Discipline Specific Support NLII January 29, 2002 Discipline Specific Teaching Support A Presentation at the Annual Conference of the National Learning Infrastructure Initiative San Diego, CA January 29, 2002 Sally Jackson, University of Arizona [email protected]David G. Brown, Wake Forest University [email protected]
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Discipline Specific Support NLII January 29, 2002 Discipline Specific Teaching Support A Presentation at the Annual Conference of the National Learning.
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Discipline Specific SupportNLII January 29, 2002
Discipline Specific Teaching Support
A Presentation at the Annual Conference of the National Learning Infrastructure Initiative
not just interaction support, but support for “knowledge-building discourse”
Discipline Specific SupportNLII January 29, 2002
Breakdown of “Service” Model
• Faculty come with a specific agenda, looking for relevant support
• Ed tech units respond with a list of “services” supported
• Faculty may simply be bewildered by the misfit between their own goals and what service units offer
• Example: Optical materials
Discipline Specific SupportNLII January 29, 2002
Integrated curriculum defines the relationships among these
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Specular reflection and refraction of the transmited beam
phase #2
phase #1
reflected beam
refracted beam
Disciplinary agenda defines a set of core concepts and principles
“Devices” illustrating concepts or embodying principles are planned
Supporting the Optics Faculty
Discipline Specific SupportNLII January 29, 2002
Software designers work with scientists to develop architecture for each device
Programming team implements data structures and algorithms as required
Possible input & data
AlgorithmsComputed
values
11
2
n1
n2
Specular reflection and refraction of the transmited beam
phase #2
phase #1
reflected beam
refracted beam
Supporting the Optics Faculty
Discipline Specific SupportNLII January 29, 2002
Multimedia specialists work with scientists and programmers to develop user interfaces representing different applications for the device
11
2
n1
n2
Specular reflection and refraction of the transmited beam
phase #2
phase #1
reflected beam
refracted beam
Possible input & data
AlgorithmsComputed
values
Supporting the Optics Faculty
Discipline Specific SupportNLII January 29, 2002
11
2
n1
n2
Specular reflection and refraction of the transmited beam
phase #2
phase #1
reflected beam
refracted beam
Instructional design specialists develop effective instructional settings for objects developed to support active inquiry
One underlying device can generate many tools
One tool can be used in many lessons designed for many different purposes
Possible input & data
AlgorithmsComputed
values
Supporting the Optics Faculty
Discipline Specific SupportNLII January 29, 2002
Important Shifts
• From seeing investment in teaching as competitive with research to seeing deep connections between teaching and research agendas
• From supporting individual faculty in improving their own practice to assisting disciplinary groups in advancing a shared agenda
• From focus on providing “services” to focus on joining faculty-led development teams
Discipline Specific SupportNLII January 29, 2002
Responding to Faculty Subcultures
• Focus on clusters (with similar mentalities)• Identify subject matter specialists (like lib)• Co-sponsor guest speakers with depts• Appoint Academic Computer Specialists• Staff via joint faculty appointments• Emphasize teaching strategy before theory• Consider non-tech, as well as tech, strategies• Joint, faculty-led projects• Continual review of change in disciplinary culture