Part 2:Understanding Faculty Members and Learners and Web 2.0

Drs. Patricia McGee & Veronica Diaz

Asking the right question

Mapping the Learner Experience

SEMESTER BREAK

Mapping the Instructor Experience

SEMESTER BREAK

People - Data - Things (P-D-T)

Over the past 10 years, teachers and students have increasingly relied on technology to communicate. At the same time there is a perception that teacher’s time on campus has declined. There is an administrative concern that student needs outside of class are not being met, and that lack of campus presence is an indication of teacher apathy.

What people should be included?

What data should be analyzed?

What things are involved?

Learners…

• Are intergenerational.

• May have expectations from prior experience, personal style/needs, disciplinary perspective.

• Have a range of technical abilities.

• Require just-in-need supports.

Informal and “non-traditional”

A part of ubiquitous networks

Not so enamored of technology but believe tech skills may be an advantage (younger over older)

learners are also …

Poll

We regularly survey students about technology use:

1. Yes

2. No

70% never used a PDA

APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone

75% never email via phone68% never use phone internet

Most do not blog, wiki, have a web site, etc.

70% never used a PDA

APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone

75% never email via phone68% never use phone internet

Most do not blog, wiki, have a web site, etc.

Digital experts?Digital experts?

Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)

69% < 20 hrs per week online85.2% use social networks

1/3 create audio/video & games (mostly males)8.8% use virtual worlds

1/3 use blogs, video/image sharing sites, etc.

Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)

69% < 20 hrs per week online85.2% use social networks

1/3 create audio/video & games (mostly males)8.8% use virtual worlds

1/3 use blogs, video/image sharing sites, etc.

Digital experts?Digital experts?

Information Literacy?

• Determine the extent of information needed

• Access the needed information effectively and efficiently

• Evaluate information and its sources critically

• Incorporate selected information into one’s knowledge base

• Use information effectively to accomplish a specific purpose

• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

21st century literacy?

Poll

My institution has literacy standards that all students must attain:

1. Yes

2. No

3. Only some departments

Learners as novice

• Focus on discrete details• Capture empirical

information• Focus on the use of

formulas and previously learned strategies

Operate at lower levels of thinking

Caveat: Learners are not novices at everything

Novice-expert continuum

Routine Expertise Adaptive Expertise

Tests, papers, experiments, projects, internships, fellowships, mentoring

Mental Function and Skill Level: Five Stage Model

(Dreyfus & Dreyfus, 1980, p. 15)

Novice Competent

Proficient Expert Master

Recollection

Non-situational

Situational Situational Situational Situational

Recognition Decomposed Decomposed Holistic Holistic Holistic

Decision Analytical Analytical Analytical Intuitive Intuitive

Awareness Monitoring Monitoring Monitoring Monitoring Absorbed

Two Dimensions of Transfer and Learning

Routine Expert

Adaptive Expert

Novice

Efficiency

FrustratedNovice

(Bransford, Brown, & Cocking, 2000)

Supporting developing expertise

• Move from concrete/discrete to generalized patterns

• Assess degree of expertise

• Provide opportunities for learners to aggregate achievements, collect evidence, apply course learning outside of class

Disciplinary Foci

Hard Natural Sciences

Hard Applied Sciences

Natural:•Logical reasoning.•Testing of ideas in linear form of argumentation.•Reliance on facts, principles, and concepts.Applied:•Problem-solving and practical skills •Emphasis on integration and application of existing knowledge

(White & Liccardi, 2006)

Learner Preference

Hard Natural Sciences

Hard Applied Sciences

• Online tutorials• Reference materials• Objective tests (also VLEs)• Support the mastery of facts,

principles and concepts. • Quantitative, closed

assessments

(White & Liccardi, 2006)

IMPLICATIONS FOR ASSESSMENT?

Learners: Disciplinary Foci

Soft Pure

Soft Applied

Pure•Broad command of intellectual ideas.•Emphasis on creativity in thinking and fluency of expression.Applied:•Emphasis on personal growth and intellectual breadth.•Development of reflective practice and lifelong learning.

(White & Liccardi, 2006)

Learner Preference

Soft Pure

Soft Applied

• Synchronous discussions• Role play and games• Access to open web• Access to online journals • Support the development of

argumentation skills and critical thinking

• Qualitative, Open

(White & Liccardi, 2006)

What best supports novices?

Learning Readiness

Are learners ready for:

• Online learning?

• Technology mediated interaction?

• Self-regulation?

• New course designs?

• Independent learning?

Self-assessment

Learner Supports & Assessment

• Technical

• Access to online ICT services (Internet, email, server, CMS, etc.)

• Production (assignments, presentations, projects, etc.)

• Access to online academic resources (library, helpdesk, identifications)

• Learning technologies (study skills, time management, etc.)

Styles & SupportTech Implication Possible Support

Independent Portal, web site, portfolio, blog, L/CMS

FAQ, walk-in help, email, video tutorial

Dependent L/CMS, IM, email FAQs, help forum, phone help, walk-in help

Competitive Portfolio, blog, presentation tools

Mentor others, contribute to FAQ

Collaborative Discussions, chat, wiki, L/CMS, VOIP

FAQs, email, phone help, walk-in help

Avoidant Portfolio, VOIP FAQ, walk-in help, email, video tutorial

Participant Open forums, IM, VOIP, wiki Walk-in help, email, phone help

BREAK

EMERGING TECHNOLOGIES AND FACULTY DEVELOPMENT

NoNoYesYes

Emerging Technology Use

Student and faculty surveys– Use of tools– Teaching approaches– Demographic information

(age, gender, years of study/employment, and program of study)

Student and faculty focus groups or observation– Classroom use of technology– Use of course management

systems– Preferences, limitations, and

needs

Document analysis– Annual reports– Lesson plans– Web pages– PowerPoint presentations or

course handouts can indicate areas of technology use and can reveal instructional styles

Web 2.0 and Affordances with Students

• Students are more comfortable with and have a tolerance for “figuring” out the technology

• Students can deal with trial and error approach to use and change in general

• Students have a broad exposure to a variety of different tools

MICHAEL WESCH: MEDIATED CULTURES COURSE SITE

NoNoYesYes

CharacteristicsType Focus

Expert Functions as knowledge expert and transmits information to learner who becomes more competent under the instructor’s tutelage.

Formal Authority Focuses on correct and appropriate procedures, serves as knowledge expert who is determined to provide necessary feedback to learner within a structured and standardized environment.

Personal Model Focus is providing personal examples and modeling appropriate and correct behavior.

Facilitator Teacher-learner interaction takes place in a probing and interactive learning environment. Supports learner’s decision within a consultant role.

Delegator Desire for learner to act autonomously with as little input as necessary.

SupportTeaching Style Preferred Approach Implied Support

Expert/Formal Authority (38%)

Dependent, Participant, Competitive

One-on-one, hands-on, reward/acknowledgement

Personal Model/Expert/Formal Authority (22%)

Participant, Dependent, Competitive

Hands-on, one-on-one, reward/acknowledgement

Facilitator/Personal Model/Expert (17%)

Collaborative, Participative, Independent

Small group or peer/mentor, hands-on, tutorial/reference materials

Delegator/Facilitator/Expert (15%)

Independent, Collaborative/Participant

Tutorial/reference materials, small group or peer/mentor, hands-on

Integrated Technology Adoption and Diffusion

Model

(Sherry, Billig, & Giiibson, 2000)

Web 2.0 and the Novice Faculty Member

• “Context-free features”

• Rules

• Self-monitoring

• Feedback and scaffolding

• Discrete and non-ambiguous examples

• Increasing opportunities for practice

WEB 2.0 CLASSIFICATIONSCommunicati

veTo share ideas, information, and creations

• Blogs• Audioblogs• Videoblogs• IM-type tools• Podcasts• Webcams

Collaborative To work with others for a specific purpose in a shared work area

• Editing/writing tools• Virtual communities of practice • Wikis

Documentative

To collect and/or present evidence of experiences, thinking over time, productions, etc.

• Blogs• Videoblogs• E-portfolios

Generative To create something new that can be seen and/or used by others

• Mashups• VCOPs• Virtual Learning Worlds

Interactive To exchange information, ideas, resources, materials

• Learning objectives• Social bookmarking• Virtual communities of practice • Virtual Learning Worlds

Source: http://c4lpt.co.uk/Directory/

http://c4lpt.co.uk/Directory/

A Network of Support

– Tools not necessarily developed for

an educational audience

– No obligation to users

– Ever-changing

– Require separate

logins/accounts/fragmentation

– No centralized institutional support

(usually)

– Reliance on internet connection

(high speed)

– Lack of security

– Learning curve

– Variety of use and selection of

tools could overwhelm students;

lack of a common experience

across courses

– Intellectual property/copyright

issues

Instructional Technology Challenges

• The technology-adoption cycle

• Lack of integrated technology tools

• Learners’ changing expectations

• Institutional changes to technology commitments

Activity: Data, Data, Data

Part I

• Given examples of students and faculty members, how can you best support their utilization and integration of Web 2.0 technologies?

Part II

• Given your responses, what kinds of services are needed

• At institutional level?• At departmental level?