Advising Services For Learning In The Age Of The Portal Opening SessionPresentation Transcript
Designing Academic Advising Services for Learning in the Age of the Portal University of Southern Maine George E. Steele, Ph.D. Director of Educational Access The Ohio Learning Network 614 995-3240 [email_address] www.oln.org
It is all about how technology can be used in advising for enhancing learning and making us better advisors and administrators - It is not about the latest gizmos, gadgets, tools, and other things that ring, buzz and whistle on your computer.
Top Teaching-With-Technology Challenges for 2009
Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation.
Developing 21st-century literacies — information, digital, and visual — among students and faculty members.
Reaching and engaging today’s learners .
Encouraging faculty members to adopt, and innovate with, new technology for teaching and learning.
Advancing innovation in teaching and learning with technology in an era of budget cuts .
must be relevant to the specific campus, office or advising philosophy .
should adhere to the course syllabus guidelines used by campus faculty .
include a three to five sentence definition of advising and/or the advising mission statement used on campus.
clear contact information for students
should include a set of student expectations and/or responsibilities
should include a corresponding list of responsibilities and/or expectations for advisors
Tonya McKenna Trabant “Advising Syllabus 101”
should include expected outcomes of advising . Students must easily understand how advising impacts their success. These outcomes may differ widely from office to office or campus to campus, but they are an important method for communicating and measuring our impact on students' lives.
includes tools, resources, and/or recommendations for students . For example, a syllabus can include calendars of advising events and appointment times, book or Web site recommendations, detailed location descriptions, or a blank line for advisors to personalize the syllabus with a recommendation.
Tonya McKenna Trabant “Advising Syllabus 101”
Three Advising Learning Outcomes
Selecting a major – educational planning
Selecting a general career direction – career planning
Generation 1 Only basic information is available. It is presented from the institutional point of view – often a copy of that included in the institution’s print material rather than written in web style. Transactions cannot be done over the web.
Generation 2 Paths appear for different types of students so that information relevant to a particular group (such as prospective students, current students, and transfer students) can be more easily found. The point of view is still that of the institution. Students can fill out forms and click on email addresses to send messages and conduct some limited searches. They cannot save information or views.
Generation 3 The text is directed at the student and written in web style. Students can conduct transactions over the web through portal technology. They may have multiple sign-ons and passwords (different ones for the library, student accounts, and career services) or a single one. Within the portal environment, information is personalized and customized to the individual. Students can conduct more advanced searches and save their information at various stages in the interactive forms.
Generation 4 The services (inside and outside the portal) are customized to the individual and anticipate his/her needs through step-by-step guides or the use of artificial intelligence. The services are delivered just-in-time based on the student’s preferences. When appropriate the services are integrated to provide more holistic support and live interaction.
Audit Generations: Defining a Portal
Schedule an appointment with a counselor
Cannot find information or services on the web.
View hours my counselor is available, along with instructions for
scheduling an appointment via the phone or for dropping by the office.
Link to and fill out an online form to request an appointment during designated office hours. Receive an e-mail with time and date of appointment.
Link to my counselor’s calendar from MyAccount. Select and reserve a slot.
Log in to MyAccount and submit reason for requesting an appointment with a counselor. Based on reason and information stored in my profile, receive selection of times matching my availability and the amount of time recommended for this type of appointment. (Smart calendar varies length of the appointments, based on reasons.) Select an appointment slot convenient to me, and set time for advance reminder message. Find link to customized materials and advice for preparing for appointment via e-mail or posted in MyAccount.
Focus of CENTSS’ Items for Academic Advising
Four Year Institutions
General findings for Advising
Generally lower averages than other Web-based services – but not significantly lower.
Advising shares averages with other human resource rich services, i.e. career services, orientation, etc.
Question: Are the items chosen for academic advising best represent “elements” of academic advising? What is missing?
Need to combine elements from several audits to represent the responsibilities of any particular academic advising office.
http:// centss.oln.org /manager/
Cognitive processing and portals
Compare Bloom’s taxonomy to computer information science DIKW model – Data, Information, Knowledge, Wisdom
Show relationship to CENTSS Generational Model
Bloom’s Taxonomy: Cognitive*
Knowledge : Recall data or information.
Comprehension : Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Application : Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
* An newer version has been developed by Anderson, L.W. and Krathwohl, D.R. eds. (2001).
Bloom’s Taxonomy: Cognitive
Analysis : Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Synthesis : Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Evaluation : Make judgments about the value of ideas or materials.
Evolution of Course Registration Systems
Data - ways of expressing things
Information - the arrangement of data into meaningful patters
Knowledge - the application and productive use of information
Wisdom - the discerning use of knowledge
Davis, S. & Botkins, J. (1994).; Sharma, N. (2008).; and Zeleny, M. (1987).
Advisors submitted forms to records staff who loaded data – advising session was often consumed with completing forms
Data access limited
Combined use of networked computers with telecommunications
Advisors and students can enter data that creates information – the advising session during course registration was often consumed with search for “open” sections.
Advisors and students can access, through various levels, information from networked pc based computers
Combined use of networked computers, telecommunications, and human interactions
Advisors and students can enter data, access information and use both as a basis to create knowledge that answers their inquiries – Age of the Portal
Knowledge creation limited to the broad parameters formed by data, information, and inquiries
Technology has not yet emerged that will address the value laden, affective domain, and irrational nature of this stage.
Generation Three – Portal with multiple sign in points.
Generation Two – Audiences categorized: perspective students, current students, staff, faculty, etc.
Generation One – Links
Knowledge Information WCET 2006 Pat Shea & Darlene Burnett, all rights reserved: http:// www.wcet.info/projects/laap/guidelines/overview.asp
Assessing technology and learning outcomes
Wisdom Knowledge Information Data Use of Technology only through portal Use of Technology and interacting with an Advisor Conceptualization by G. Steele and K. Thurmond
Student can successfully achieve needed results without assistance Student cannot successfully use technology without assistance Line represents limits of unassisted use of technology Assessing technology and learning outcomes Conceptualization by G. Steele and K. Thurmond
Selecting a major Degree Audits Categorization by degrees Courses Assessing technology and academic planning Conceptualization by G. Steele and K. Thurmond
Selecting a career Relationship between career and major Reviewing career information Careers and Interests Conceptualization by G. Steele and K. Thurmond Assessing technology and career planning
Selecting a proper service Relationship between student need and service Categorization by service Campus Resources
Assessing technology and selection of services Conceptualization by G. Steele and K. Thurmond
Off the leash and out of the yard
Generation I Generation III Generation IV Wikis Blogs IM Ning Images Enterprise Systems Web 2.0 http://www.wcet.info/services/studentservices/ctss.asp WCET CENTSS Categories of Institutions Web based -services
Characteristics of tools for higher order interactions Generation IV Generation III Generation II Generation I
multi-media, video, and audio
interactivity and collaborative
WCET CENTSS Categories of Institutions Web based -services
Many of the technology communication tools academic advising can use to improve Web-based student services can be inexpensively implemented (Web 2.0).
The time is now for advisors to be heard on campuses in regard to use of technology for both portal and communication technologies.
Implication for advising
Is this a new age for advising?
Career ladder – can we have one without technology competencies?
Advising future for full time advisors is as generalists? We use to view our specialty as within a silo – in the future will it be how we cut across silos and help students integrate data, information, and knowledge, while addressing issues of value.
Movement from specialized fields of advising (i.e. academic advising) to advising (NACADA?)
Anderson, L.W. and Krathwohl, D.R. eds. (2001). A taxonomy for learning , teaching, and assessing . Anderson Wesley Longman, Inc.
Bloom B. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Center for Transforming Student Services Web Site: http:// www.sewardinc.com/centss/index.html
Davis, S. & Botkins, J. (1994). Monster under the bed: How business is mastering the opportunity of knowledge for profit . New York: A Touchstone Book, Publisher Simon and Shuster
Gartner Group, publication date 11, July, 2007, p. 5. - G00148910
Kuhn, T., Gordon, V., & Webber, J. (2006). The advising and counseling continuum : Triggers for referral. NACADA Journal , 26 (1), 24-31.