EDUCAUSE 2001

Presenters

• Julius Bianchi Executive Director, Information Services, California Lutheran University

• Janet de VryManager, Instructional Services, University of Delaware

• George WatsonAssociate Dean, College of Arts and Sciences, University of Delaware

AgendaWelcome 8:30

Case for Technology and Learning

8:40

Connection between Technology and Learning

9:10

Sustainable Programs 10:10

Quality Professional Development 10:45

Strategies that Work 11:00

Moving Forward 11:45

Wrap Up 11:55

Case Study, Worksheet 1, page 2

Do I hear a motion to adjourn?

• Activity 1: Form groups of six

• Activity 2: Discuss the questions

Worksheet I

Worksheet 2

Case Study, Worksheet 2, p. 3

If it wasn’t for the last minute panic, nothing would ever get done…

• Activity 1: Take 5 minutes to read

• Activity 2: Match statements to stakeholders. Identify an individual for each

stakeholder

Technology and Learning

• Does technology enhance learning ?

• Does technology save money?

• Where do we begin?

• Where do we put our limited resources

The Issue

• Most researchers agree that it is NOT the technology but the learning principles and methods that the technology supports

• Faculty are often not trained in pedagogy

• Conceptual framework is necessary to help faculty understand how technology can enhance learning

Principles, Worksheet 3, p. 4

• Matching Principles with practice

• Activity 1: Identify 3 principles that could be used to guide the development of instructional technology

• Activity 2: Reflect on the principles• Educational benefits

• Non-technical activities that could facilitate

Other learning principles

Various theories

• Bloom’s 6 levels of thinking complexity

• Howard Gardners’ theories of 10 types of intelligence

• Constructivist theories

• Behavioralist theories

7 Principles for Good Practice

• Easy to understand

• Broad acceptance

• Backed by research

• At UD part of the underlying framework for the Institute for Transforming Undergraduate Education.

• Cal Lutheran teams use as a conceptual background

7 Principles--Good Practices Encourage

1. Student-Faculty Contact

2. Cooperation Among Students

3. Active Learning

4. Prompt Feedback

5. Time on Task

6. High Expectations

7. Respect Diverse Learning Styles

1. Student-Faculty Interaction

• Increases student motivation and involvement

• Opportunity to share resources and problem solving strategies

• Gain fresh perspectives

2. Student-student interaction

• Responding can improve thinking skills

• Interacting increases involvement in learning

• Prepares students for the workplace

3. Student-material

• Students “try out” the information

• They experiment until they “own” it

• Students make connections between what they are learning and what they already “know”

• Skills to ask questions that we have not yet imagined

Proverb

“What I hear, I forget

What I see, I remember;

But what I doI understand.”

Confucius, 451 B.C.

Worksheet 4, p. 5

Matching Principles with the Technology

• Activity 1 Identify the principles

Check boxes where a technology can enhance a specific principle

• Activity 2 Evaluate the technologies

Best Practices

• Asking which principle (s) does this project support

• Considering the time and effort of faculty to learn, students to use

• Considering time and effort to develop and deliver—focused grants

• Underlying must be a good infrastructure for delivering information

• Next step: encouraging faculty adoption

Technology Assistance Grants

• Awards of staff and student time

• Provides focused project– Learning goals– Responsibilities– Timelines

• Useful for defining, planning, and delivering a project.

Encouraging Faculty Adoption

• Faculty/student

• Student/student

• Student/material

• Stimulate class participation

• Create collaborative groups researching on the Internet

• Create case studies that simulate real world experience

Problem Principle

Worksheet 5, p. 8

Case Study--Gosh darn the torpedoes, full speed ahead!

• Activity 1: Form in home groups. Discuss the questions

• Activity 2: Prepare answers for a committee report.

• Report back

Worksheet 6, p. 8

Delivering Quality Professional Development

• Activity 1: In your home group, discuss the questions

Diffusion of Innovations

Accessed 10/26/00 from http://www.udel.edu/communication/COMM256/johnc/diffusion.html

Rogers Interpreted for Higher Ed

• The Entrepreneurs

• The Risk Aversives

• The Reward Seekers

• The Reluctants

Source: Hager & Schneebeck, “Engaging the Faculty.” Technology-Enhanced Teaching and Learning.

Elements of Quality Professional Development*

Appropriate Content

On-going and

Sustained

Job-Embedded

SystemicPerspective

Client-Focused and

Adaptive

Incorporates Reflection

Active Engagement

Collegial

*Adapted from P. LeMahieu, P. Roy, H. Foss: Elements of Quality Professional Devleopment, University of Delaware and Delaware Department of Public Instruction

Managing Complexity in a Transforming Environment

• Relinquish control

• Look for patterns

• Reduce and Reuse

• Prototyping

• Boundary conditions

Source: Suter (2001), pp. 25-34

Worksheet 7: p. 9

• Inventory current strategies

• Comment on effectiveness

• New strategies to consider

Developing Support Solutions

• Chapter 5…

Faculty/IT Partnership

• Institute for Transforming Undergraduate Education

• Practical Resources for Educators Seeking Effective New Technologies

Problem based learning at UD

• Created to promote reform of undergraduate education through faculty development and course design.

• ITUE Fellows receive hands-on experience in employing active learning strategies (PBL) and effective use of technology in their classrooms.

Faculty/IT Partnership

PRESENT• A teaching, learning, technology center opens in

1997• Faculty-centered, simulated classroom• Connecting learning goals with technology• Provides sustained follow up

Faculty/IT Partnership

Sustaining and promoting PBL

Worksheet 8, p. 10

Source: The Campus Computing Project © Kenneth C. Green, 2000.

Session Web Site

www.udel.edu/learn/educause01

Session Web Site

www.udel.edu/learn/educause01