Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments Copyright Information Copyright Karen St.Clair & Stan North

Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments

Copyright InformationCopyright Karen St.Clair & Stan North Martin, 2005. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments

Karen St.Clair Faculty Center for Teaching & Learning

Stan North Martin Information Technology Division

Session Agenda

Overview of ClassTech and the LITRE plan

Initial assessment activities Brainstorming TLT methods

in your course Sharing results

ClassTech’s Roots (1)

Requests for technology percolating up to deans, dept. heads

$525M in new capital projects increasing number of classrooms by 20%

Ad Hoc Classroom Improvement Group appointed

Classroom Environment Committee expanding its focus

ClassTech’s Roots (2)

Implement basic technology

Support the users

Maintain the equipment

Assess the outcomes

Equipment usefulness, functionality, training, support

Meanwhile…

Preparing NC State’s Quality Enhancement Plan —Learning in a Technology Rich Environment (LITRE) Empirical research program aimed at

enhancing learning with technology opportunities available to students and faculty

LITRE Faculty Survey (2003) Why: Inform recommendations of LITRE and provide baseline for

future LITRE efforts

Who and What: Faculty were surveyed about their experiences with computer-based instructional and learning aids. 1,790 faculty were invited to participate in the survey. 983 did—a response rate of 55%.

Indicator: Respondents were asked what would make it easier to use the technologies that they did use in their courses: “If they were available and supported in the classrooms in which I typically teach” was chosen most often, 37% of the time.

Survey report and instrument at: http://litre.ncsu.edu

LITRE First Wave Initiatives

SCALE-UP Classroom Investment

Student Group Collaboration Space (Flyspace)

ClassTech Pilot Project

Classroom Improvement Plan

ClassTech Progress To Date 10 classrooms

online last Spring

19 classrooms supported in Fall

26 classrooms supported this Spring

53 anticipated next Fall

Assessing ClassTech—Round One Spring 2004

Surveyed 80 instructors of the 116 sections, 43% response rate

ResNet student survey question UPA sophomore and graduating senior surveys

Fall 2004 Surveyed 124 instructors of the 217 sections,

28% response rate Conducted brief student survey in four classes Follow-up open-ended survey with

specific faculty and interviewed several faculty

Back to the chalkboard…

It all funnels down to a course that an instructor teaches with the goal of students learning.

Approach Summary

Model UGA program review process

Literature review

Scholarship of Teaching and Learning

What is the main thing you hope students will

take away from your course, and

still have with them five years

from now?

What is your GOAL?

Do you have a way to find out

whether or not your students still

have what you wanted them to

have?

Was your GOAL realized?




from now?

What is your GOAL?

What do you intend students to know, (or possibly do, or feel)

at the end of the course? What do you

intend for them to learn?

What are the ENDS?




have?





from now?

What is your GOAL?




What are the ENDS?




have?


These intentions are called:

Learning OutcomesIntended Outcomes

Expressive OutcomesObjectives

Instructional Objectives

Course ObjectivesEducational Objectives

Global ObjectivesIndicators

. . . They are stated

this way:Students will know how to (or will have learned to, or will be

able to) . . . VERB NOUN




from now?

What is your GOAL?




What are the ENDS?

How are you going help students reach

the ENDS? What instructional methods are you going to use?

What tools will you use? What learning experiences are you going to arrange?

What are the MEANS?




have?














from now?

What is your GOAL?




What are the ENDS?




What are the MEANS?




have?











These ways of helping are pedagogy:

LectureNot lecture

A combinationInformation technology

Instructional technologyReadings

In class workField work




from now?

What is your GOAL?




What are the ENDS?




What are the MEANS?

How will you know your students have reached the ENDS? How will you know if the MEANS enabled

the students’ learning? Which ways

to assess, ways to evaluate will you use?

How will you EVALUATE the ENDS?




have?












LectureNot lecture







from now?

What is your GOAL?




What are the ENDS?




What are the MEANS?








have?












LectureNot lecture




Written workExaminations

QuizzesClass participation

HomeworkProjects




from now?

What is your GOAL?




What are the ENDS?




What are the MEANS?








have?












LectureNot lecture






HomeworkProjects

FIRST:

How can we incorporate the available technology into the

outcomes, pedagogy, and the evaluations?




from now?

What is your GOAL?




What are the ENDS?




What are the MEANS?








have?












LectureNot lecture






HomeworkProjects

How can we incorporate the available technology into the outcomes, pedagogy, and the evaluations?

SECOND:

Create plans to compare several outcomes, pedagogy and evaluations

with and without technology.

Assessing ClassTech—Round Two

More deliberate assessment planning

Revised research questions

Faculty Learning Community

Changing level of importance

I t depends on the course

3%

Nice but not important

12%

It's not relevant to these courses

3%

I'll use it if I can count on it being

there56%

I can't teach without it

26%

I 'll use it if I can count on it being there

46%

I can't teachwithout it

49%

Nice but not important

3%

I t depends on the course

3%

Spring 2004

Fall 2004

ClassTech Pilot Assessment Does it enhance learning?

“It reaches more learning styles.” “It ‘forced’ students to take more active role in

the class and their learning” “I don't imagine it's made a terribly significant

difference.” ResNet student survey (not representative)

88% said use of technology in the classroom enhanced their ability to learn the material somewhat (38%) or a lot (50%)

Mixed comments on use of tools such as PowerPoint

ClassTech Pilot Assessment Does it enhance teaching?

“Having the technology has allowed me to use more complex diagrams and multimedia resources that enhance exposure to material.”

“Setup time [was] reduced dramatically when I needed to use a computer.”

“I don't have to provide so many handouts. Online material can be accessed during class!”

“I felt a little awkward at times because I was unsure of how to use the technology most effectively.”

ClassTech – Next Steps Continuing Assessment—Phase II

Exploring how classroom technology impacts course structure, objectives, learning outcomes, and student achievement.

Ongoing training / workshops / shootouts For faculty and campus support personnel

CEC proposal funded Maintenance and support for new and renovated bond

classrooms Outfit 14 additional ClassTech rooms

Working with Facilities on Phase I Bond projects

Documents

Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments Copyright Information Copyright Karen St.Clair & Stan North