The future looks digital Patricia McGee Leading from the Middle
Aug 20, 2015
Who you areRole #Chairs (+ Asst) 27
Admin. (Dir., Co-ord, Man.) 16
Deans, Admin 9
Deans,Academic (+ Asst) 8
VP 6
Instructor 6
Instructional Designer 3
Top Issues of TLT• Accessibility• Evidence• Ethics• Ownership• Role of staff• Distribution of services and support• Course Design• Support structures• Incentives and acknowledgements • Retention
What did you do in 1995?
The longer and more fixed the schedule of courses, the less likely students are to complete a course.
Given 1995 conditions, how might this have been addressed from your role in the institution?
What do you do in 2007?
The longer and more fixed the schedule of courses, the less likely students are to complete a course.
Given 2007 conditions, how might this be addressed from your role in the institution?
“A number of studies have shown that over half the jobs created in America during the past half century were the direct consequence of earlier investments in science and technology.”
Shifts in learning environments
Not just in class
Not just via the Internet
Not just on a computer
LSU Alexandria
The “new” academy?Environments. e-mail, WebCT, VLEs, Blogs, IM, SMS, Wikis, discussion forums, gaming, shopping…
Strategies. Computer Supported Collaborative Learning (CSCL), publishing, activism…
Activities. Practice, inquiry, observation, debate, projects…
Assessments. Digital papers, Power Point™ Presentations, ePortfolios, Communities of Practice…
What has changed for the learner?Mid-1990’s Mid-200 0’s
Digital divide is pronounce d, a cros s ethnici ty an d S ES
“Millennial” gener a tion shar e tra its but som e s till are par t of a digital
divide
Som e hav e thei r own PC Have ow n P C an d s ome ha ve P C and laptop
Mos t ha ve mobile phon e s Mos t ha ve multiple ICT tools
Prevale nt use of e mail, limited us e of IM
Ince s san t us e of e mail, IM, S MS, etc.
Single fu nction te chnologie s (pho ne or c a mer a or video or musi c play e r)
Multi-functio n technologie s (musi c + video + phone + ca mera )
Sporadi c, limited a cce s s to In tern e t Ubiquitous acc e ss t o Intern e t
What has changed for the learner?
Mid-1990’s Mid-200 0’s Are n ot used t o perv a sive
technolog y in class Conten t with moder a te use of
technolog y in class
Som e us e CMS fo r learning Most us e CMS for learning
Gende r differe nces fo r te chnolog y prefere nce s are susp e cted
Gende r differe nces fo r te chnolog y prefere nce s relat e to owne rship , a nd skills with an d pre ferenc e for spec ific
technolog y
Expe ct fac e -to-face inte ractio n with instru ctor
Rely o n elec tronic co mmunic a tion with ins tructor
Assig nmen ts primarily non -digita l Assig nmen ts primarily digital
Curriculu m drive n by s tandardize d tes ts
Curriculu m drive n by s tandardize d tes ts
The “new” graduate?
The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade.*
Prepared?
Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces.*
What has changed for faculty?Mid-1990’s Mid - 2 0 00 ’s
Ema il wit h s tu d e n t s is a n opt ion.
Ema il wit h s tu d e n t s is di fficu lt to a vo id.
S om e fa cu lty u s e co u rse web si te s t o d ist r ibu te inf or mat ion.
Many if no t m ost f a cul t y us e an o n lin e s ys te m to com mu n ica te with s t u d en t s.
Mos t u n ive rs it ie s d o n ot p rovide re s ou rces tha t c a n b e a cce s se d from h om e via t h e In te rn et.
Mos t u n ive rs it ie s p rovide re s ou rces a cc e ss ib le f ro m of f ca mp u s l oca t ion s.
Mos t in s tr u ct ors d o n o t h a ve ho me In t er n e t s e rv ice a n d u s e the ir o ffice p ho n e on ly.
Mos t in s tr u ct ors h a ve h ome Int e rn et s e rvice an d m obi le pho ne s.
What has changed for faculty?Mid-1990’s Mid - 2 0 00 ’s
Fe w u n ive rs it ie s o ffe r o r re qu ire s tu d e n t e mai l ac cou n t s .
Many if no t m ost un ive rs it ie s re qu ire tha t st u de n t s h a ve em ail ac cou n t s .
Fe w if a n y cl as s room s h a ve Int e rn et ac ces s.
Mos t cl as sr oo m s h a ve In t e rn e t ac ces s.
Fe w cl as sr oo m s h a ve com pu t e rs wi t h pro je ct ors, but m os t h a ve ov er h ea d pro je ct ors.
Ab out o n e -h a lf o f cla s s rooms hav e com p u t e rs wit h p ro je ct o rs.
S om e u n ive rs it ie s p rovide t e chn ica l su p port.
Mos t u n ive rs it ie s p rovide fa cu lty su p port fo r t e ch n olog y, b o th t e chn ica l a n d in s t ru ct iona l.
Fe w st u de n t s us e t h e ir o wn t e ch n ology.
Many st ud en t s us e th e ir own t e ch n ology , e. g . ha n dh e lds , com pu t e rs , c a lcula t ors, e t c.
Where are your faculty?
1. I know its there but….
2. I’m kind of interested in that thing I saw…
3. Hmm, I may have to change what I am doing.
4. I sure am spending a lot of time managing it.
5. Is what I am doing really helping students?
6. I bet I can adapt from what others are doing.
7. Gee, my ideas may work better than what others have done!
Disconnect
Faculty at different stages
Students living in a separate technology world
Technology that changes daily
Accessibility
Multiple communication modes
Multiple content formats
Just-in-time information and supports
Evidence
Data collection of what is really going on with the instructor, the learner and the departments that interact with both
Digital collections
Ethics
Plagiarism, cheating, ignoring intellectual property rights
Acceptable Use Policy?
Punishment vs. engagement?
Ownership
Intellectual Property Rights
Faculty
Learner
Staff
Do you have a policy for online courses?
IPR for online courses
Planning for TLT
• Macro - developing national curriculum, specifying qualification standards= societal societal or systemor system
• Meso - designing an educational program or a course on institutional level = schoolschool
• Micro - preparing course materials, designing learning environment = classroomclassroom
According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.”
Re-thinking how degrees work
Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?
Does your school give credit for courses taken online from other institutions and sources of instruction?Institutions that arbitrarily refuse to accept credit for courses taken electronically from other sources have not made the transition to the current learning environment. That is not to say that every form of distance learning will or should be accepted. An institution's methods for ensuring quality control should focus on learning outcomes and how they relate to the academic requirements, not on the method of delivery.
At the Macro level
IU3+1 Students can…– transfers 90 hours of credit from a
community college,– take 30 credit hours via distance learning– from IU, – pay in-state tuition rates for IU courses, – get a Bachelor of General Studies degree
UT Telecampus
Western Governor’s University
Silo Approach
Web-enhanced Blended/hybrid 100% Online
Expense
Support
Time
Learner/Instructor Expertise
Need for other online institutional resources
Incremental ApproachPhase 1 -Web-enhanced
Establish infrastructure, services
Phase 2 - Blended/Hybrid for appropriate courses
Expand infrastructure, services, seek partners
Phase 3 - 100% for appropriate courses
Establish partnerships
Real world?100% online
Web-enhanced
Established infrastructure, services
Blended/Hybrid
Established partnerships
Course Design: Distributed EngagementThis approach allows the learner to complete instructional sequences at his or her own pace, in various learning environments and with various supports. Usable for both campus and distributed environments, the intent is to allow students to progress through material in the way and speed that is most appropriate for the individual. Also known as the Emporium Model (NCAT).
Math My Way Foothill College
• Hands on• Self-paced math learning modules• Patient, caring instruction with a group of students
who have similar math skill levels• Small groups and one-to-one• Computer and paper drills• Computer games• Pass/No Pass• Complete in one quarter what originally took two
quarters
Course Design: Web-enhanced
Classroom courses that include between class meeting activities using learning systems or other ICT. Also known as the Supplemental Approach (NCAT).
NCAT Examples*
U of Mass Examples
New tools -
Hardware -clickers, tablets, smart phones
Software - convergent systems
Web 2.0 Applications
Course Design: Blended/Hybrid
Classroom courses that include between class meeting activities using learning systems or other ICT.
NCAT ExamplesU. Of Mass Example
Course Design: 100% Online
All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.
Open-entry Open Exit
• Flexible time• Multiple ways to complete assignments• Controlled assessment• Typically no required attendance• Variable credit• “Correspondence” model
San Antonio CollegeSchoolcraft College
Participatory Pedagogy
• Social networking• Learner contributions• Learner constructions• Learner instructions• Shared and Open Knowledge
Flipit 180 - Brenda Laurel
A Hero’s Journey -South Mountain Community College
Modularized Curricula
• Self-paced
• Learning Agents/Objects
• Credit re-defined
University of Leicester
University of Salzburg
Reuse
Final thoughts
1. Learning hasn’t change but the delivery of instruction has changed and will continue to
2. Look for collaborators and first ‘responders’
3. Keep an eye on trends
Quick picks
• A vision for free, global (online) education, Richard Baraniuk, Rice University
• Map of Future Forces Affecting Education
• The Future Video
• Emerging Technologies
• Maricopa Center for Learning and Instruction (mcli)
• TLT Group for planning and assessment
Slides available from http://www.slideshare.net/
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