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The future looks   digital Patricia McGee Leading from the Middle
Today’s Focus <ul><li>Teaching </li></ul><ul><li>Learning </li></ul><ul><li>(emerging) Technology </li></ul><ul><li>What t...
Who you are 3 Instructional Designer 6 Instructor 6 VP 8 Deans,Academic (+ Asst) 9 Deans, Admin 16 Admin. (Dir., Co-ord, M...
Roles, roles, roles
What are your Top Issues? <ul><li>Funding? Staffing? Resources? </li></ul>
Top Issues of TLT <ul><li>Accessibility </li></ul><ul><li>Evidence </li></ul><ul><li>Ethics </li></ul><ul><li>Ownership </...
Different strokes for different folks <ul><li>How do priorities, as relates to TLT, differ between roles? </li></ul>
Why should we attend to what other “stakeholders” think, do, believe ?
<ul><li>Change occurs more readily when it is embedded in  </li></ul><ul><li>Beliefs  •  Values   •  Traditions * </li></ul>
What did you do in 1995? <ul><li>The longer and more fixed the schedule of courses, the less likely students are to comple...
1995 Strategies
What do you do in 2007? <ul><li>The longer and more fixed the schedule of courses, the less likely students are to complet...
<ul><li>“ A number of studies have shown that over half the jobs created in America during the past half century were the ...
What does this suggest for the future?
The question today is… <ul><li>What do you do in 2017?   </li></ul>
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… Strate...
The “new” learner? <ul><li>Are your students different than they were 10 years ago? </li></ul>
What has changed for the learner?
What has changed for the learner?
Think back 10 years…
Think about today…
The “new” graduate? <ul><li>The percentage of college graduates deemed proficient in prose literacy has actually declined ...
Prepared? <ul><li>Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the crit...
What about faculty?
The ‘new’ faculty member? <ul><li>How have faculty changed? </li></ul>
What has changed for faculty?
What has changed for faculty?
Where are your faculty? <ul><li>I know its there but…. </li></ul><ul><li>I’m kind of interested in that thing I saw… </li>...
Disconnect <ul><li>Faculty at different stages </li></ul><ul><li>Students living in a separate technology world </li></ul>...
Other changes? <ul><li>Expectations? </li></ul><ul><li>Infrastructure? </li></ul><ul><li>Resources - type, amount? </li></ul>
Technology as a solution Or a new challenge
Accessibility <ul><li>Multiple communication modes </li></ul><ul><li>Multiple content formats </li></ul><ul><li>Just-in-ti...
Evidence <ul><li>Data collection of what is really going on  with the instructor, the learner and the departments that int...
Ethics <ul><li>Plagiarism, cheating, ignoring intellectual property rights </li></ul><ul><li>Acceptable Use Policy? </li><...
Ownership <ul><li>Intellectual Property Rights </li></ul><ul><ul><li>Faculty </li></ul></ul><ul><ul><li>Learner </li></ul>...
Distribution of services & supports <ul><li>Outsourcing </li></ul><ul><li>Technology ownership </li></ul>
Planning for TLT <ul><li>Macro   - developing national curriculum, specifying qualification standards=  societal or system...
<ul><li>According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ...
 
Re-thinking how degrees work <ul><li>Consortia? Collaborations? Credit for experience? Cross-institutional flexibility? </...
<ul><li>From where do you think the following statement comes? </li></ul>
Does your school give credit for courses taken online from other institutions and sources of instruction? <ul><li>Institut...
At the Macro level <ul><li>IU3+1  Students can… </li></ul><ul><ul><li>transfers 90 hours of credit from a community colleg...
Thinking about how programs and courses work
<ul><li>Delivery mechanism </li></ul><ul><ul><li>Classroom, lab, etc. </li></ul></ul><ul><ul><li>Online </li></ul></ul><ul...
Considering <ul><li>Course Design </li></ul><ul><ul><li>Distributed Attendance </li></ul></ul><ul><ul><li>Web Enhanced </l...
Considering <ul><li>Pedagogical Design </li></ul><ul><ul><li>Open entry Open Exit </li></ul></ul><ul><ul><li>Participatory...
Silo Approach Web-enhanced   Blended/hybrid  100% Online Expense Support Time  Learner/Instructor Expertise Need for other...
Incremental Approach Phase 1 -Web-enhanced Establish infrastructure, services Phase 2 - Blended/Hybrid for appropriate  co...
Real world? <ul><li>100% online </li></ul><ul><li>Web-enhanced </li></ul><ul><ul><li>Established infrastructure, services ...
What are tested strategies? <ul><li>Four models of tech-supported instruction </li></ul>
Course Design:  Distributed Engagement <ul><li>This approach allows the learner to complete instructional sequences at his...
Math My Way   Foothill College <ul><li>Hands on </li></ul><ul><li>Self-paced math learning modules </li></ul><ul><li>Patie...
New systems
Pros? Cons?
Course Design: Web-enhanced <ul><li>Classroom courses that include between class meeting activities using learning systems...
New tools - Hardware -clickers, tablets, smart phones Software -  convergent systems Web 2.0 Applications
What value does this add?
Course Design: Blended/Hybrid <ul><ul><li>Classroom courses that include between class meeting activities using learning s...
 
Course Design: 100% Online <ul><li>All course activities, resources, interactions, and communications occur online, typica...
MIT OpenCourse
But the users determine  How the technology is used
Kotaku
 
Healthcare Simulation
It’s not the technology… it’s the  <ul><li>Pedagogical Approaches </li></ul>
Open-entry Open Exit <ul><li>Flexible time </li></ul><ul><li>Multiple ways to complete assignments </li></ul><ul><li>Contr...
Participatory Pedagogy <ul><li>Social networking </li></ul><ul><li>Learner contributions </li></ul><ul><li>Learner constru...
Go2Web2.0
Modularized Curricula <ul><li>Self-paced </li></ul><ul><li>Learning Agents/Objects </li></ul><ul><li>Credit re-defined </l...
Reuse
Work with Vendors! Publishers Hardware Software
Final thoughts <ul><li>Learning hasn’t change but the delivery of instruction  has  changed and will continue to </li></ul...
Quick picks <ul><li>A vision for free, global (online) education,  Richard Baraniuk, Rice University </li></ul><ul><li>Map...
[email_address] <ul><li>Slides available from  http://www.slideshare.net/ </li></ul><ul><li>Search for Patricia McGee </li...
 
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The Future Looks Digital - TCCTA

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Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.

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  • Transcript of "The Future Looks Digital - TCCTA"

    1. 1. The future looks digital Patricia McGee Leading from the Middle
    2. 2. Today’s Focus <ul><li>Teaching </li></ul><ul><li>Learning </li></ul><ul><li>(emerging) Technology </li></ul><ul><li>What to consider about what’s next </li></ul>
    3. 3. Who you are 3 Instructional Designer 6 Instructor 6 VP 8 Deans,Academic (+ Asst) 9 Deans, Admin 16 Admin. (Dir., Co-ord, Man.) 27 Chairs (+ Asst) # Role
    4. 4. Roles, roles, roles
    5. 5. What are your Top Issues? <ul><li>Funding? Staffing? Resources? </li></ul>
    6. 6. Top Issues of TLT <ul><li>Accessibility </li></ul><ul><li>Evidence </li></ul><ul><li>Ethics </li></ul><ul><li>Ownership </li></ul><ul><li>Role of staff </li></ul><ul><li>Distribution of services and support </li></ul><ul><li>Course Design </li></ul><ul><li>Support structures </li></ul><ul><li>Incentives and acknowledgements </li></ul><ul><li>Retention </li></ul>
    7. 7. Different strokes for different folks <ul><li>How do priorities, as relates to TLT, differ between roles? </li></ul>
    8. 8. Why should we attend to what other “stakeholders” think, do, believe ?
    9. 9. <ul><li>Change occurs more readily when it is embedded in </li></ul><ul><li>Beliefs • Values • Traditions * </li></ul>
    10. 10. What did you do in 1995? <ul><li>The longer and more fixed the schedule of courses, the less likely students are to complete a course. </li></ul><ul><li>Given 1995 conditions, how might this have been addressed from your role in the institution? </li></ul>
    11. 11. 1995 Strategies
    12. 12. What do you do in 2007? <ul><li>The longer and more fixed the schedule of courses, the less likely students are to complete a course. </li></ul><ul><li>Given 2007 conditions, how might this be addressed from your role in the institution? </li></ul>
    13. 13. <ul><li>“ 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.” </li></ul>
    14. 14. What does this suggest for the future?
    15. 15. The question today is… <ul><li>What do you do in 2017? </li></ul>
    16. 16. Shifts in learning environments Not just in class Not just via the Internet Not just on a computer LSU Alexandria
    17. 17. 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…
    18. 18. The “new” learner? <ul><li>Are your students different than they were 10 years ago? </li></ul>
    19. 19. What has changed for the learner?
    20. 20. What has changed for the learner?
    21. 21. Think back 10 years…
    22. 22. Think about today…
    23. 23. The “new” graduate? <ul><li>The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. * </li></ul>
    24. 24. Prepared? <ul><li>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. * </li></ul>
    25. 25. What about faculty?
    26. 26. The ‘new’ faculty member? <ul><li>How have faculty changed? </li></ul>
    27. 27. What has changed for faculty?
    28. 28. What has changed for faculty?
    29. 29. Where are your faculty? <ul><li>I know its there but…. </li></ul><ul><li>I’m kind of interested in that thing I saw… </li></ul><ul><li>Hmm, I may have to change what I am doing. </li></ul><ul><li>I sure am spending a lot of time managing it. </li></ul><ul><li>Is what I am doing really helping students? </li></ul><ul><li>I bet I can adapt from what others are doing. </li></ul><ul><li>Gee, my ideas may work better than what others have done! </li></ul>
    30. 30. Disconnect <ul><li>Faculty at different stages </li></ul><ul><li>Students living in a separate technology world </li></ul><ul><li>Technology that changes daily </li></ul>
    31. 31. Other changes? <ul><li>Expectations? </li></ul><ul><li>Infrastructure? </li></ul><ul><li>Resources - type, amount? </li></ul>
    32. 32. Technology as a solution Or a new challenge
    33. 33. Accessibility <ul><li>Multiple communication modes </li></ul><ul><li>Multiple content formats </li></ul><ul><li>Just-in-time information and supports </li></ul>
    34. 34. Evidence <ul><li>Data collection of what is really going on with the instructor, the learner and the departments that interact with both </li></ul><ul><li>Digital collections </li></ul>
    35. 35. Ethics <ul><li>Plagiarism, cheating, ignoring intellectual property rights </li></ul><ul><li>Acceptable Use Policy? </li></ul><ul><li>Punishment vs. engagement? </li></ul>
    36. 36. Ownership <ul><li>Intellectual Property Rights </li></ul><ul><ul><li>Faculty </li></ul></ul><ul><ul><li>Learner </li></ul></ul><ul><ul><li>Staff </li></ul></ul><ul><li>Do you have a policy for online courses? </li></ul><ul><li>IPR for online courses </li></ul>
    37. 37. Distribution of services & supports <ul><li>Outsourcing </li></ul><ul><li>Technology ownership </li></ul>
    38. 38. Planning for TLT <ul><li>Macro - developing national curriculum, specifying qualification standards= societal or system </li></ul><ul><li>Meso - designing an educational program or a course on institutional level = school </li></ul><ul><li>Micro - preparing course materials, designing learning environment = classroom </li></ul>
    39. 39. <ul><li>According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.” </li></ul>
    40. 41. Re-thinking how degrees work <ul><li>Consortia? Collaborations? Credit for experience? Cross-institutional flexibility? </li></ul>
    41. 42. <ul><li>From where do you think the following statement comes? </li></ul>
    42. 43. Does your school give credit for courses taken online from other institutions and sources of instruction? <ul><li>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. </li></ul>
    43. 44. At the Macro level <ul><li>IU3+1 Students can… </li></ul><ul><ul><li>transfers 90 hours of credit from a community college, </li></ul></ul><ul><ul><li>take 30 credit hours via distance learning </li></ul></ul><ul><ul><li>from IU, </li></ul></ul><ul><ul><li>pay in-state tuition rates for IU courses, </li></ul></ul><ul><ul><li>get a Bachelor of General Studies degree </li></ul></ul><ul><li>UT Telecampus </li></ul><ul><li>Western Governor’s University </li></ul>
    44. 45. Thinking about how programs and courses work
    45. 46. <ul><li>Delivery mechanism </li></ul><ul><ul><li>Classroom, lab, etc. </li></ul></ul><ul><ul><li>Online </li></ul></ul><ul><ul><li>In field </li></ul></ul>Considering
    46. 47. Considering <ul><li>Course Design </li></ul><ul><ul><li>Distributed Attendance </li></ul></ul><ul><ul><li>Web Enhanced </li></ul></ul><ul><ul><li>Blended/Hybrid </li></ul></ul><ul><ul><li>100% Online </li></ul></ul>
    47. 48. Considering <ul><li>Pedagogical Design </li></ul><ul><ul><li>Open entry Open Exit </li></ul></ul><ul><ul><li>Participatory Pedagogy </li></ul></ul><ul><ul><li>Modularized </li></ul></ul>
    48. 49. Silo Approach Web-enhanced Blended/hybrid 100% Online Expense Support Time Learner/Instructor Expertise Need for other online institutional resources
    49. 50. Incremental Approach Phase 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
    50. 51. Real world? <ul><li>100% online </li></ul><ul><li>Web-enhanced </li></ul><ul><ul><li>Established infrastructure, services </li></ul></ul><ul><li>Blended/Hybrid </li></ul><ul><ul><li>Established partnerships </li></ul></ul>
    51. 52. What are tested strategies? <ul><li>Four models of tech-supported instruction </li></ul>
    52. 53. Course Design: Distributed Engagement <ul><li>This 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). </li></ul>
    53. 54. Math My Way Foothill College <ul><li>Hands on </li></ul><ul><li>Self-paced math learning modules </li></ul><ul><li>Patient, caring instruction with a group of students who have similar math skill levels </li></ul><ul><li>Small groups and one-to-one </li></ul><ul><li>Computer and paper drills </li></ul><ul><li>Computer games </li></ul><ul><li>Pass/No Pass </li></ul><ul><li>Complete in one quarter what originally took two quarters </li></ul>
    54. 55. New systems
    55. 56. Pros? Cons?
    56. 57. Course Design: Web-enhanced <ul><li>Classroom courses that include between class meeting activities using learning systems or other ICT. Also known as the Supplemental Approach (NCAT). </li></ul><ul><li>NCAT Examples * </li></ul><ul><li>U of Mass Examples </li></ul>
    57. 58. New tools - Hardware -clickers, tablets, smart phones Software - convergent systems Web 2.0 Applications
    58. 59. What value does this add?
    59. 60. Course Design: Blended/Hybrid <ul><ul><li>Classroom courses that include between class meeting activities using learning systems or other ICT. </li></ul></ul><ul><ul><li>NCAT Examples </li></ul></ul><ul><ul><li>U. Of Mass Example </li></ul></ul>
    60. 62. Course Design: 100% Online <ul><li>All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system. </li></ul>
    61. 63. MIT OpenCourse
    62. 64. But the users determine How the technology is used
    63. 65. Kotaku
    64. 67. Healthcare Simulation
    65. 68. It’s not the technology… it’s the <ul><li>Pedagogical Approaches </li></ul>
    66. 69. Open-entry Open Exit <ul><li>Flexible time </li></ul><ul><li>Multiple ways to complete assignments </li></ul><ul><li>Controlled assessment </li></ul><ul><li>Typically no required attendance </li></ul><ul><li>Variable credit </li></ul><ul><li>“ Correspondence” model </li></ul><ul><li>San Antonio College </li></ul><ul><li>Schoolcraft College </li></ul>
    67. 70. Participatory Pedagogy <ul><li>Social networking </li></ul><ul><li>Learner contributions </li></ul><ul><li>Learner constructions </li></ul><ul><li>Learner instructions </li></ul><ul><li>Shared and Open Knowledge </li></ul><ul><li>Flipit 180 - Brenda Laurel </li></ul><ul><li>A Hero’s Journey - South Mountain Community College </li></ul>
    68. 71. Go2Web2.0
    69. 72. Modularized Curricula <ul><li>Self-paced </li></ul><ul><li>Learning Agents/Objects </li></ul><ul><li>Credit re-defined </li></ul><ul><li>University of Leicester </li></ul><ul><li>University of Salzburg </li></ul>
    70. 73. Reuse
    71. 74. Work with Vendors! Publishers Hardware Software
    72. 75. Final thoughts <ul><li>Learning hasn’t change but the delivery of instruction has changed and will continue to </li></ul><ul><li>Look for collaborators and first ‘responders’ </li></ul><ul><li>Keep an eye on trends </li></ul>
    73. 76. Quick picks <ul><li>A vision for free, global (online) education, Richard Baraniuk, Rice University </li></ul><ul><li>Map of Future Forces Affecting Education </li></ul><ul><li>The Future Video </li></ul><ul><li>Emerging Technologies </li></ul><ul><li>Maricopa Center for Learning and Instruction (mcli) </li></ul><ul><li>TLT Group for planning and assessment </li></ul>
    74. 77. [email_address] <ul><li>Slides available from http://www.slideshare.net/ </li></ul><ul><li>Search for Patricia McGee </li></ul><ul><li>Other materials available from </li></ul><ul><li>http://drpmcgee.googlepages.com/home </li></ul>
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