Bringing Technology into the Service of Teaching and Learning Creating Partnerships, Creating Scholarship JSTOR Regional Grant Proejct Scott Macklin Oct 27, 2000
Dec 21, 2015
Bringing Technology into the Service of Teaching and Learning
Creating Partnerships, Creating ScholarshipJSTOR Regional Grant Proejct
Scott Macklin Oct 27, 2000
UW Environment
• Large– Community of over 50,000– One of the larger cities in the state– 703 acres plus Bothell and Tacoma
• Decentralized– Sixteen major schools and colleges
– Arts and Sciences - 42 departments– Over 4,500 courses per quarter
– No required core curriculum
LandscapeTHEN 1988
•1 thousand email per day •400 networked devices
•0 Wired Classrooms
LandscapeNOW
•80,000 UW NetIDs •1 million email per day
•38,000 networked devices
•213 Wired Classrooms
•
Our challenge…
• Support faculty• Improve teaching & learning with
technology
. . . In a large, decentralized, heterogeneous, and underfunded public research university
UWired is….• Not a place • Not a program• Not a single person or group
…It is a partnership, process and way of thinking.
UWired’s Culture
COLLABORATIVE
Partners at the University of Washington
• Computing & Communications• Educational Outreach• Office of Educational Partnerships• Office of Undergraduate Education• University Libraries• …Faculty and Students
Three Challenges:
•How to bring technology into the service of teaching and learning
•How to make information literacy one of the hallmarks of an undergraduate education
•How to increase opportunities for students to enter into learning communities
Philosophy
• Technology in the service of good teaching
• Instructional goals and needs should drive applications of technology
• Faculty input is critical to the success of faculty support
• Development should be part of the workflow, not extra-ordinary
• Respond to learner expectations and information needs
Diffusion• Convey a relative advantage over existing
ways of doing things
• Are compatible with expectations, experience and needs of faculty
• Reduce complexity associated with new technologies
• Are triable in that they can be experimented with on a limited basis
• Are widely observable to the campus community *Everett Rogers
Service Approach
Catalyst Initiative
On an average day, 600 UW instructors use Catalyst content.
Over 1350 instructors have created 3416 implementations of Catalyst Web Tools.
On an average fall day, more than 700 students use Catalyst Web Tools as a part of some learning activity.
www.catalyst.washington.edu
Scaling Innovation with the 3-Tiered Catalyst Initiative
Lesson Learned: Scale support through collaborative partnerships, making disparate resources and innovative practices visible and available to all.
Catalyst Web Site
Catalyst Profiles . . .
Stories
of Innovation
Teaching Guides start with yourteaching goals
The learning section provides information about workshops and clinics
Action Planshelp you usetechnology
The How-To section has detailed instructions for specific tasks
• Our tools help faculty easily putup complex Web content
• All tools can be used with only a Web browser
• Can be linked to course Web sites
• Stored on Catalyst account, so you don’t have to use your own Web space
Participatory Design & Catalyst Web Tools
Lesson Learned: Create tools that meet pedagogical needs expressed by faculty and constantly engage with faculty to make sure the tools remain current and easy to use.
Co-Branding with the Program for Educational Transformation through Technology
Lesson Learned: Provide instructors with direction in how to effectively incorporate educational technologies into pedagogical practices.
Researching science of learningInforming design and development Disseminating innovations
Goal
• PETTT seeks to enhance the effectiveness of the University of Washington's faculty and thus of the institution itself, by creating a campus framework to promote the thoughtful exploration, development, assessment, and dissemination of next-generation technologies and strategies for teaching and learning.
Source: http://depts.washington.edu/pettt
Approach
1. Characterize the exemplar
2. Research the technology in use
3. Refine the tools and practices
• Give shape to the field by characterizing the educational efforts of exemplar projects, in terms of learners, learning domain, instructional approach, and structure of the learning environment.
• Transform portions of our process and/or results into tools, resources, and techniques that can be made available for educators (Catalyst)
• Present results from the investigations at local and national scholarly meetings and scholarly publications
Arthritis Source
Exemplar
Arthritis Source
•Web-based resource
•Developed in 1995
Extend Educational Mission of UW
•600,000 living with arthritis in WA
•1.5 million in WWAMI
•61% showed clinical improvement as a result of educational intervention (information therapy)
*K Lorig study
Exemplar
Learners
•Non-traditional learners (Learners at Large)
•Patient with chronic, progressive medical condition
•Multiple learner populations sharing information sources
Learning Domain
•A constantly changing knowledge domain
•Enable multiple distributed authors to contribute content
Instructional Approach
•Information therapy
Characteristics of Learning Technology
•Web interface to a multimedia database of information
Characterizing the Arthritis Source
CSE TVI Pilot
Exemplar
CSE TVI
•Instructional approach combining elements of on-demand lecture videos, small group discussion, and tutoring
•CSE 142/143 taught to 2,500 annually
•Extend UW expertise
•Allow other institutions to offer courses
•Combination of local resources and disciplinary expertise
Exemplar
Learners
•Distance learners
•Community College students
Learning Domain
•Additive, linear material
•Problem solving skills
Instructional Approach
•Didactic lecture
•Facilitated group discussion
Characteristics of Learning Technology
•Digital video streamed from host to remote TVI classrooms
Characterizing the CSE TVI Pilot
Contributions
hit rate, referring page, domain
Log Analysis
stickiness, engagement, penetration, path analysis
Site Value Analysis
interviews, online surveys, lab and field studies
InterventionInteraction
science of learning, assessment of outcomes
Effectiveness of learning
Dissemination
• Conducting logfile analysis
• Conducting online survey (to characterize users and site effectiveness)
• Conduction interview with designer/developer
• Effective facilitation of online discussions
• Authoring and presenting streaming video
Guides under development
Coping with Info
• Information tsunami • Gods must be crazy• We need more space• Clint approach
Timing is Everything&
Nihil est simplex
Accept uncertainty.Embrace experimentation.
“Try again. Fail again. Fail better."
--Samuel Beckett
depts.washington.edu/pettt
WebQ
• Create online surveys, quizzes and questionnaires
• Download data, or look at it on the Web
• Many security options for password protecting your data
Peer Review
• Create a forum for evaluating student work
• Encourage group projects
• Any kind of Web content: (text, graphics, sounds, movies) Can be used.
UMail
• An anonymous email feedback tool
• Messages come to your regular email inbox
E-Submit
• Students can turn in homework online
• Saves time and frustration with email attachments
• Students receive a digital “receipt”
EPost
• Create an online discussion board
• Many sort options: by thread, subject, author, and date
• Option for students to use pseudonyms to encourage frank discussion
Templates
• Make a course Web site quickly and easily
• Simply insert your course information and post to the Web
• Edit with any Web editing software
Step 1: Needs Assessment
Extensive interview• What’s the pedagogical
goal?• What’s the applicability to
others on and off campus?• What’s the impact on
teaching and learning?• What’s the technology and
can we implement it?
Step 2: Design Review (repeat)
Develop screen designs & review• Conduct informal and/or
formal usability studies.• Review for terminology,
understanding, and concept.
• Involve PETTT, students in educational technology, designers and other interested parties.
Step 3: Build
Program the systems• Build to interface with existing
teaching tools– Class lists– UW NetID– Existing computing infrastructure
• Use internet standards– CGIs, Apache, Perl, JavaScript– Not locked into vendor
Step 4: Testing
Release code for testing• Limited announcement to interested
faculty.• Actively seek feedback.• Use logs and database statistics to
follow-up with instructors.• Ask how faculty “integrated” the
technology into the curriculum.
Step 5: Catalyst content
Develop Catalyst content• Workshops• Documentation
– Profiles– Teaching (pedagogy)– Student guides– How-to pages– Quick guides
• Frequently Asked Questions (FAQs)
Developing for a purpose
How do you balance technology and pedagogy?• Diverse development team:
Technical Communication, Computer Engineering, Biology & diverse undergraduate staff.
• Strong goals: To help teachers teach and learners learn.
In-house development?
Modularized tool kit gives educators the power to innovate.• Educators use the pieces they want.
– Integrate technology as needed.– Have a direct influence on new features.
• Ability to customize to campus needs.• Not locked into a specific vendor.
Building Catalyst through Co-Branding
Lesson Learned: Renew and refresh anytime-anywhere technology support resources by co- branding and co-developing them with campus teaching practitioners.
My Class