Pershing Pres Mar09
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Transcript of Pershing Pres Mar09
Enhancing Learning with Technology in Higher Education
Jim Julius, Ed.D.Associate DirectorSDSU Instructional Technology [email protected] 12, 2009
From flickr via eole
Or, which way is education going?
From flickr via eole
Overview
• Intro/background
• Classroom technologies
• Online technologies
• Blended learning
• “backchannel”http://tinyurl.com/itsSDSU
Do you think technology enhances student learning?
A. Yes
B. No
What is your teaching experience?
A. None
B. Helping an instructor as a TA
C. Responsible for a class as a [G]TA
D. Have taught at K-12, community college, or in other settings
E. Some combination of B/C/D
Technologies that are most interesting (useful and/or engaging) to me personally are:
A. Basic communication (email, IM, text messaging, discussion forums, cell phones)
B. Productivity (Office, google docs)C. Social networking/ web 2.0 collaboration
(myspace, facebook, twitter, wikis, blogs)D. Info & entertainment (web searching, news &
information sites, wikipedia, maps, YouTube) E. Gaming/virtual worldsF. Creativity (multimedia, web development)G. Scholarly (library databases, online project work
and publication)H. Other
Goal 2 – Grow Our Research Excellence Goal 3 – Achieve Academic ExcellenceGoal 4 – Forge Key Relationships and PartnershipsGoal 5 – Establish a Sense of PlaceGoal 6 – Create Opportunity
•Student satisfaction •Retention•Seamless & effective pathways for student success•24/7 learning environment
•Distance learning stats•Percentage of tech-
enhanced classrooms•Wireless coverage•Student use of Blackboard•Faculty use of Blackboard
ITS in Context
ITS will address the significant changes taking place in higher education learning environments such as:
•Student demands for flexible scheduling
•The need to create a learning environment which prepares students for the workplace
•Accreditation and accountability for evidence of student learning outcomes
•An increasingly technology-savvy student body, and
•The need to remain viable in a competitive marketplace
Quote
“Educational technology is a useful means of
meeting individual differences and
individualizing instruction. It is a means of
delivering instruction almost anywhere it may be
desired and of doing the essential exposition
and information job of teaching so that more
time of the teacher may be freed for creative
teaching.”- Robert E. Slaughter, 1968
Learning environments
00% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Face-to-Face Hybrid Distance Education
Percent of scheduled
class sessions
conducted online
Face-to-FaceFace-to-Face HybridHybrid Distance EducationDistance Education
Classroom technology examples
• Presentation tools (gear & software)• Student tools
– In traditional classroom– In lab class
• Tech enhancement possibilities, in person– Concept mapping (Cmap tools, Inspiration, mindmeister)– Demonstrations & simulations (NetFrog)– Clickers– Tegrity and other flavors of podcasting / course capture– Ubiquitous Presenter– Online multimedia (YouTube, learner.org, MERLOT)– Backchannel (twitter, Harvard question tool, wikis)
Smart Classroom Growth 1998-2008
28% 32% 40% 40% 49% 53%64%
75% 80% 77% 80%
1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09
ITS Smart Classrooms
161 of 202Total
Classroomsin 2008/09
Clicker Adoption Path at SDSU
Semester Faculty Course Capacity
Fall 06 10 new ~2700
Spring 07 8 vets, 5 new ~4700
Fall 07 11 vets, 20 new ~8900
Spring 08 21 vets, 17 new ~10500
Fall 08 25 vets, 28 new ~12300
Spring 09 37 vets, 14 new ~11100
92 faculty users; 100+ “prospects”
My professor asks clicker questions that are important to my learning.
Semester Faculty new to clickers
ExperiencedFaculty
Fall 2006 83%
Spring 2007 90%
Fall 2007 79% 87%
Spring 2008 76% 88%
Fall 2008 80% 85%
Student agreement in classes taught by:
Which of the “7 Principles” do you think clickers best support?
Which of the “7 Principles” do you think clickers best support?
A. Encourages student-faculty contactB. Develops cooperation among studentsC. Encourages active learningD. Provides prompt feedbackE. Emphasizes time on taskF. Communicates high expectationsG. Respects diverse talents and ways of
learningH. Not sure / too hard to choose one
“Moving seamlessly between lecture, experiment & discussion and addressing the drop out rate”
MIT’s physics studio: technology enabled active learning (TEAL)
http://www.okhighered.org/state-system/learning-spaces/brown.pdf
http://www.okhighered.org/state-system/learning-spaces/brown.pdf
Innovative large class teaching
• Michael Wesch’s “students of today” video • Inadequacy of most learning environments on
college campuses• Inquiry-based approach to teaching a large
class• Students as researchers, collaborators, and
publishers • The process was an integral part of acquiring
the skills/knowledge/dispositions critical to his intro course.
00% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Face-to-Face Hybrid Distance Education
Percent of scheduled
class sessions conducted
online
Face-to-FaceFace-to-Face HybridHybrid Distance EducationDistance Education
Online technology examples
• Learning Management Systems (WebCT, Blackboard, Moodle)
• Communication tools– Synchronous vs. Asynchronous– Web conferencing tools (Wimba)– Blogs, wikis, & Web 2.0
• Multimedia (free, publisher, faculty …)• Learning Objects (MERLOT)• E-portfolio systems (TaskStream)• WebQuests (webquest.org, questgarden.com)• Participatory multimedia and immersive environme
nts
Faculty Blackboard Adoption
1,725
1,303
1,725
1,321
1,779
1,541
1,779
1,526
00
200
400
600
800
1,000
1,200
1,400
1,600
1,800
Fall 2006 Spring 2007 Fall 2007 Spring 2008
Total Faculty Faculty Blackboard Users
Student Blackboard Adoption
34,305
33,532
32,25931,519
36,55935,975
34,36034,342
28,000
29,000
30,000
31,000
32,000
33,000
34,000
35,000
36,000
37,000
Fall 2006 Spring 2007 Fall 2007 Spring 2008
Total Students Active Student Accounts
38
39
Blended Learning defined for SDSU
Blended Learning courses integrate online activities with traditional face to face class activities in a planned, pedagogically valuable manner. Some portion (defined by the instructor) of face to face time is replaced by online activity. In addition to thoughtful integration, the transformative approach to blended learning includes a fundamental course redesign to optimize the effectiveness and efficiency of the learning experience.
Models of Blended Learning
Twigg/NCAT models:
• Supplemental
• Replacement
• Emporium
• Buffet
• Fully online
Blended selling points at SDSU
• Improved student learning outcomes, student satisfaction, and marketability
• Faculty teaching workload focus moves from student management to student learning
• Institutional space utilization efficiencies
• Course cost reductions (initial investment in redesign quickly pays for itself)
• Graduates are better prepared for a tech-rich future
Summing up
• former University of Michigan President James Duderstadt: “It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.”
Final discussion
• http://tinyurl.com/itsSDSU • What characterizes effective learning
environments?• How might technology enhance learning
environments? Detract? Make environments possible that otherwise would not be?
Related issues in higher ed
• Security
• Privacy
• Accessibility
• Copyright & Intellectual Property
• Faculty Development
• Retention/Tenure/Promotion (RTP)
The available “enabling conditions” for learning and research are changing
• Pervasive high-speed wireless• Ubiquitous computing becoming ambient• Visualization and simulation technologies
integral to learning experiences• Learning anywhere, anytime• Campus-based learning spaces become
more flexible• Better use of extant data on learning
preferences & patterns (analytics)
http://www.okhighered.org/state-system/learning-spaces/valenti1.pdf
Where things are headed – teaching & learning (?)
• Hybrid courses: Design for learning• Beyond convenience and information transfer• Anytime, anywhere• Active, social, contextual learning• Cognitive supports and organizational tools• Connective and reflective opportunities• Assessment for learning
7 Principles for Good Practicein Undergraduate Education
• Encourage contact between students and faculty
• Develop reciprocity and cooperation among students
• Encourage active learning• Give prompt feedback• Emphasize time on task• Communicate high expectations• Respect diverse talents and ways of learning
- Chickering & Gamson, 1987
For which of the 7 principles does tech provide the greatest potential benefit?
A. Encourage contact between students and faculty
B. Develop reciprocity and cooperation among students
C. Encourage active learning
D. Give prompt feedback
E. Emphasize time on task
F. Communicate high expectations
G. Respect diverse talents and ways of learning
For which of the 7 principles does tech provide the least potential benefit?
A. Encourage contact between students and faculty
B. Develop reciprocity and cooperation among students
C. Encourage active learning
D. Give prompt feedback
E. Emphasize time on task
F. Communicate high expectations
G. Respect diverse talents and ways of learning
References
• Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. Educause Center for Applied Research. http://www.educause.edu/ir/library/pdf/ERB0407.pdf
• Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, 35(4), 36-41.
• Haughey, M. (2003, July). Principle-based technology and learning environment design, from http://www.educause.edu/ir/library/pdf/NLI0361.pdf
• Newman, F., & Scurry, J. (2001). Online technology pushes pedagogy to the forefront. Chronicle of Higher Education, 47(44), B7.
• Oblinger, D. (2003). Boomers, gen-xers, and millennials: Understanding the "new students". EDUCAUSE Review, 38(4), 37-47.
• Project Kaleidoscope. (2004). The Impact of Institutional Culture. http://www.pkal.org/template2.cfm?c_id=1447
• "Relationships Between Interaction and Learning in Online Environments“ http://www.sloan-c.org/publications/books/interactions.pdf
• Rossett, A., & Frazee, R.V. (2006). Blended learning opportunities. American Management Association. http://www.amanet.org/blended/pdf/WhitePaper_BlendLearn.pdf
• Twigg, C. The National Center for Academic Transformation. http://www.thencat.org/
• Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why. Retrieved December 8, 2005, from http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
Reachable Links (in order)
NCREL 21st Century Skills: Digital Age Literacy http://www.ncrel.org/engauge/skills/agelit.htmNo Significant Difference http://www.nosignificantdifference.org/SDSU Smart Classroom Podium http://its.sdsu.edu/resources/smartclassroom/podium/index.htmCMAP Tools http://cmap.ihmc.us/ MindMeister http://mindmeister.com Inspiration http://inspiration.com/quicktours/index.cfm?fuseaction=Insp_Quicktour_QT NetFrog http://curry.edschool.virginia.edu/go/frog/Frog2/home.html Clickers http://clicker.sdsu.edu Tegrity http://www.tegrity.com/tegrity_notes.php Ubiquitous Presenter http://up.ucsd.edu/about/videos/SSDemo.html Learner.org http://learner.org/resources New Media in Higher Ed http://newmedia-sdsu.wikispaces.com Synchronous/Asynchronous online learning tools http://its.sdsu.edu/wiki/largeclass/index.php/LMS_tools MERLOT http://www.merlot.org/ TaskStream http://www.taskstream.com/ WebQuests & QuestGarden http://webquest.org/, http://questgarden.com "A Design Checklist for Courses Incorporating Technology"
http://home.sandiego.edu/~jjulius/ed833/checklist.pdf