Distant Education – Digital Learning – Digital Convergence Vladimir Briller, Ed.D. Executive...
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![Page 1: Distant Education – Digital Learning – Digital Convergence Vladimir Briller, Ed.D. Executive Director of Strategic Planning & Institutional Research Pratt.](https://reader035.fdocuments.net/reader035/viewer/2022062714/56649d0d5503460f949e190e/html5/thumbnails/1.jpg)
Distant Education – Digital Learning – Digital Convergence
Vladimir Briller, Ed.D.Executive Director of Strategic Planning & Institutional Research
Pratt Institute, New York, U.S.A.
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Introduction
• Pedagogical tools, digital or otherwise, are only effective if understood and used as a complement to the essential elements of learning, which is not in the technology itself.
(Seamus Carey, Ph.D., Dean of the College of Arts and Sciences at Sacred Heart University)
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New Jersey Institute of Technology (NJIT) *
• Early pioneer of distance learning• Turoff and Hiltz, The Network Nation,
1978• Developed and trademarked software for
first virtual classroom
______________________* This presentation was made possible thanks to the great input from David Ullman, Associate Provost and Chief Information Officer at New Jersey Institute of Technology
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Terms
• distance learning – separation by space• distributed learning – separated by time• on-ground – traditional face-to-face
classroom• on-line – distributed and/or distance
learning• blended or hybrid learning – a mix of
required on-line and on-line modes of delivery
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Better Terms
• Use of digital media, information, and communication technology
• Transform delivery of teaching so that learning:– reaches more students– is delivered more efficiently (reduced cost) and
more effectively (improved learning outcomes)
• Give students some element of control over the time, place, path and/or pace of learning
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Traditional Faculty Role
• Encourage Debate• Inspire Critical Thinking• Disseminate and Impart Wisdom,
Knowledge, and Experience• Mentor Groups of Students• Fairly Assess Student Mastery of Learning
Outcomes
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Traditional Role Matters
• Students Report Higher Levels of Engagement and Learning when faculty:– Use active and collaborative learning methods– Engage students in experiences– Emphasize higher-order cognitive activities in
the classroom– Interact with students– Challenge students academically
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The Challenge
• Preserve traditional role of faculty member• Provide tools and structure for high levels
of student engagement regardless of course delivery mode
• Meet learning outcomes
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2014 - 2020
• Students today more than digital natives• Digital media, information, communication
technologies embedded as part of daily living – Socializing and leisure activities– Information gathering– Communication– Gaming– Learning
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Students and Technology
• Students don’t question the existence of technology and media
• They expect it to be there to do whatever they want it to do
• WWW = – Whatever– Whenever– Wherever
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New Way of Thinking
• Converged Learning• Remove distinctions between “distance”
and “on-campus” courses• Integrate learning into one social
community with the same administrative and student services available to both on-line and on-ground students
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Converged Learning
• Participation in a class may be:i. Traditional (same time, same place)
ii. Synchronous (same time, different place)
iii. Asynchronous (different time, different place)
• Student participation may vary• One mode may have advantages at a
particular time• All students held to the same standards
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Strategies for Converged Learning
1. Faculty Support: Office of Digital Learning
2. Robust learning management system (LMS)
3. Converged classrooms with digital co-pilots
4. Embrace adaptive learning
5. Share best practice learning objects
6. Digital repository of student learning artifacts
7. The importance of assessment and learning outcomes
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Strategy 1: Office of Digital Learning
• Staffed by Instructional Technology/Design Professionals
• Continuously analyze which digital technology innovations improve student learning experiences
• Faculty subject matter content and assessment expertise partner to create engaging courses and innovative curricula
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Strategy 2: Robust LMS
• Learning Management System• A social space for teaching and learning• Robust structures for discussion, file sharing,
assignment submission, assessment, grading and feedback, personal chat, group work, polling, and selective anonymity
• NJIT has used Moodle since 2006• Moodle has 86 language packs, including
Vietnamese
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Strategy 3a: Converged Classroom
• Physical Classroom allows for lecture capture, document share, and digital presentations
• Small classes break into groups for active project work, including remote synchronous students – “Flipping the classroom”
• Asynchronous students collaborate on “out of class projects”
• Students use same tools as global project teams in industry
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Strategy 3B: Digital Co-Pilots
• Co-pilot or teaching assistant to “manage” the technology during live classroom sessions.
• Manages questions from remote synchronous students
• With instructor, assists with questions and assignments of remote asynchronous students
• A cost-effective approach as class size increases.
• Instructor can be both “sage on the stage” and “guide on the side” with help of co-pilot.
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Strategy 4: Embrace adaptive learning
• Recognize individual differences in learning styles
• Adaptive learning technologies provide a personalized learning experience through continuous assessment, real time feedback, and just-in time instruction.
• Shown to be successful in areas where all students are not at the same “starting point” in application or prerequisite skills and knowledge.
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Strategy 5: Share Best practice Learning Objects among Faculty
• Learning object is a digital artifact designed to present content for meeting a single learning objective
• Why re-invent the wheel?• Design digital repository for indexing and
sharing best practices• Faculty guide students through sea of
“best practice” learning objects
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Strategy 6: Digital Repository of Student Learning Objects
• Digital repository or • coursework review system• Students deposit all work digitally• Presents evidentiary examples of student
work and maps them to course outcomes, curricular objectives, and accreditation standards
• On an individual basis produces an electronic portfolio of a student’s work
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Strategy 7: Assessment and Learning Outcomes
• The mixing of on-ground, synchronous, and asynchronous student participants raises the importance of defined learning outcomes for every course and ways to assess those outcomes.
• Students are held to the same standards regardless of participation mode.
• Differences in learning styles may make achievement of outcomes less difficult for different modes.
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Lessons Learned from Teaching Online
• High Touch more important than High Tech• Establish social presence across all delivery modes• Use technology intentionally – right tool for right
learning objective• Leverage online resources – “guide on the side”• Make expectations explicit for all modes of delivery• Do something different and fun to continuously engage• Faculty must engage regularly and continuously. Co-
pilots help tremendously• Personalize feedback, especially using multimedia
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