The Future Looks Digital - TCCTA

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Information about The Future Looks Digital - TCCTA

Published on August 1, 2007

Author: drpmcgee

Source: slideshare.net

Description

Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.

The future looks digital Patricia McGee Leading from the Middle

Today’s Focus Teaching Learning (emerging) Technology What to consider about what’s next

Teaching

Learning

(emerging) Technology

What to consider about what’s next

Who you are 3 Instructional Designer 6 Instructor 6 VP 8 Deans,Academic (+ Asst) 9 Deans, Admin 16 Admin. (Dir., Co-ord, Man.) 27 Chairs (+ Asst) # Role

Roles, roles, roles

What are your Top Issues? Funding? Staffing? Resources?

Funding? Staffing? Resources?

Top Issues of TLT Accessibility Evidence Ethics Ownership Role of staff Distribution of services and support Course Design Support structures Incentives and acknowledgements Retention

Accessibility

Evidence

Ethics

Ownership

Role of staff

Distribution of services and support

Course Design

Support structures

Incentives and acknowledgements

Retention

Different strokes for different folks How do priorities, as relates to TLT, differ between roles?

How do priorities, as relates to TLT, differ between roles?

Why should we attend to what other “stakeholders” think, do, believe ?

Change occurs more readily when it is embedded in Beliefs • Values • Traditions *

Change occurs more readily when it is embedded in

Beliefs • Values • Traditions *

What did you do in 1995? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 1995 conditions, how might this have been addressed from your role in the institution?

The longer and more fixed the schedule of courses, the less likely students are to complete a course.

Given 1995 conditions, how might this have been addressed from your role in the institution?

1995 Strategies

What do you do in 2007? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 2007 conditions, how might this be addressed from your role in the institution?

The longer and more fixed the schedule of courses, the less likely students are to complete a course.

Given 2007 conditions, how might this be addressed from your role in the institution?

“ A number of studies have shown that over half the jobs created in America during the past half century were the direct consequence of earlier investments in science and technology.”

“ A number of studies have shown that over half the jobs created in America during the past half century were the direct consequence of earlier investments in science and technology.”

What does this suggest for the future?

The question today is… What do you do in 2017?

What do you do in 2017?

Shifts in learning environments Not just in class Not just via the Internet Not just on a computer LSU Alexandria

The “new” academy? Environments . e-mail, WebCT, VLEs, Blogs, IM, SMS, Wikis, discussion forums, gaming, shopping… Strategies . Computer Supported Collaborative Learning (CSCL), publishing, activism… Activities. Practice, inquiry, observation, debate, projects… Assessments . Digital papers, Power Point™ Presentations, ePortfolios, Communities of Practice…

The “new” learner? Are your students different than they were 10 years ago?

Are your students different than they were 10 years ago?

What has changed for the learner?

What has changed for the learner?

Think back 10 years…

Think about today…

The “new” graduate? The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. *

The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. *

Prepared? Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces. *

Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces. *

What about faculty?

The ‘new’ faculty member? How have faculty changed?

How have faculty changed?

What has changed for faculty?

What has changed for faculty?

Where are your faculty? I know its there but…. I’m kind of interested in that thing I saw… Hmm, I may have to change what I am doing. I sure am spending a lot of time managing it. Is what I am doing really helping students? I bet I can adapt from what others are doing. Gee, my ideas may work better than what others have done!

I know its there but….

I’m kind of interested in that thing I saw…

Hmm, I may have to change what I am doing.

I sure am spending a lot of time managing it.

Is what I am doing really helping students?

I bet I can adapt from what others are doing.

Gee, my ideas may work better than what others have done!

Disconnect Faculty at different stages Students living in a separate technology world Technology that changes daily

Faculty at different stages

Students living in a separate technology world

Technology that changes daily

Other changes? Expectations? Infrastructure? Resources - type, amount?

Expectations?

Infrastructure?

Resources - type, amount?

Technology as a solution Or a new challenge

Accessibility Multiple communication modes Multiple content formats Just-in-time information and supports

Multiple communication modes

Multiple content formats

Just-in-time information and supports

Evidence Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections

Data collection of what is really going on with the instructor, the learner and the departments that interact with both

Digital collections

Ethics Plagiarism, cheating, ignoring intellectual property rights Acceptable Use Policy? Punishment vs. engagement?

Plagiarism, cheating, ignoring intellectual property rights

Acceptable Use Policy?

Punishment vs. engagement?

Ownership Intellectual Property Rights Faculty Learner Staff Do you have a policy for online courses? IPR for online courses

Intellectual Property Rights

Faculty

Learner

Staff

Do you have a policy for online courses?

IPR for online courses

Distribution of services & supports Outsourcing Technology ownership

Outsourcing

Technology ownership

Planning for TLT Macro - developing national curriculum, specifying qualification standards= societal or system Meso - designing an educational program or a course on institutional level = school Micro - preparing course materials, designing learning environment = classroom

Macro - developing national curriculum, specifying qualification standards= societal or system

Meso - designing an educational program or a course on institutional level = school

Micro - preparing course materials, designing learning environment = classroom

According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.”

According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.”

 

Re-thinking how degrees work Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?

Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?

From where do you think the following statement comes?

From where do you think the following statement comes?

Does your school give credit for courses taken online from other institutions and sources of instruction? Institutions that arbitrarily refuse to accept credit for courses taken electronically from other sources have not made the transition to the current learning environment. That is not to say that every form of distance learning will or should be accepted. An institution's methods for ensuring quality control should focus on learning outcomes and how they relate to the academic requirements, not on the method of delivery.

Institutions that arbitrarily refuse to accept credit for courses taken electronically from other sources have not made the transition to the current learning environment. That is not to say that every form of distance learning will or should be accepted. An institution's methods for ensuring quality control should focus on learning outcomes and how they relate to the academic requirements, not on the method of delivery.

At the Macro level IU3+1 Students can… transfers 90 hours of credit from a community college, take 30 credit hours via distance learning from IU, pay in-state tuition rates for IU courses, get a Bachelor of General Studies degree UT Telecampus Western Governor’s University

IU3+1 Students can…

transfers 90 hours of credit from a community college,

take 30 credit hours via distance learning

from IU,

pay in-state tuition rates for IU courses,

get a Bachelor of General Studies degree

UT Telecampus

Western Governor’s University

Thinking about how programs and courses work

Delivery mechanism Classroom, lab, etc. Online In field Considering

Delivery mechanism

Classroom, lab, etc.

Online

In field

Considering Course Design Distributed Attendance Web Enhanced Blended/Hybrid 100% Online

Course Design

Distributed Attendance

Web Enhanced

Blended/Hybrid

100% Online

Considering Pedagogical Design Open entry Open Exit Participatory Pedagogy Modularized

Pedagogical Design

Open entry Open Exit

Participatory Pedagogy

Modularized

Silo Approach Web-enhanced Blended/hybrid 100% Online Expense Support Time Learner/Instructor Expertise Need for other online institutional resources

Incremental Approach Phase 1 -Web-enhanced Establish infrastructure, services Phase 2 - Blended/Hybrid for appropriate courses Expand infrastructure, services, seek partners Phase 3 - 100% for appropriate courses Establish partnerships

Real world? 100% online Web-enhanced Established infrastructure, services Blended/Hybrid Established partnerships

100% online

Web-enhanced

Established infrastructure, services

Blended/Hybrid

Established partnerships

What are tested strategies? Four models of tech-supported instruction

Four models of tech-supported instruction

Course Design: Distributed Engagement This approach allows the learner to complete instructional sequences at his or her own pace, in various learning environments and with various supports. Usable for both campus and distributed environments, the intent is to allow students to progress through material in the way and speed that is most appropriate for the individual. Also known as the Emporium Model (NCAT).

This approach allows the learner to complete instructional sequences at his or her own pace, in various learning environments and with various supports. Usable for both campus and distributed environments, the intent is to allow students to progress through material in the way and speed that is most appropriate for the individual. Also known as the Emporium Model (NCAT).

Math My Way Foothill College Hands on Self-paced math learning modules Patient, caring instruction with a group of students who have similar math skill levels Small groups and one-to-one Computer and paper drills Computer games Pass/No Pass Complete in one quarter what originally took two quarters

Hands on

Self-paced math learning modules

Patient, caring instruction with a group of students who have similar math skill levels

Small groups and one-to-one

Computer and paper drills

Computer games

Pass/No Pass

Complete in one quarter what originally took two quarters

New systems

Pros? Cons?

Course Design: Web-enhanced Classroom courses that include between class meeting activities using learning systems or other ICT. Also known as the Supplemental Approach (NCAT). NCAT Examples * U of Mass Examples

Classroom courses that include between class meeting activities using learning systems or other ICT. Also known as the Supplemental Approach (NCAT).

NCAT Examples *

U of Mass Examples

New tools - Hardware -clickers, tablets, smart phones Software - convergent systems Web 2.0 Applications

What value does this add?

Course Design: Blended/Hybrid Classroom courses that include between class meeting activities using learning systems or other ICT. NCAT Examples U. Of Mass Example

Classroom courses that include between class meeting activities using learning systems or other ICT.

NCAT Examples

U. Of Mass Example

 

Course Design: 100% Online All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.

All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.

MIT OpenCourse

But the users determine How the technology is used

Kotaku

 

Healthcare Simulation

It’s not the technology… it’s the Pedagogical Approaches

Pedagogical Approaches

Open-entry Open Exit Flexible time Multiple ways to complete assignments Controlled assessment Typically no required attendance Variable credit “ Correspondence” model San Antonio College Schoolcraft College

Flexible time

Multiple ways to complete assignments

Controlled assessment

Typically no required attendance

Variable credit

“ Correspondence” model

San Antonio College

Schoolcraft College

Participatory Pedagogy Social networking Learner contributions Learner constructions Learner instructions Shared and Open Knowledge Flipit 180 - Brenda Laurel A Hero’s Journey - South Mountain Community College

Social networking

Learner contributions

Learner constructions

Learner instructions

Shared and Open Knowledge

Flipit 180 - Brenda Laurel

A Hero’s Journey - South Mountain Community College

Go2Web2.0

Modularized Curricula Self-paced Learning Agents/Objects Credit re-defined University of Leicester University of Salzburg

Self-paced

Learning Agents/Objects

Credit re-defined

University of Leicester

University of Salzburg

Reuse

Work with Vendors! Publishers Hardware Software

Final thoughts Learning hasn’t change but the delivery of instruction has changed and will continue to Look for collaborators and first ‘responders’ Keep an eye on trends

Learning hasn’t change but the delivery of instruction has changed and will continue to

Look for collaborators and first ‘responders’

Keep an eye on trends

Quick picks A vision for free, global (online) education, Richard Baraniuk, Rice University Map of Future Forces Affecting Education The Future Video Emerging Technologies Maricopa Center for Learning and Instruction (mcli) TLT Group for planning and assessment

A vision for free, global (online) education, Richard Baraniuk, Rice University

Map of Future Forces Affecting Education

The Future Video

Emerging Technologies

Maricopa Center for Learning and Instruction (mcli)

TLT Group for planning and assessment

[email_address] Slides available from http://www.slideshare.net/ Search for Patricia McGee Other materials available from http://drpmcgee.googlepages.com/home

Slides available from http://www.slideshare.net/

Search for Patricia McGee

Other materials available from

http://drpmcgee.googlepages.com/home

 

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