Technology Advisory Council

Notes from Imaging Technology & Computer Literacy Sessions

September 21, 22, 2001

Imaging Technology: How should Reed address its curricular and administrative imaging needs?

The format of the discussion worked well: Charles Rhynes, Maryanne McClellan, Peter Russell, Keith Karoly Nora McLaughlin and Hugh Porter spoke about the current use of digital imaging technologies for teaching and administration. It was clear that digital imaging technologies are now most extensively used for teaching and research.

Although the group made no formal recommendations, the group had a wide ranging discussion of the kinds of resources that will need to be considered.

Resources Necessary for Widespread Digital Imaging

1. Infrastructure Needs

“Pipes” (external connection)

Server size

2. Basic Digital Equipment / Departmentalized vs. Ubiquitous Availability

Reed should begin by making some basic digital equipment (digital cameras, scanners, etc.) widely available, rather than providing such equipment department by department. The availability of these items has the potential to transform their use.

3. Support

Computer support - Digital Management Systems

** Begin by purchasing a system to manage images that could be used across departments.

** Ed Nazarko specifically mentioned a program he’d used called Digital Asset Management.

Human Support

The College will need to develop universally understood standards for how long items may be kept.

Nazarko mentioned a unique position at his company: Knowledge Specialists. These people are solely responsible for choosing what to throw away, and what to keep.

To ensure efficiency, some companies track what is getting used, and discard unused items.

Students and Technology: What does a successful Reed student need to know to be technologically competent/savvy?

Issues

What is Technological Competence?

Should Reed faculty be teaching basic computer skills (saving files, searching on the web, excel, etc.) as part of their curriculum or should faculty expect that students can acquire these skills outside of the classroom?

Faculty have different styles. Some prefer to provide this instruction themselves, because they then know that 1) all students have been taught this information; and 2) and that the students have been exposed to the skill in the context of the subject material. Other faculty feel burdened by the necessity of teaching these skills and reducing the time spent on the course material.

How should these skills be learned?

The group agreed that it is most important for a student to learn how to learn. If specific computer programs (Powerpoint, database programs etc) are to be learned, they should be taught in the context of course specific content. Computer programs come and go; students need to understand the conceptual underpinnings behind them in order to use them effectively, not a specific program.

Is Reed providing sufficient resources for developing these skills?

Reed currently uses Math Labs and Tutors to help teach these skills; web use taught by library staff
Ubiquitous computing (i.e. universal provision of laptops and other mobile personal computing tools) is another approach.

Would ubiquitous computing change the way that students use computers and their ability to pick up these skills on their own?

Reed students’ natural curiosity enables them to learn many things on their own.
Students often teach their peers outside of the classroom.
Continuous access might accelerate this process.
Example: students being part a listserv for a class, and beginning discussions at 11:00 pm or later about some of the material.

How does Reed’s large non-residential population affect their ability to become technologically competent?

Off-campus students clearly have to make more of an effort to use the available computers, and may have fewer opportunities to learn skills on their own and from their peers.

Does Reed need to teach the conceptual underpinnings that are the basis of computer programs and databases?

Per Joe Buhler, the College has considered a Science 110 course, similar to Hum 110, that would provide an introduction to concepts in math and science. The concepts would be taught through actual examples in math and science. Perhaps some of these technological skills could also be part of this course.

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