Lost in Where do we go from here? Patricia McGee

What were you doing 10 years ago? Going to school? Teaching? Administrating?

earners

earners

The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. * Spellings Report

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…

Digital natives? 70% never used a PDA APX 50% never edited video or webpage using WYSWYG APX 50% never sent a picture via phone 75% never email via phone 68% never use phone internet Most do not blog, wiki, have a web site, etc.

I don’t want anyone to see me online!! I want to separate school, work, and personal (family and social)… I don’t care who sees what?

Faculty?

nstructors

nstructors

s H i f T s H I F t

nvironments & tools LSU Alexandria Not just in class Not just via the Internet Not just on a computer

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. Spellings Report

More jobs - lifelong learning Unknown jobs - obsolete degrees/courses Investment in innovation dropping Virtual space > real space More information - less knowledge

challenges & choices What technologies make life easier, better, more satisfying ? retention What strategies can capture success ful applications ? assessment What technologies can document success against standards? accountability What technologies increases/sustains access ? access

Solutions Social networks Ubiquitous access, even after graduation retention Recorded interactions and feedback loops Data warehousing and analysis assessment Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections accountability Multiple communication modes Multiple content formats Just-in-time information and supports access

retention resources trumped all other factors [in retention]… schools with money were able to secure additional resources as necessary, could implement almost any strategy they wanted to, and, perhaps more importantly in the retention debate, were able to attract more qualified and competitive students - students that were almost surely going to graduate from college, even if they were from low-income backgrounds. Lumina Foundation for Education (2002)

generations Sara McNeil, 2005

Veterans or Traditionalists Retiring from the work force 63-84 years old Sara McNeil, 2005 1922-1943 generations

Veterans or Traditionalists Baby Boomers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Sara McNeil, 2005 1922-1943 1944-1960 generations

Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 generations

Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old In K-20 education system 6-25 years old Sara McNeil, 2005 1922-1943 1944-1960 1961-1980 1981-2000 generations

2001 - present homeland

Undergraduate vs. graduate Student ownership of technology Gender/culture/ disciplinary differences Multiple formats Just-in-time, low investment information and supports Life-school-work integration Affordable education Pressing trends

Managing Courses, Defining Learning: What Faculty, Students, and Administrators Want Ali Jafari, Patricia A. McGee, Colleen Carmean

Scott Wilson, 2005

MY channel(s) Connected Mobility Portability Individualized Reusable Open deep personalization

disruptive? email IM

Updated Delivery Models Distributed Engagement Roles shift Time is redefined Web Enhanced New skills New designs Hybrid/ Blended Re-design Re-think resources 100% Online Open, flexible

Distributed Engagement

Roles shift

Time is redefined

Web Enhanced

New skills

New designs

Hybrid/ Blended

Re-design

Re-think resources

100% Online

Open, flexible

One size does not fit all!

participatory pedagogy Social networking Learner contributions Learner constructions Learner instructions Shared & Open Knowledge

open entry open exit Flexible time Multiple ways to complete assignments Controlled assessment Typically no required attendance Variable credit “ Correspondence” model Schoolcraft College

modularized curricula Self-paced Learning Agents/Objects Credit re-defined Customizable New authorities

Change occurs more readily when it is embedded in Beliefs • Values • Traditions Drew Gilpin Faust, President of Harvard

No translation needed

[email_address] http://faculty.coehd.utsa.edu/pmcgee