Introduction/ Purpose
The goal of my Faculty IT Workshop Grant was to continue to integrate and enhance the delivery of web-enhanced content for athletic training education courses offered through the Sport, Fitness, and Leisure Studies Department. I currently offer students access to course content on the web, including PowerPoint presentations, administrative information, and documents specifically related to the course. Students who are enrolled in the Upper Body Evaluation (SFL 350A) and Lower Body Evaluation (SFL 353) are required to not only demonstrate attainment of the cognitive knowledge located on the web but they must also demonstrate proficiency in the application of specific ligamentous/capsular and special tests. The specific course objectives from Athletic Training Educational Competencies (National Athletic Trainers' Association, 1999) are written as follows:
1. Perform appropriate clinical laxity stress tests for ligamentous/capsular instability including application of the principles of joint positioning, segmental stabilization, pressure, etc.
2. Perform appropriate special tests (i.e. test for fractures, swelling, nerve injury) including application of the test, indications, and interpretation of the data.
During the last academic year, evaluations of the students identified a trend that concerned me. Students seemed to continually score lower in the two aforementioned objectives than in any other objectives. Plausible explanations include: exposure to numerous stress/special tests in a relatively short period of time (in some instance 20 tests in 2 days), confusion as a result of similarities between stress/special tests (i.e. similarities in test names, patient positioning, purpose of test, positive indications), variations on the same test depending upon the individual teaching the skill or the text read, and poor preparation by the students and/or instructor.
Demonstration of proper hand positions, examiner position, and patient position is crucial in the students' ability to understand and appropriately perform these stress/special tests. While students have access to videotapes demonstrating some of the skills (approximately half of what is covered in class) both in class and out of class, scheduling conflicts between the instructor and students often limit their ability to review the tapes and practice the skills. The creation of audiovisual aids which could be upload directly to my webpage would provide students with 24 hour access to view actual demonstration of the stress/special tests performed in class, thereby reinforcing the learning process. Once created, these files may also be accessed during class to strengthen key points without having to rewind or search videotapes. Therefore, the purpose of my Faculty IT Workshop Grant was to enhance student learning and provide a portal to which students have a greater access to class material through the creation of audiovisual files (*.avi files) or something similar that could be uploaded directly to my faculty webpage.

Procedures
Prior to initiating this project I examined the merits of my idea from a pedagogical perspective to determine both a need and overall benefit to the students' learning process and my teaching style. A review of the required technologies was also completed. The following list is an outline of the steps taken to initiate and complete the grant project.
1. Recognize a need and benefit. Yes, I believe there is both a need and benefit for the project to allow for continuity of learning and to aid students of various learning styles.
2. Recognize the limits of the computer system, which was going to be used to process the digital video.
3. Update said computer system with the proper equipment to capture the digital video. This called for the purchase of a video capture card and digital editing software, as well as cables and DV tapes. Also a digital camcorder needed to be located in order to record the actual performance of the stress/special test.
4. Stress/special tests were identified and a rough recording script was created. Two specific textbooks used currently in class were used to ensure the accuracy of the tests.
5. Production dates were set and to date two separate recording sessions lasting approximately 3 hours each have been conducted.
6. Once recorded the video footage was captured and digitized to the computer using the video capture card and an IEEE1394 cable.
7. The captured video was screened and edited into useable 30 second -1:30-minute videoclips.
8. The videoclips were then converted into a medium (Real Media) to allow student access to the clips.
9. A webpage with links to the individual files were created and both the webpage and clips were uploaded allowing students access to the individual stress/special test.
Current Status

To date I have created 14 usable files with 12 still waiting be edited and converted into Real Media files. Since the original proposal I have now expanded my vision to include videoclips demonstrating neurological tests, manual muscle tests, and range of motion testing.
The process of creating Real Media files however is much slower than I originally anticipated. The creation of 1 file from start to finish once I have recorded the skills requires approximately 45 minutes -1 hour of my time depending on the complexity of the test and created file. The computer also uses more memory (storage space) than I originally anticipated. This is going to require me to update the computer system again in order to ensure that I have enough space to save the raw captured video. Eighteen minutes of recorded digital video uses roughly 4 gigabytes of memory to capture the video and place it on the computer hard drive for future editing. Roughly 8-9 stress/special tests can be recorded in 18 minutes. With an average of 20-25 files per body segment (ankle, knee, hip, and low back in SFL 353) means that 48 gigabytes of computer memory needs to be available:
3 capture session per body part (8 tests x 3session = 24 test total) x 4 body parts = 12 capture session
12 capture session x 4 gigabytes per session = 48 gigabytes for 1 class (SFL 354).
This memory requirement is only for raw digital data. Once individual test files are created (2 files per test or 48 files) they too need to be saved on the computer and then sent to the Real Server located in IT. Placing files on this device will decrease the time needed to download a 5-10 megabyte file (rough size of an individual Real Media file). Therefore, the Real Server in IT will need to hold to approximately 1632 megabytes of memory:
48 files per body part x 4 body parts x 8.5 megabytes per files = 1632 megabytes of memory.
Therefore, from a time management and resource standpoint the collection of files for which I hope to amass will be a much slower process than I would like but one that I think will serve to be most useful. To access examples of the videoclips please visit the following website:
http://www.salemstate.edu/~dberry/lowerbody/video.htm.

Implications
First, I believe that this piece of instructional technology will allow for a consistent delivery of student learning. Students will no longer be required to "figure things out for themselves" in the event that they do not understand a skill/test the first time. Some students I have found are reluctant to come back and seek assistance if they do not understand a particular skill/test for fear of being looked down upon. For those students, this creates a link so they are not going it alone; rather they have a piece of technology, which is hopefully available to them, 24 hours a day.
Implementing this project has implication for visual, kinesthetic, and auditory learning. Students who might not of had a clear understanding of the skills/test performed in class will now be able to access this portion of the class whenever they want in order to either listen, watch, or practice the skill with a partner while viewing the videoclips.
Incorporating this instructional technology into actual classroom instruction will allow me to essentially have an extra set of hands. I will be able to highlight the key components of the skills/tests during the first demonstration. Students wishing to have a skill demonstrated a second or third time will not have to wait for the instructor to "get to them", rather they will be able to go to the computer and click on the skill they wish to view. Once I am able to answer their question they hopefully will have a better understanding of the skill/test, thereby requiring less one-on-one time and repeat demonstration. This increases the efficiency of classroom instructional time and allows for more time to be dedicated to mastery learning.

Evaluation
An educator's favorite question is, "How are you going to evaluate the system to see if it works?" I have put some thought to0 this and believe one of the most significant methods of evaluating this project will compare student grades from SFL 350 - Upper Body Evaluation to those of SFL 353 - Lower Body Evaluation. While these may be two different classes, the student enrolled in SFL 353 this fall would have completed SFL 350 this past spring (2002). The content in terms of the skills/tests may be different but the teaching technique, principles behind the testing and instructor will all be the same. The only differences will be the addition of the new web-enhanced teaching materials.
I have also thought about creating a survey to examine the students' attitudes towards the use of web-enhanced content created specifically for SFL 353. It would be interesting to examine their feeling regarding the use of the videoclips. In addition, identifying a relationship between the students' learning styles and use of videoclips may prove to be an interesting finding.