2. Thank you for the opportunity to
introduce myself!
My name is Mark Ness
I am a full-time instructor at Holy Family
University (Philadelphia), teaching in the
Radiologic Science Program.
I have 20+ yrs. of teaching experience,
so for a time, teaching technology
included an overhead projector and
transparency!
3. My teaching experiences include:
• Community College
• Radiologic Technology Program, Clinical Coordinator – 3 yr.
• Hospital-based Radiologic Technology Program
• Program Director – 8.5 yr.
• College/University Radiologic Science Program
• Program Director – 5 yr.
• Instructor/full-time faculty – 7 yr. (current position)
• I also serve as moderator for the Holy Family’s local chapter of
Lambda Nu, National Honor Society for Radiologic and
Imaging Sciences.
4. The Radiologic Science
Program includes two
degree programs:
Associate of Science in
Radiologic Science (ASRS)
Bachelor of Science in Radiologic
Science (BSRS), including four
tracks:
General, Computed Tomography (CT), Mammography (M)
and Magnetic Resonance (MR) – Vascular Interventional (VI)
coming FA14
5. The Radiologic Science
Program is part of the
School of Nursing and
Allied Health Professions
• Radiologic Science is the only Allied
Health program
• Maximum enrollment between both
ASRS and BSRS programs is 75 students
• Faculty consist of a director, three full-
time faculty and four part-time adjuncts
6. I teach in the Associate of
Science degree program, and
courses I teach as part of my
annual academic workload
include:
Radiographic Imaging I
Radiographic Imaging II
Advanced Imaging I
Imaging Physics I: X-ray Physics
Radiation Health Physics
Image Evaluation: Radiographs
Radiographic Pathology
7. Courses I teach as part of
my annual academic
workload include:
Radiographic Imaging I
Radiographic Imaging II
Advanced Imaging I
Imaging Physics I: X-ray Physics
Radiation Health Physics
Image Evaluation: Radiographs
Radiographic Pathology
9. CR Images
Created in Our Laboratory!
Images can be “exported” from the
digital processor/PACS – it’s the
technology permits you to leave a
hospital’s radiology dept. (or ER) with
your images on a CD!
10. I enjoy integrating simple-to-use, low-
tech technology into my teaching
materials that are intended to support
concepts and theories, but also serve to
extend the student’s learning beyond a
classroom/laboratory environment.
11. I included the next two slides to establish
the point that technology need not be
sophisticated or high-tech to create a
insightful contribution to the learning
process.
The first slide illustrates the concept that a modern
x-ray tube is inserted inside a protective covering
called a tube housing.
The second slide illustrates a commonly
encountered problem (motion) in medical imaging
and offers a solution for overcoming motion.
12. How the x-ray tube is inserted
“inside” the housing
Modern X-ray Tube & Tube Housing
14. Over the past ten years, I have attempted to extend
my students’ learning process beyond our classroom/
laboratory contact time. To accomplish this goal I
began using a learning manage system (Blackboard)
to supplement my traditional face-to-face
(FTF)classes. Initially, my goal was to utilize
Blackboard to distribute e-lecture materials I had
developed, infused with simple technology
(animations, prescreened website hyperlinks, etc.) to
supplement concepts and theories discussed in
textbook reading assignments and lecture
discussions.
17. The digital recording is saved to a
server, and I provide students a link
to the server via a URL address
added to my Blackboard course to
view the recording.
Recordings are available to students
throughout the course
18. As seen in the previous two slides, I
request to teach in a SMART classroom,
equipped with a Sympodium.
The Sympodium’s SMART Tools include all
interactive whiteboard features.
Mediasite/Sonicfoundry software is use to
simultaneously record both lecturer and
Sympodium display screen in real-time.
After class, I obtain a URL providing the link to
access the digital recording add post it on
Blackboard for student access.
19. My Professional Goal
Over the past ten years, I have focused on
creating and managing a learning
environment that extends my students’
learning process beyond our classroom
contact time. I accomplish this by
blending the technology features of a
learning management system with
traditional face-to-face class pedagogy.
20. My Professional Goal cont.
I now manage all my FTF courses on the
learning management system platform. All
course information is distributed and collected
electronically.
21. My Professional Goal cont.
I redesigned all my instructional
methodologies to include technology-
enhanced learning instruction with little
understanding regarding how this
change in instructional pedagogy could
(or would) impact current and future
students’ achievement of established
learning outcomes.
22. My Professional Goal cont.
Student course/instructor evaluations and one
annual peer review evaluation have provided
only limited constructive feedback with regard to
how well my redesigned instructional
methodologies fulfill student learning outcomes
in individual courses.
I have not, until now, pursued any formal
instruction to improve my ability to effectively
integrate, manage and assess the effectiveness of
achieving student learning outcomes in a
technology- enhanced learning environment.
23. My Professional Goal cont.
I anticipate the learning experiences I gain by
completing MALET program will empower me to
refine my web enhanced instructional
methodologies in technology enhanced learning
environments. Moving on, my goal is to create
web enhanced educational courses that combine
elements of traditional FTF courses with
technology-enhanced features, so that up to 30%
of scheduled FTF sessions can effectively replaced
by learning activities delivered in a technology-
enhanced learning environment.
24. My Professional Goal cont.
I can then utilize this knowledge to identify
those technology-enhanced methodologies that
are most likely to be effective for Radiologic
Science instruction and integrate them with my
current instructional methodologies to
effectively transform at least one of my
traditional FTF classes into a web enhanced
course.
