Finding the Good Fit: Faculty Members, Instruction, Evidence, and Technology Patricia A. McGee, PhD [email protected]Associate Professor/2003 NLII Fellow Instructional Technology Department of Educational Psychology University of Texas at San Antonio Veronica M. Diaz, PhD [email protected]Instructional Technology Manager Maricopa Center for Learning and Instruction Maricopa Community Colleges Adjunct Professor, Northern Arizona University
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0% Traditional Course with no online technology used — content is delivered in writing or orally.
1 to 29% Web Enhanced Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example.
30 to 79% Blended/Hybrid
Distributed Engagement
Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings.
80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
• Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues
• Classroom attendance (“seat time”) is reduced
Example: Estrella Mountain Community College, Learning College
• All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system
Over the past 10 years, teachers and students have increasingly relied on technology to communicate. At the same time there is a perception that teacher’s time on campus has declined. There is an administrative concern that student needs outside of class are not being met, and that lack of campus presence is an indication of teacher apathy.
What people should be included?
What data should be analyzed?
What things are involved?
Learners…
• Are intergenerational.
• May have expectations from prior experience, personal style/needs, disciplinary perspective.
• Have a range of technical abilities.
• Require just-in-need supports.
Informal and “non-traditional”
A part of ubiquitous networks
Not so enamored of technology but believe tech skills may be an advantage (younger over older)
learners are also …
Poll
We regularly survey students about technology use:
1. Yes
2. No
70% never used a PDA
APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone
75% never email via phone68% never use phone internet
Most do not blog, wiki, have a web site, etc.
70% never used a PDA
APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone
75% never email via phone68% never use phone internet
Most do not blog, wiki, have a web site, etc.
Digital experts?Digital experts?
Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)
69% < 20 hrs per week online85.2% use social networks
1/3 create audio/video & games (mostly males)8.8% use virtual worlds
1/3 use blogs, video/image sharing sites, etc.
Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)
69% < 20 hrs per week online85.2% use social networks
1/3 create audio/video & games (mostly males)8.8% use virtual worlds
1/3 use blogs, video/image sharing sites, etc.
Digital experts?Digital experts?
Information Literacy?
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
• Move from concrete/discrete to generalized patterns
• Assess degree of expertise
• Provide opportunities for learners to aggregate achievements, collect evidence, apply course learning outside of class
Disciplinary Foci
Hard Natural Sciences
Hard Applied Sciences
Natural:•Logical reasoning.•Testing of ideas in linear form of argumentation.•Reliance on facts, principles, and concepts.Applied:•Problem-solving and practical skills •Emphasis on integration and application of existing knowledge
(White & Liccardi, 2006)
Learner Preference
Hard Natural Sciences
Hard Applied Sciences
• Online tutorials• Reference materials• Objective tests (also VLEs)• Support the mastery of facts,
principles and concepts. • Quantitative, closed
assessments
(White & Liccardi, 2006)
IMPLICATIONS FOR ASSESSMENT?
Learners: Disciplinary Foci
Soft Pure
Soft Applied
Pure•Broad command of intellectual ideas.•Emphasis on creativity in thinking and fluency of expression.Applied:•Emphasis on personal growth and intellectual breadth.•Development of reflective practice and lifelong learning.
(White & Liccardi, 2006)
Learner Preference
Soft Pure
Soft Applied
• Synchronous discussions• Role play and games• Access to open web• Access to online journals • Support the development of
Expert Functions as knowledge expert and transmits information to learner who becomes more competent under the instructor’s tutelage.
Formal Authority Focuses on correct and appropriate procedures, serves as knowledge expert who is determined to provide necessary feedback to learner within a structured and standardized environment.
Personal Model Focus is providing personal examples and modeling appropriate and correct behavior.
Facilitator Teacher-learner interaction takes place in a probing and interactive learning environment. Supports learner’s decision within a consultant role.
Delegator Desire for learner to act autonomously with as little input as necessary.
SupportTeaching Style Preferred Approach Implied Support
Expert/Formal Authority (38%)
Dependent, Participant, Competitive
One-on-one, hands-on, reward/acknowledgement
Personal Model/Expert/Formal Authority (22%)
Participant, Dependent, Competitive
Hands-on, one-on-one, reward/acknowledgement
Facilitator/Personal Model/Expert (17%)
Collaborative, Participative, Independent
Small group or peer/mentor, hands-on, tutorial/reference materials
Delegator/Facilitator/Expert (15%)
Independent, Collaborative/Participant
Tutorial/reference materials, small group or peer/mentor, hands-on
consider which tool or tools can be used to meet instructional needs
2. Design an instructional experience with an assessment
3. Post to http://elearning-design.pbwiki.com
Instruction + Assessment
Wrapping up & thank you!
• Patricia A. McGee, PhD• [email protected]• Associate Professor/2003 NLII Fellow• Instructional Technology• Department of Educational Psychology• University of Texas at San Antonio