Module
    (2019) MacIsaac, Daniel
    We will develop and distribute an OER drop-in course module for a semester-long course project that can be adopted into any STEM content or methods course for preservice teachers. The project will typically be worth 10-15% of the course credit and require about 20 hours/student of work outside of scheduled class time, including a class presentation of a <5min "final working draft" video during the last week of classes. Student produced videos are produced with standard consumer smartphones and tablets (IPads etc), and low-cost or free software. The project will require several graded milestone deliverables including a proposal, literature search, storyboard, rough draft video presentation and a final reflective overview paper due at final exam. Examples, assignments, grading rubrics, and project guidance videos and documents will be prepared and made available via the SUNY digital commons. Our module will be deployed in BlackBoard, but with minimal modification the module content could be adapted to any Learning Management System.
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    Implementation and Evaluation of Micro-Credentials on the Pharmacists' Patient Care Process in Pharmacy and Pharmacy Technician Programs: Promoting Patient-Centered Care.
    (2019) Wahler, Robert
    Accreditation standards for both Doctor of Pharmacy (PharmD) and Pharmacy Technician (PharmTech) education include incorporating the Pharmacists’ Patient Care Process (PPCP). A 2018 IITG project developed content for micro-credentials on the PPCP through a collaboration of the University at Buffalo and Binghamton University PharmD programs and the SUNY Erie PharmTech program. The objective of the 2018 IITG project of developing flexible, stackable modules to enhance teaching and learning with content relevant for diverse institutions was achieved. This proposal will implement the PPCP micro-credentials, including development of an effort-reducing electronic submission framework to sustain the use of micro-credentials. The innovation’s ability to larger-scale PPCP education will be evaluated throughout this project (content knowledge, value and appropriateness of assessments, time/ease of completion, and usability of the electronic submission framework, faculty load reduction). Assessment results will be used to further develop content with continued collaboration by the programs involved.
Per the Memorandum of Understanding agreed to by grant recipients, all outcomes of IITG grants will be assigned a Creative Commons license.