\u201cWe\u2019re using augmented reality to enhance the course
\nmaterial,\u201d Littlejohn says. \u201cThe textbook is only a few years old, but a book
\ngoes out of date as soon as it’s published.\u201d<\/p>\n
She\u2019s using her grant \u2013 aptly titled “If This Is
\nTheory, Why Isn’t It Boring?” \u2013 to develop an immersive learning tool that
\nwill serve as a walking, talking study guide.<\/p>\n
\u201cBecause a lot of what we\u2019re discussing in class is visual,
\nthese images in the textbook can serve as triggers for the augmented reality
\nexperiences,\u201d she says. \u201cSo students will use their mobile devices to activate
\nthe content [by pointing their phone cameras at certain images], and they\u2019ll
\nget this little figure that serves as a \u2018guide on the side\u2019 walking around on
\nthe pages helping them focus on certain theoretical concepts. It\u2019s really
\ncool.\u201d<\/p>\n
There also will be a magnifying glass feature that enlarges
\nsmall images to show detail, as well as quizzes, pop-up videos and other
\ninteractive content. <\/p>\n
Littlejohn\u2019s course is a general education requirement, so
\nnearly half the students enrolled are not design majors. She says in addition
\nto better engaging her students, she hopes this new instructional approach also
\nwill help non-majors better understand terminology and concepts they may not be
\nfamiliar with.<\/p>\n
This is her second DELTA Grants experience, and she says
\nthat the success of her first go-round (which led to the development of the
\nfirst online DELTA course offered by the College of Design) inspired her to
\napply for another. Her new course will be offered in the fall.<\/p>\n
\u201cThe really nice thing about the grants is that DELTA forms
\na team for you to work on your project,\u201d she says. \u201cThey manage the time frame,
\nthe weekly meetings, the deliverables and things like that. They also help with
\nthe technology development and explore possibilities for AR platforms. For my
\ncourse, they\u2019re developing an app. It\u2019s amazing.\u201d<\/p>\n
The DELTA Grants program offers several different types of
\ngrant opportunities, and all faculty are eligible to apply. DELTA encourages
\nprojects that serve the needs of a significant number of students and align
\nwith department and college goals. Teaching an online or distance education
\ncourse is not a requirement.<\/p>\n
In fact, a number of faculty have employed DELTA Grants to
\nimprove existing in-classroom courses, especially those with hundreds of
\nstudents.<\/p>\n
\u201cWe offer the grants program as a way to empower faculty,\u201d
\nsays Daniel Davis, associate director of instructional design and development
\nat DELTA. \u201cIt can be cumbersome to really engage students when you have 300 in
\na large lecture hall. So we work with faculty to help them think it through.\u201d<\/p>\n
The approach varies from course to course, Davis says. In
\none example, the DELTA team might work with an instructor to \u201cflip\u201d a course so
\nthat lectures and other content live online to better prepare students for the
\nclassroom and allow faculty to better engage with them.<\/p>\n
Or they\u2019ll create content that\u2019s accessible through the \u201cWe have a wide variety of grants, the majority of which are There are six types of DELTA Grants<\/a>, from \u201crapid design course grants\u201d that enable faculty to quickly produce quality online and distance education courses to \u201cblended learning grants\u201d that combine the best of face-to-face and online learning practices.<\/p>\n \u201cIt all starts with an instructional challenge,\u201d says Cathi Interested in learning more or applying for a DELTA Grant?<\/strong> Here are some key resources and upcoming opportunities:<\/p>\n \u201cWith DELTA Grants, you don\u2019t just get financial support,\u201d Littlejohn says. \u201cYou get your own team to collaborate with, develop technologies and find solutions. It\u2019s a really wonderful partnership.\u201d<\/p>\n This post was originally published<\/a> in NC State News.<\/em><\/p>","protected":false,"raw":" Deb Littlejohn admits it can be difficult to keep college\nstudents \u2013 especially more than 100 of them \u2013 interested in particular courses.\nThat\u2019s why the graphic design professor turned to DELTA for help shaking the\nstigma that all theory courses are, well, boring.<\/p>\n\n She won a DELTA Grant<\/a> last year that will bring her graphic design theory course textbook to life and, she hopes, engage her students in an entirely new way.<\/p>\n\n \u201cWe\u2019re using augmented reality to enhance the course\nmaterial,\u201d Littlejohn says. \u201cThe textbook is only a few years old, but a book\ngoes out of date as soon as it's published.\u201d<\/p>\n\n She\u2019s using her grant \u2013 aptly titled \"If This Is\nTheory, Why Isn't It Boring?\" \u2013 to develop an immersive learning tool that\nwill serve as a walking, talking study guide.<\/p>\n\n \u201cBecause a lot of what we\u2019re discussing in class is visual,\nthese images in the textbook can serve as triggers for the augmented reality\nexperiences,\u201d she says. \u201cSo students will use their mobile devices to activate\nthe content [by pointing their phone cameras at certain images], and they\u2019ll\nget this little figure that serves as a \u2018guide on the side\u2019 walking around on\nthe pages helping them focus on certain theoretical concepts. It\u2019s really\ncool.\u201d<\/p>\n\n There also will be a magnifying glass feature that enlarges\nsmall images to show detail, as well as quizzes, pop-up videos and other\ninteractive content. <\/p>\n\n Littlejohn\u2019s course is a general education requirement, so\nnearly half the students enrolled are not design majors. She says in addition\nto better engaging her students, she hopes this new instructional approach also\nwill help non-majors better understand terminology and concepts they may not be\nfamiliar with.<\/p>\n\n This is her second DELTA Grants experience, and she says\nthat the success of her first go-round (which led to the development of the\nfirst online DELTA course offered by the College of Design) inspired her to\napply for another. Her new course will be offered in the fall.<\/p>\n\n \u201cThe really nice thing about the grants is that DELTA forms\na team for you to work on your project,\u201d she says. \u201cThey manage the time frame,\nthe weekly meetings, the deliverables and things like that. They also help with\nthe technology development and explore possibilities for AR platforms. For my\ncourse, they\u2019re developing an app. It\u2019s amazing.\u201d<\/p>\n\n The DELTA Grants program offers several different types of\ngrant opportunities, and all faculty are eligible to apply. DELTA encourages\nprojects that serve the needs of a significant number of students and align\nwith department and college goals. Teaching an online or distance education\ncourse is not a requirement.<\/p>\n\n In fact, a number of faculty have employed DELTA Grants to\nimprove existing in-classroom courses, especially those with hundreds of\nstudents.<\/p>\n\n \u201cWe offer the grants program as a way to empower faculty,\u201d\nsays Daniel Davis, associate director of instructional design and development\nat DELTA. \u201cIt can be cumbersome to really engage students when you have 300 in\na large lecture hall. So we work with faculty to help them think it through.\u201d<\/p>\n\n The approach varies from course to course, Davis says. In\none example, the DELTA team might work with an instructor to \u201cflip\u201d a course so\nthat lectures and other content live online to better prepare students for the\nclassroom and allow faculty to better engage with them.<\/p>\n\n Or they\u2019ll create content that\u2019s accessible through the\nstudents\u2019 mobile devices, cleverly employing a familiar technology to increase\nclassroom engagement.<\/p>\n\n \u201cWe have a wide variety of grants, the majority of which are\ncourse-based, but we also have grants for faculty fellows, who join us in\nhelping other faculty,\u201d Davis says. \u201cNo matter what grant we award, it's always\ntailored to the specific needs of the faculty and students.\u201d<\/p>\n\n There are six types of DELTA Grants<\/a>, from \u201crapid design course grants\u201d that enable faculty to quickly produce quality online and distance education courses to \u201cblended learning grants\u201d that combine the best of face-to-face and online learning practices.<\/p>\n\n \u201cIt all starts with an instructional challenge,\u201d says Cathi\nDunnagan, DELTA lead instructional designer. \u201cSo it could be something like a\nfoundational course that needs to be redesigned, or a faculty member who is\nteaching an online class for the first time and needs to get it developed\nquickly. In the end, we want them to have the best instructional design.\u201d<\/p>\n\n Interested in learning more or applying for a DELTA Grant?<\/strong> Here are some key resources and upcoming opportunities:<\/p>\n\n \u201cWith DELTA Grants, you don\u2019t just get financial support,\u201d Littlejohn says. \u201cYou get your own team to collaborate with, develop technologies and find solutions. It\u2019s a really wonderful partnership.\u201d<\/p>"},"excerpt":{"rendered":" NC State’s DELTA Grants program empowers faculty to revolutionize classroom and online instruction.<\/p>\n","protected":false},"author":13,"featured_media":17696,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"source":"ncstate_wire","ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"","ncst_dynamicHeaderData":"","ncst_content_audit_freq":"","ncst_content_audit_date":"","ncst_content_audit_display":false,"ncst_backToTopFlag":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-17695","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"displayCategory":null,"acf":{"ncst_posts_meta_modified_date":null},"_links":{"self":[{"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/posts\/17695","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/comments?post=17695"}],"version-history":[{"count":0,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/posts\/17695\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/media?parent=17695"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/categories?post=17695"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/design.ncsu.edu\/architecture\/wp-json\/wp\/v2\/tags?post=17695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nstudents\u2019 mobile devices, cleverly employing a familiar technology to increase
\nclassroom engagement.<\/p>\n![\"Maria](\"https:\/\/news.ncsu.edu\/wp-content\/uploads\/2019\/03\/MariaGallardo-Williams-student-1500-1024x576.jpg\")
\ncourse-based, but we also have grants for faculty fellows, who join us in
\nhelping other faculty,\u201d Davis says. \u201cNo matter what grant we award, it’s always
\ntailored to the specific needs of the faculty and students.\u201d<\/p>\n
\nDunnagan, DELTA lead instructional designer. \u201cSo it could be something like a
\nfoundational course that needs to be redesigned, or a faculty member who is
\nteaching an online class for the first time and needs to get it developed
\nquickly. In the end, we want them to have the best instructional design.\u201d<\/p>\n\n