Technology Integration for Higher Education · • Discover the third domain of teacher knowledge:...
Transcript of Technology Integration for Higher Education · • Discover the third domain of teacher knowledge:...
IN THIS SESSION… Participants will • Discover the third domain of teacher knowledge:
technological knowledge. • Follow the six steps for technology integration
for higher education. • Identify the TEN COMMON TECH TOOLS for higher
education. • Apply the TEN COMMON TECH TOOLS to Office 365
and Google.
THE TEN COMMON TECH TOOLS FOR HIGHER
EDUCATION
SESSION 1:
ENGAGE • EDUCATE • EQUIP • EMPOWER
(8:30AM – 9:30AM)
TPACK: THREE DOMAINS OF TEACHER KNOWLEDGE
Mishra, P. & Koehler, M. J. (2006)
CONTENT
a subject matter expert (say a mathematician)
KING, J. (2014)
CONTENT
PEDAGOGICAL a pedagogical expert
(an experienced teacher)
TPACK: THREE DOMAINS OF TEACHER KNOWLEDGE
KING, J. (2014)
TECHNOLOGICAL
CONTENT
PEDAGOGICAL
a technology expert (like a computer programmer)
THE THIRD DOMAIN: TECHNOLOGICAL KNOWLEDGE
TECHNOLOGICAL
THE THIRD DOMAIN: TECHNOLOGICAL KNOWLEDGE
“We cannot avoid collision with technology in learning and teaching.
KING: TWO ADDITIONAL DOMAINS OF TEACHER KNOWLEDGE
KING, J. (2014)
TECHNOLOGICAL
CONTENT
PEDAGOGICAL
ASSESSMENT
a teacher’s ability to obtain information that is used for making decisions about students, curriculum, programs, schools, and classrooms.
KING: TWO ADDITIONAL DOMAINS OF TEACHER KNOWLEDGE
KING, J. (2014)
TECHNOLOGICAL
CONTENT
PEDAGOGICAL
ASSESSMENT
REFLECTION
a greater sense of self-awareness about the nature and impact of one’s performance as a teacher
Content
Pedagogy Technology Grade
Assignments Key
Assessments Reflection
1
2 3 4 5 6
Write Course Objectives
Align Activities,
Assignments &Assessments
to Course Objectives
Select Tech Tools to use or integrate
with the LMS
Grade Activities,
Assignments&Assessments
for Student Feedback
Create Key Assessments
to Assess Outcomes
Use Data to Determine
Effectiveness
Five Domains of Teacher Knowledge Six Steps for Higher Education
© Dr. Jennifer B. King | Jen B Kings Consulting LLC 11
Dr. Umberto Gonzalez – Psychology Professor
© Dr. Jennifer B. King | Jen B Kings Consulting LLC 12
Dr. Gonzalez… Step 1: Refers to program-level outcomes to write course-level objectives for his course. Step 2: Aligns course activities, assignments and assessments with course-level objectives. Step 3: Selects tech tools to use or integrate with the LMS Step 4: Grades activities, assignments and assessments and provides proactive feedback to students. Step 5: Creates key assessments to assess institutional and/or program-level outcomes. Step 6: Uses data to make decisions about his course, program, or institution.
Dr. Umberto Gonzalez
Students who complete the Psychology major demonstrate competency in: 1. Application of knowledge with critical thinking skills: Students should be able
to use critical thinking to evaluate and interpret evidence, and to apply psychological concepts, theories, and research findings to individual, social, and cultural issues.
2. Application of research methods with values and integrity: Students should be able to apply basic research methods in psychology, with sensitivity to ethical principles.
3. Communication skills: Students should be able to demonstrate effective communication skills following professional conventions in psychology appropriate to purpose and context.
4. Awareness of sociocultural diversity and societal inequality: Students should be able to understand the complexity of sociocultural diversity and societal inequality in the inquiry and analysis of psychological issues.
Psychology Program Learning Outcomes
Begin With Outcomes…
Bloom’s Taxonomy of Cognitive Development
14
1956 2001 Skill Level Knowledge Remembering
Low-Order Thinking Skills
(LOTS) Comprehension Understanding
Application Applying
Analysis Analyzing Higher-Order Thinking Skills
(HOTS) Synthesis Evaluating
Evaluation Creating
© Dr. Jennifer B. King | Jen B Kings Consulting LLC
© Dr. Jennifer B. King | Jen B Kings Consulting LLC
1956 2001 2008 Skill Level
Knowledge Remembering STATE Low-Order
Thinking Skills (LOTS)
Comprehension Understanding EXPLAIN
Application Applying USE
Analysis Analyzing EXAMINE Higher-Order Thinking Skills
(HOTS) Synthesis Evaluating JUDGE
Evaluation Creating CREATE 15
Bloom’s Taxonomy of Cognitive Development
Use Bloom to write course-level objectives…
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 16
Content
1
Write Course-Level
Objectives
Begin with…Program-Level Outcomes Application of knowledge with critical thinking skills: Students should be able to use critical thinking to evaluate and interpret evidence, and to apply psychological concepts, theories, and research findings to individual, social, and cultural issues.
Step 1: Write Course-Level Objectives
© Dr. Jennifer B. King | Jen B Kings Consulting LLC
Levels Objectives
STATE the theoretical underpinnings of the major areas of psychology,.
EXPLAIN cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
USE these major areas of Psychology in everyday life.
EXAMINE The different models of human behavior based on science vs. intuition, general ways of knowing.
JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research.
CREATE an original interpretation of psychological theory using empirical research methods.
17
“Triple A” Alignment…
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 18
Pedagogy
2
Align Activities, Assignments & Assessments to
Course Objectives
Objectives Activity Assignment Assessment
the theoretical underpinnings of the major areas of psychology,.
Lecture Forum Discussion
Research Paper
Mid-term Exam
cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
© Dr. Jennifer B. King | Jen B Kings Consulting LLC
Levels Objectives Activities & Assignments
STATE the theoretical underpinnings of the major areas of psychology,.
Lecture
EXPLAIN cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
Forum Discussion
USE these major areas of Psychology in everyday life.
Lab EXAMINE The different models of human behavior based on science vs.
intuition, general ways of knowing.
JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research.
Research
CREATE an original interpretation of psychological theory using empirical research methods.
Project
19
Step 2: Course activities and assignments must align with course-level objectives
Here’s a “Parking Lot” of TEN COMMON TECH TOOLS…
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 20
Technology
3
Select Tech Tools to use or integrate with
the LMS
TEN COMMON TECH TOOLS
Hig
her-
Orde
r
Low
-Ord
er
There are TEN COMMON TECH TOOLS or ten broad categories in which all technology tools can be sorted according to low- and higher-order thinking skills.
TECHNOLOGICAL KNOWLEDGE
T E A C H I N G !
KING, J. (2014)
Four Dimensions of Technology
© Dr. Jennifer B. King | Jen B Kings Consulting LLC 22
HARDWARE SOFTWARE/APPS SOCIAL MEDIA SYSTEMS
TEN COMMON TECH TOOLS
Hig
her-
Orde
r
Low
-Ord
er
TECHNOLOGICAL KNOWLEDGE
T E A C H I N G !
KING, J. (2014)
TEN COMMON TECH TOOLS
Hig
her-
Orde
r
L
ow-O
rder
TECHNOLOGICAL
KNOWLEDGE
T E A C H I N G !
KING, J. (2014)
Step 3: Select tech tools or integrate with LMS
© Dr. Jennifer B. King | Jen B Kings Consulting LLC
Levels Objectives Activities & Assignments Tech Tools
STATE the theoretical underpinnings of the major areas of psychology,.
Lecture
Presentation
EXPLAIN cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
Forum Discussion
Communication
USE these major areas of Psychology in everyday life. Lab
Data Aggregation
EXAMINE The different models of human behavior based on science vs. intuition, general ways of knowing.
Lab Visualization
JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research.
Research Publication
CREATE an original interpretation of psychological theory using empirical research methods.
Project Production
25
Grade Course Activities/Assignments
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 26
Grade Assignments
4
Grade Activities, Assignments
and Assessments for Student Feedback
GRADING RUBRIC
CRITERIA POOR/1 GOOD/2 GREAT/3 EXCELLENT/4
1
2
3
4
GRADES: A, B, C, D, F
Assess Key Assessments
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 27
ASSESSMENT RUBRIC
CRITERIA NOVICE/1 EMERGING/2 COMPETENT/3 EXCEPTIONAL/4
1 Exceeds Expectations
2 Exceeds Expectations
3 Exceeds Expectations
4 Exceeds Expectations
NOVICE = 1ST YEAR EMERGING = 2ND YEAR COMPETENT = 3RD YEAR EXCEPTIONAL = 4TH YEAR
Key Assessments
5
Create Key Assessments
to Assess Outcomes
Steps 4&5: Grading and Assessing
Levels Objectives Activities & Assignments Tech Tools
Assessment Grading Assessing
STATE the theoretical underpinnings of the major areas of psychology.
Lecture Presentation
EXPLAIN cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
Forum Discussion Communication
USE these major areas of Psychology in everyday life. Lab Data Aggregation
EXAMINE The different models of human behavior based on science vs. intuition, general ways of knowing.
Lab Visualization
JUDGE The different models of human behavior based on science vs. intuition, general ways of knowing.
Research Publication Rubric Rubric
CREATE an original interpretation of psychological theory using empirical research methods.
Project Production Rubric Rubric
28 © Dr. Jennifer B. King | Jen B Kings Consulting LLC
Data-based decision-making about…
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC 29
Reflection
6
Use Data to Determine
Effectiveness
Institution
Programs
Courses
Student Learning
© Dr. Jennifer B. King | Jen B Kings Consulting LLC 30
Levels Reflection STATE Aggregate data by student, instructor, program or course.
What are we measuring?
EXPLAIN Aggregate data by student, instructor, program or course. Can we explain what we are measuring?
USE Disaggregate data to make inferences about student, instructor, program or course. Can we use the data to make decisions?
EXAMINE The inferences made from the data in order to compare/contrast student, instructor, program or course. Can our inferences transfer to other people or processes?
JUDGE The inferences made from the data to identify strengths and weaknesses of student, instructor, program or course. Can we use the data to make improvements?
CREATE Plans to continuously monitor instruction and learning. Can we determine the next steps for improvement?
Step 6: Reflect on Instruction, Learning
THE LEARNING MANAGEMENT SYSTEM
AND HIGHER EDUCATION
SESSION 2:
ENGAGE • EDUCATE • EQUIP • EMPOWER
(10:30AM – 11:30AM)
IN THIS SESSION… Participants will • Use the 5-Point checklist to select the best LMS for
your institution • Identify the four major obstacles to LMS use at your
institution. • Follow the six steps for technology integration to
integrate the TEN COMMON TECH TOOLS with your LMS.
• Discover how one instructor maximized technology tools and their LMS for online learning.
UNLEASH THE TECHNOLOGICAL KNOWLEDGE OF FACULTY BY CHOOSING THE BEST LEARNING
MANAGEMENT SYSTEM
TECHNOLOGICAL KNOWLEDGE
T E A C H I N G !
KING, J. (2014)
01
!"#$%&'($#)*'+,%$)-.$
/,'.0-,/$)(0$-&,$1)23-4$)$
4&&.$0560(30-*0$73,1$%&'($89:;$,10-$,13-<$,73*0$)=&',$%&'($
89:>?$
LEARNING EXPERIENCE: Can the LMS deliver a learning experience that suits your students, your faculty and their pedagogical preferences, and institutional goals?
02
THIRD-PARTY INTEGRATION: How easily can the LMS integrate third-party tools, like polling tools, YouTube, Prezi, Quizlet and others?
03
CUSTOMIZATION: Can the LMS be customized to meet
your institution’s needs?
YOUR 5-POINT LMS CHECKLIST YOUR 5-POINT LMS
YOUR 5-POINT LMS CHECKLIST YOUR 5-POINT LMS
05
!"#$%&'($#)*'+,%$)-.$
/,'.0-,/$)(0$-&,$'/3-4$%&'($*'((0-,$89:;$
,10-$,13-<$,73*0$)=&',$%&'($89:>?$
TECHNICAL SUPPORT: Look for an LMS provider that can provide you with ample 24/7 technical support.
COLLABORATION: How easily can your students and faculty work together
in the LMS environment? 04
OBSTACLE #2: TRAINING AND TECH SUPPORT
Pedagogical profiles Moving online Peer coaching Student tech buddies
Lecturer
Collaborator
Innovator
PEDAGOGICAL PROFILING
Used a modified Grasha-Reichmann Teaching Styles Inventory
THE EIGHT PACK AVOID PROVIDING THE RIGHT TRAINING, BUT WRONG APPROACH
Eight Pack Faculty Adjuncts Students 60-90 Minute F2F Hands-on Training F 60-Minute “Brown Bag” Lunch F Peer Coaching F Webinar F A On-the-Spot DEMOS F A S Embedded Training A S Video Tutorial A S Help Docs A S
Be intentional about identifying adjuncts who are often “out of the loop.”
PROFILE TRAINING PREFERENCES
Lecturer = Daytime F2F
Collaborator = Bag Lunch
Innovator = Anytime Webinar
Collaborator
MOVING ONLINE…
Lecturer
Face-to-face activities can occur in online environment!
Online Environment
PEER COACHING WORKS! FIVE I-STATEMENTS
Lecturer Collaborator
Innovator
"C@DEFDE:GCH8I$!"#$%&'$#()*+#,(&'(,-*.,(
"C@DC@"GCH8I(/$-0","1(2+,3(.4"5+65(0&$#.(
"C@EHFDE:GCH8I$!"7"5%8"()$."1(&'(4"-.&'$#(0-&2,3(
"99DJ"H@DI$911-"..".(,3"(:'&2;(
"99DE:"KDI$$<$'1.=&'(
Great solution for PD if institution lacks training staff!
WORKING WITH THE CHALLENGING PROFILE
Lecturer
D9LEHMDI$:>"(8$#*"(?&*@;(
CDNG@"H@DI$:AB(?&*(2+##@,3"'(2"(2+##CCC;(((
@EHC:8H@DI$:D*-(.,*1"',.('""1@C;(
MG88HLGEH@DI$:>"(5$'(3"#4(?&*()?@C;(
DKH8OH@DI$:E",F.(B&##&2(*4($G"-CCC;(((
"C@DNEH@DI$:H&*(5$'(1&(I,3+.F(2+,3(,"53'&#&0?@;(
With a lot of TLC, they will usually come around!
RECRUIT STUDENTS AS TECH BUDDIES
Work Study Students Our students are underutilized on our campus!
EDMEO"@I$J+'1(,3"(-+03,(.,*1"',.(
"C@DEK"DPI(<$'1.=&'($'1(+KK"-.+8"(1"K&(&B(.L+##.(
HFF8"MH@"GCI$M$L"(,3"(4-&5"..(-+0&-&*.(
@EO:@$@QD9I$(N"#+"8"(,3"?(2+##('&,(#",(?&*(1&2'(
4 SEMESTERS AWAY FROM MINIMUM LMS USE
S1$$$$
:D9D:@DE$GCDI$!"#$%&'($)*'+$)*,-',(##%.),'$'1'/%0-'%1-2&%2+-'32'/4-'5678'
:D9D:@DE$@PG9'!"#$%&'$##'+$)*,-'*-,$)*+-,:',)+4'%,'4%2&$)/,:'/$'/4-'567''
S2
:/3"(EMO(5$'()-+'0(B$5*#,?(5&KB&-,P()*,(+,(+.(,3"(5&KB&-,(&B(,3"(.,*1"',(,3$,(.3&*#1()"(,3"(*#%K$,"(
0&$#C;(
S4
@)<0$3,$&-0$/0A0/,0($),$)$RA0S$
:D9D:@DE$@QEDDI$;&&'+$)*,-'%,,3<2=-2/,'2+,3'&-% -'&%/-,'/$'/4-'5678'S3
:D9D:@DE$TGOEI$!
"#$%!&"'!()%!)-.!*%+,!
-.*%/0#12.!#!3#0*!24!*,%!
4#+(5*6!#..(#5!0%7-%8!302+%))9'
Levels Objectives Activities & Assignments Tech Tools PSY102
STATE the theoretical underpinnings of the major areas of psychology,.
Lecture Forum Discussion
Presentation Communication EXPLAIN
cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
USE these major areas of Psychology in everyday life.
Lab
Data Aggregation
EXAMINE The different models of human behavior based on science vs. intuition, general ways of knowing.
Visualization
JUDGE ways of pursuing questions in Psychology via discussion of theory and empirical research. Research Publication
CREATE an original interpretation of psychological theory using empirical research methods. Project Production
Communication
Follow the six steps to tech integration… 1 2 3
ASSESSMENT
Objectives Grading Assessing the theoretical underpinnings of the major areas of psychology,.
cognition, learning, personality, social and environmental influences, development, and physiology of behavior.
these major areas of Psychology in everyday life.
The different models of human behavior based on science vs. intuition, general ways of knowing.
ways of pursuing questions in Psychology via discussion of theory and empirical research.
Research Research
an original interpretation of psychological theory using empirical research methods.
Project Project
Assessing
Grade and assess the student…
4 45
© 2018 Dr. Jennifer B. King | Jen B. King's Consulting LLC 55
Advanced Proficient Basic In-Progress
CRITERIA 5 4 3 2 1 0
How well directions are followed
Directions are followed to the fullest extent.
All directions are followed.
Many directions were followed.
Some directions were followed.
Few directions were followed.
No directions were followed.
Neatness Completed artwork is exceptionally neat.
Completed artwork is neat.
Completed artwork is neat, with some aspects not neat.
Completed artwork is more messy than neat.
Artwork is incomplete and extremely messy.
Artwork is incomplete.
Work habits Stayed on task during the allotted time with superior focus.
Stayed focused during the allotted time without reminders to stay on task.
Worked for most of the allotted time, but needed a few reminders to stay on task.
Worked some of the allotted time and needed several reminders to stay on task.
Worked very little of the allotted time and did not heed the reminders to stay on task.
Did not work during the allotted time.
Expectations Exceeded expectations for his/her ability.
Fully met expectations for his/her ability level.
Met most expectations for his/her ability level.
Met some expectations for his/her ability level.
Met a few expectations for his/her ability level.
Has not met the expectations for his/her ability level.
Rubric for Grading
RESEARCH GRADE
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC
GRADING RUBRIC
CRITERIA POOR/1 GOOD/2 GREAT/3 EXCELLENT/4
1 "
2 "
3 "
4 "
Desmond
16pts/Grade = A 16pts/Grade = A
© 2018 Dr. Jennifer B. King | Jen B. King's Consulting LLC 57
Novice/1 Emerging/2 Competent/3 Target/4 Exceptional/5
Imaginative Expression
Work reflects an indiscriminate understanding of an idea.
Work shows a basic understanding of conventional concepts, imagery, and forms.
Composition demonstrates a personal interpretation of an idea characterized by conventional visual representations using traditional forms and design.
Visual expression exhibits an individual approach in the development of concept and context, imagery is mostly original in source and form.
Visual expression embodies a strong and uniquely individual conceptual and contextual development of visual imagery presented in original forms and design.
Purposeful Exploration
Work portrays a minimal use of formal and personal knowledge in expressing an idea.
Work shows basic awareness of how context, personal knowledge and experience, and available resources inform the creative process.
Composition demonstrates a relevance of context, personal knowledge and available resources in forming and communicating ideas.
Visual expression exhibits a conscious and thoughtful reflection on cultural contexts and an intentional use of personal knowledge and available resources to inform the creative process.
Visual expression represents thoroughly examined cultural contexts, personal knowledge and available resources to inform creative intent, the creative process and individual choices.
Formal Qualities
Work reflects a basic knowledge of design qualities.
Work shows conservative application of design elements and principles.
Composition demonstrates understanding and competency in use of design systems, principles and elements in support of a personal perspective.
Visual expression exhibits a purposeful and thoughtful application of design structures and the elements and principles of design in support of creative intent.
Visual expression represents an excellent command of appropriate design systems, elements, and principles which strengthens creative intent.
Technical and Media Skills
Work reflects a limited proficiency of media techniques and tools.
Work shows sufficient control of media, techniques, and tools.
Composition demonstrates a personal preference and competent use of media, techniques and tools in support of a personal perspective.
Visual expression exhibits a purposeful and thoughtful application of media, techniques and tools in support of creative intent.
Visual expression represents adventurous choices and excellent command of appropriate media, techniques, and tools which strengthens creative intent.
Rubric for Assessing Outcomes
OUTCOMES ASSESSMENT
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC
ASSESSMENT RUBRIC
CRITERIA NOVICE/1 EMERGING/2 COMPETENT/3 EXCEPTIONAL/4
1 " Exceeds Expectations
2 " Exceeds Expectations
3 " Exceeds Expectations
4 " Exceeds Expectations
Exceeds Expectations
Exceeds Expectations
Exceeds Expectations
Desmond is
a 1st year =
Novice
DATA-BASED DECISION-MAKING
Levels Reflection STATE Aggregate data by student, instructor, program or course.
What are we measuring? EXPLAIN Aggregate data by student, instructor, program or course. Can we explain what
we are measuring?
USE Disaggregate data to make inferences about student, instructor, program or course. Can we use the data to make decisions?
EXAMINE The inferences made from the data in order to compare/contrast student, instructor, program or course. Can our inferences transfer to other people or processes?
JUDGE The inferences made from the data to identify strengths and weaknesses of student, instructor, program or course. Can we use the data to make improvements?
CREATE Plans to continuously monitor instruction and learning. Can we determine the next steps for improvement?
6
DATA-BASED DECISION-MAKING
(C) Dr. Jennifer B. King | Jen B Kings Consulting LLC
Desmond is
a 1st year =
Novice
Desmond
16pts/Grade = A
•! Informs Desmond about his learning
•! Informs Dr. Goncalvo about his course and teaching
•! Desmond demonstrates skills reflective (or not) of his level
•! Provides information about institution and program
{
{
6
CONTACT ME [email protected] (813) 545-0560