Copyright Biros, Morris, Sc heuermann, 2004. All rights reserved. Michael Scheuermann Drexel University Philadelphia, Pennsylvania NERCOMP Conference March 22, 2004 www.drexel.edu [email protected]Reengineering Curricula for Tomorrow’s Students - Redefining the Faculty Development Center -
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Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Michael Scheuermann Drexel University Philadelphia, Pennsylvania NERCOMP Conference March.
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Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Michael Scheuermann Drexel University
Philadelphia, PennsylvaniaNERCOMP Conference March 22, 2004
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Background
Drexel University Philadelphia’s Technical University 1983 - First university in country
with microcomputer requirement 2000 - First entirely wireless campus Co-operative Education program—5 year BS
with 3 six-month terms working in business and industry
Technical tradition and technological leader and innovator
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Today’s Challenge—Today’s Students
Expectation of information access 24 X 7 administrative services online academic information online immediate feedback contact with professors at any time ubiquitous and mobile technology and
tools
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Drexel’s Response to Student Expectations
Single sign-on portal one access point for all major resources access to admin systems
register, check grades, check bills access to ePortfolio program access to WebCT
University standard CMS all systems fully integrated
seamless access to information and data
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Web-based Course Development
Institution-wide initiative in 2000 with licensing of WebCT—integration with SCT Banner Prior initiatives used faculty-developed Web sites and
individual college initiatives
Integration with Banner meant all courses were WebCT-enabled whether or not faculty chose to use it
Availability of WebCT resulted in rapid increase in number of Web-supported courses
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Support for Web-Supported Course Development
Three professionals (FTEs) and seven other team members WebCT skills multi-media skills html skills instructional design pedagogical discussions
Provide a variety of support services monthly training session email support online Student Manual showcase seminars regional WebCT conference
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Issues Related to Online Instruction
Motivated by desire of students on Co-op would like to take courses remotely
How many online courses can a traditional undergraduate take?
What is the definition of an online course? How will academic integrity and
pedagogical quality of online courses be assured?
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Faculty Development Center
Established in 1985 to support microcomputer program Operated by IRT Peripheral equipment & new software tools Support and training Safe refuge for faculty to:
be creative with technology / innovative in curricula
Evolved to meet changing support needs “Single point of contact”
Online course development services
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Faculty Development Center - Future Directions -
Expand to support increased Web- supported course development
Integrate faculty and students from School of Education provide more focus on:
instructional design pedagogical reengineering
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Reach out to external groups K-12 teachers faculty at nearby institutions other training constituents
Become integral part of a comprehensive, well-designed approach infuse technology into curriculum enhance the teaching process support ad hoc initiatives
Faculty Development Center - Future Directions – (Cont.)
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Changes in Teaching and Learning
Tomorrow’s students will have high standards for the use of technology for: communications personal productivity research information access learning
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Resultant Challenges
Provide the teachers/professors of tomorrow with the ability to: use technology wisely and appropriately make the implied pedagogical and
andragogical transformations which should occur in education
Engage and support all faculty not just early adopters / technologically savvy enable them to “see the possibilities”
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
WebCT Courses at Drexel - Current Status -
340+ faculty received formal training 2500-3000 course sections in WebCT (per
term w/ 4 terms per year) all are WebCT-enabled
students can use tools - even if faculty do not 900-1100 actively using WebCT
WebCT use supports F2F teaching (60%) 20% of courses – enhanced with a/v
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Drexel provides access, training, and support to five local institutions unable to support it alone
Web group captures 30+ hours of live class lectures each week synchronous Webcast - to remote students asynchronous archiving - for later access
revisit lectures / view missed lectures
WebCT Courses at Drexel - Current Status – (Cont.)
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Computer Science Department Program in Course Redesign area
redesigned Intro to Programming courses online modules meet student needs use faculty skills economize on resources and space
Pew Grant
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Center for Academic Transformation supported 30 schools nationwide to:
use technology more efficiently improve academic quality save money
put large subscription course content online restructure traditional class meetings improve academic quality make exemplary use of technology better meet student needs
Impact of Pew Project
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Impact of Pew Project “ (Cont.)
Drexel realized 42% savings Redesigned curriculum
online WebCT content modules F2F labs for those who needed them
Cost savings really meant better use of faculty skills and resources, and technology resources
Average savings among participating schools in year-3 was 41%
Pew Web site presents tools and models for other schools to follow and implement
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
New Initiatives in Web Course Development
Meet student expectations for increased experience with online courses
Maximize investments made in technology, highly trained faculty, and instructional tools/resources
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New Initiatives in Web Course Development (Cont.)
Maintain high academic standards as faculty make (what for some is) a huge “leap of practice” from F2F courses to hybrid or purely online courses
Develop appropriate accompanying policies regarding faculty teaching load, number of online courses taken, process for ensuring high academic standards
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Balance faculty committee to address these issues and come to consensus need to move at Internet speed to meet
demands and remain competitive Involve others in course and staff
development processes School of Education Office for Disabilities
New Initiatives in Web Course Development (Cont.)
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Incorporate new technologies as appropriate tablet PC’s mobile computing ancillary tools for teaching tracking and managing student performance
Maintain focus on uniqueness which differentiates Drexel as an institution do not lose that in light of changes
New Initiatives in Web Course Development (Cont.)
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Faculty Development Center - Revised Focus
Provide extensive course redesign assistance Offer team of specialists to work with faculty
Source: Building Learning Communities in Cyberspace, Palloff & Pratt
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Evolving Instructor Roles, etc.
Likely to be somewhat different Requires some specialized skills and strategies Distance educators need to, generally,
plan ahead organize effectively communicate with learners in new ways be accessible to students work in teams when appropriate facilitate or mentor during interactions assume more administrative responsibilities
Source: www.outreach.psu.edu/de/ide
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Evolving Instructor Roles, etc.
“The real role of the professor in an information-rich world will not be to provide information, but to guide students wading through the deep waters of the information flood. Professors in this environment will thrive as mentors. They will use the best skills they have now to nudge students through the educationally crucial task of processing information, problem solving, analysis, and synthesis of ideas – the activities in which our time can be best spent.”
Source: Swain (1997). Cited by the Council for Higher Education Accreditation
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
The F2F Classroom
Source: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000
Learner
Content Teacher
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The Online ClassroomLearner
Content Teacher
Source: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000
Technology
CommunicationSoftware
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Pedagogical Considerations
Use technology engage learners actively improve learning outcomes adapt features and functions into your courses
Improve the quality of teaching F2F classes Change the nature of the teaching and
learning interaction Involve learners more directly in creating
effective learning environments Engage learners with multiple interactive
strategiesSource: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Faculty Practice ~ A Model
Leveraging Technology for Learning by: Providing students with a broader view Individualizing assignments and advice Asking students to do more on their own Expecting students to collaborate on assignments,
to help each other learn the material Providing more timely course materials
Source: Brown, Syllabus, Sept. 2003
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Matching Methods to Learning Styles
TextGraphics
AudioVideo
AnimationSimulation
ApprenticeshipIncidental
InductiveDeductive
Discovery
Source: Nishikant Sonwalkar - MIT
cognitivepathways
learningstyles
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.
Guidelines for Distributed Education
Ensure timely and appropriate interaction Maintain program and course rigor Maintain quality of instruction Ensure current materials / programs / courses Develop clear policies Specific training for development / support staff Specific training for distributed education faculty
Source: American Council on Education
Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.