Enhancing Learning with  Technology in Higher Education Jim Julius, Ed.D. Associate Director SDSU Instructional Technology...
From flickr via eole Or, which way is education going?
From   flickr   via   eole
Overview <ul><li>Intro/background </li></ul><ul><li>Classroom technologies </li></ul><ul><li>Online technologies </li></ul...
 
Do you think technology enhances student learning? <ul><li>Yes </li></ul><ul><li>No </li></ul>
What is your teaching experience? <ul><li>None </li></ul><ul><li>Helping an instructor as a TA </li></ul><ul><li>Responsib...
Technologies that are most interesting (useful and/or engaging) to me personally are: <ul><li>Basic communication (email, ...
 
Goal 2 – Grow Our Research Excellence  Goal 3 – Achieve Academic Excellence Goal 4 – Forge Key Relationships and Partnersh...
<ul><li>Student satisfaction  </li></ul><ul><li>Retention </li></ul><ul><li>Seamless & effective pathways for student succ...
ITS in Context ITS will address the significant changes taking place in higher education learning environments such as: <u...
Quote “ Educational technology is a useful means of meeting individual differences and individualizing instruction. It is ...
Learning environments Percent of scheduled class sessions conducted online Face-to-Face Hybrid Distance Education
Classroom technology examples <ul><li>Presentation tools ( gear  & software) </li></ul><ul><li>Student tools </li></ul><ul...
 
 
Smart Classroom Growth  1998-2008 161 of 202 Total Classrooms in 2008/09
 
Clicker Adoption Path at SDSU 92 faculty users; 100+ “prospects” Semester Faculty Course Capacity Fall 06 10 new ~2700 Spr...
My professor asks clicker questions that are important to my learning. Student agreement in classes taught by: Semester Fa...
Which of the “7 Principles” do you think clickers best support? <ul><li>Encourages student-faculty contact </li></ul><ul><...
 
 
 
 
 
“ Moving seamlessly between lecture, experiment & discussion and addressing the drop out rate”  MIT’s physics studio:  tec...
http://www.okhighered.org/state-system/learning-spaces/brown.pdf
Innovative large class teaching <ul><li>Michael Wesch’s “ students of today ” video  </li></ul><ul><li>Inadequacy of most ...
Percent of scheduled class sessions conducted online Face-to-Face Hybrid Distance Education
Online technology examples <ul><li>Learning Management Systems (WebCT,  Blackboard , Moodle) </li></ul><ul><li>Communicati...
 
Faculty Blackboard Adoption
Student Blackboard Adoption
 
 
 
Blended Learning defined for SDSU <ul><li>Blended Learning  courses integrate online activities with traditional face to f...
Models of Blended Learning <ul><li>Twigg/NCAT models: </li></ul><ul><li>Supplemental </li></ul><ul><li>Replacement </li></...
Blended selling points at SDSU <ul><li>Improved student learning outcomes, student satisfaction, and marketability </li></...
Summing up <ul><li>former University of Michigan President James Duderstadt:  “It could well be that faculty members of th...
Final discussion <ul><li>http://tinyurl.com/itsSDSU   </li></ul><ul><li>What characterizes effective learning environments...
Related issues in higher ed <ul><li>Security </li></ul><ul><li>Privacy </li></ul><ul><li>Accessibility </li></ul><ul><li>C...
The available “enabling conditions” for learning and research are changing  <ul><li>Pervasive high-speed wireless </li></u...
Where things are headed – teaching & learning (?) <ul><li>Hybrid courses: Design for learning </li></ul><ul><li>Beyond con...
7 Principles for Good Practice in Undergraduate Education <ul><li>Encourage contact between students and faculty </li></ul...
For which of the 7 principles does tech provide the greatest potential benefit? <ul><li>Encourage contact between students...
For which of the 7 principles does tech provide the least potential benefit? <ul><li>Encourage contact between students an...
References <ul><li>Dziuban, C., Hartman, J., & Moskal, P. (2004).  Blended learning . Educause Center for Applied Research...
Reachable Links (in order) <ul><li>NCREL 21 st  Century Skills: Digital Age Literacy  http:// www.ncrel.org/engauge/skills...
Upcoming SlideShare
Loading in...5
×

Pershing Pres Mar09

724

Published on

Presentation on technology in higher education, given to Dr. Jana Pershing's Teaching Sociology class at SDSU, 3-12-09.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
724
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Pershing Pres Mar09

    1. 1. Enhancing Learning with Technology in Higher Education Jim Julius, Ed.D. Associate Director SDSU Instructional Technology Services [email_address] March 12, 2009
    2. 2. From flickr via eole Or, which way is education going?
    3. 3. From flickr via eole
    4. 4. Overview <ul><li>Intro/background </li></ul><ul><li>Classroom technologies </li></ul><ul><li>Online technologies </li></ul><ul><li>Blended learning </li></ul><ul><li>“backchannel” http://tinyurl.com/itsSDSU </li></ul>
    5. 6. Do you think technology enhances student learning? <ul><li>Yes </li></ul><ul><li>No </li></ul>
    6. 7. What is your teaching experience? <ul><li>None </li></ul><ul><li>Helping an instructor as a TA </li></ul><ul><li>Responsible for a class as a [G]TA </li></ul><ul><li>Have taught at K-12, community college, or in other settings </li></ul><ul><li>Some combination of B/C/D </li></ul>
    7. 8. Technologies that are most interesting (useful and/or engaging) to me personally are: <ul><li>Basic communication (email, IM, text messaging, discussion forums, cell phones) </li></ul><ul><li>Productivity (Office, google docs) </li></ul><ul><li>Social networking/ web 2.0 collaboration (myspace, facebook, twitter, wikis, blogs) </li></ul><ul><li>Info & entertainment (web searching, news & information sites, wikipedia, maps, YouTube) </li></ul><ul><li>Gaming/virtual worlds </li></ul><ul><li>Creativity (multimedia, web development) </li></ul><ul><li>Scholarly (library databases, online project work and publication) </li></ul><ul><li>Other </li></ul>
    8. 10. Goal 2 – Grow Our Research Excellence Goal 3 – Achieve Academic Excellence Goal 4 – Forge Key Relationships and Partnerships Goal 5 – Establish a Sense of Place Goal 6 – Create Opportunity
    9. 11. <ul><li>Student satisfaction </li></ul><ul><li>Retention </li></ul><ul><li>Seamless & effective pathways for student success </li></ul><ul><li>24/7 learning environment </li></ul><ul><li>Distance learning stats </li></ul><ul><li>Percentage of tech-enhanced classrooms </li></ul><ul><li>Wireless coverage </li></ul><ul><li>Student use of Blackboard </li></ul><ul><li>Faculty use of Blackboard </li></ul>
    10. 12. ITS in Context ITS will address the significant changes taking place in higher education learning environments such as: <ul><li>Student demands for flexible scheduling </li></ul><ul><li>The need to create a learning environment which prepares students for the workplace </li></ul><ul><li>Accreditation and accountability for evidence of student learning outcomes </li></ul><ul><li>An increasingly technology-savvy student body, and </li></ul><ul><li>The need to remain viable in a competitive marketplace </li></ul>
    11. 13. Quote “ Educational technology is a useful means of meeting individual differences and individualizing instruction. It is a means of delivering instruction almost anywhere it may be desired and of doing the essential exposition and information job of teaching so that more time of the teacher may be freed for creative teaching.” - Robert E. Slaughter, 1968
    12. 14. Learning environments Percent of scheduled class sessions conducted online Face-to-Face Hybrid Distance Education
    13. 15. Classroom technology examples <ul><li>Presentation tools ( gear & software) </li></ul><ul><li>Student tools </li></ul><ul><ul><li>In traditional classroom </li></ul></ul><ul><ul><li>In lab class </li></ul></ul><ul><li>Tech enhancement possibilities, in person </li></ul><ul><ul><li>Concept mapping ( Cmap tools , Inspiration , mindmeister ) </li></ul></ul><ul><ul><li>Demonstrations & simulations ( NetFrog ) </li></ul></ul><ul><ul><li>Clickers </li></ul></ul><ul><ul><li>Tegrity and other flavors of podcasting / course capture </li></ul></ul><ul><ul><li>Ubiquitous Presenter </li></ul></ul><ul><ul><li>Online multimedia (YouTube, learner.org , MERLOT) </li></ul></ul><ul><ul><li>Backchannel (twitter, Harvard question tool, wikis) </li></ul></ul>
    14. 18. Smart Classroom Growth 1998-2008 161 of 202 Total Classrooms in 2008/09
    15. 20. Clicker Adoption Path at SDSU 92 faculty users; 100+ “prospects” Semester Faculty Course Capacity Fall 06 10 new ~2700 Spring 07 8 vets, 5 new ~4700 Fall 07 11 vets, 20 new ~8900 Spring 08 21 vets, 17 new ~10500 Fall 08 25 vets, 28 new ~12300 Spring 09 37 vets, 14 new ~11100
    16. 21. My professor asks clicker questions that are important to my learning. Student agreement in classes taught by: Semester Faculty new to clickers Experienced Faculty Fall 2006 83% Spring 2007 90% Fall 2007 79% 87% Spring 2008 76% 88% Fall 2008 80% 85%
    17. 22. Which of the “7 Principles” do you think clickers best support? <ul><li>Encourages student-faculty contact </li></ul><ul><li>Develops cooperation among students </li></ul><ul><li>Encourages active learning </li></ul><ul><li>Provides prompt feedback </li></ul><ul><li>Emphasizes time on task </li></ul><ul><li>Communicates high expectations </li></ul><ul><li>Respects diverse talents and ways of learning </li></ul><ul><li>Not sure / too hard to choose one </li></ul>
    18. 28. “ Moving seamlessly between lecture, experiment & discussion and addressing the drop out rate” MIT’s physics studio: technology enabled active learning (TEAL) http://www.okhighered.org/state-system/learning-spaces/brown.pdf
    19. 29. http://www.okhighered.org/state-system/learning-spaces/brown.pdf
    20. 30. Innovative large class teaching <ul><li>Michael Wesch’s “ students of today ” video </li></ul><ul><li>Inadequacy of most learning environments on college campuses </li></ul><ul><li>Inquiry-based approach to teaching a large class </li></ul><ul><li>Students as researchers, collaborators, and publishers </li></ul><ul><li>The process was an integral part of acquiring the skills/knowledge/dispositions critical to his intro course. </li></ul>
    21. 31. Percent of scheduled class sessions conducted online Face-to-Face Hybrid Distance Education
    22. 32. Online technology examples <ul><li>Learning Management Systems (WebCT, Blackboard , Moodle) </li></ul><ul><li>Communication tools </li></ul><ul><ul><li>Synchronous vs. Asynchronous </li></ul></ul><ul><ul><li>Web conferencing tools (Wimba) </li></ul></ul><ul><ul><li>Blogs, wikis, & Web 2.0 </li></ul></ul><ul><li>Multimedia (free, publisher, faculty …) </li></ul><ul><li>Learning Objects ( MERLOT ) </li></ul><ul><li>E-portfolio systems ( TaskStream ) </li></ul><ul><li>WebQuests ( webquest.org , questgarden.com ) </li></ul><ul><li>Participatory multimedia and immersive environments </li></ul>
    23. 34. Faculty Blackboard Adoption
    24. 35. Student Blackboard Adoption
    25. 38.
    26. 39.
    27. 41. Blended Learning defined for SDSU <ul><li>Blended Learning courses integrate online activities with traditional face to face class activities in a planned, pedagogically valuable manner. Some portion (defined by the instructor) of face to face time is replaced by online activity. In addition to thoughtful integration, the transformative approach to blended learning includes a fundamental course redesign to optimize the effectiveness and efficiency of the learning experience. </li></ul>
    28. 42. Models of Blended Learning <ul><li>Twigg/NCAT models: </li></ul><ul><li>Supplemental </li></ul><ul><li>Replacement </li></ul><ul><li>Emporium </li></ul><ul><li>Buffet </li></ul><ul><li>Fully online </li></ul>
    29. 43. Blended selling points at SDSU <ul><li>Improved student learning outcomes, student satisfaction, and marketability </li></ul><ul><li>Faculty teaching workload focus moves from student management to student learning </li></ul><ul><li>Institutional space utilization efficiencies </li></ul><ul><li>Course cost reductions (initial investment in redesign quickly pays for itself) </li></ul><ul><li>Graduates are better prepared for a tech-rich future </li></ul>
    30. 44. Summing up <ul><li>former University of Michigan President James Duderstadt: “It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.” </li></ul>
    31. 45. Final discussion <ul><li>http://tinyurl.com/itsSDSU </li></ul><ul><li>What characterizes effective learning environments? </li></ul><ul><li>How might technology enhance learning environments? Detract? Make environments possible that otherwise would not be? </li></ul>
    32. 46. Related issues in higher ed <ul><li>Security </li></ul><ul><li>Privacy </li></ul><ul><li>Accessibility </li></ul><ul><li>Copyright & Intellectual Property </li></ul><ul><li>Faculty Development </li></ul><ul><li>Retention/Tenure/Promotion (RTP) </li></ul>
    33. 47. The available “enabling conditions” for learning and research are changing <ul><li>Pervasive high-speed wireless </li></ul><ul><li>Ubiquitous computing becoming ambient </li></ul><ul><li>Visualization and simulation technologies integral to learning experiences </li></ul><ul><li>Learning anywhere, anytime </li></ul><ul><li>Campus-based learning spaces become more flexible </li></ul><ul><li>Better use of extant data on learning preferences & patterns (analytics) </li></ul>http://www.okhighered.org/state-system/learning-spaces/valenti1.pdf
    34. 48. Where things are headed – teaching & learning (?) <ul><li>Hybrid courses: Design for learning </li></ul><ul><li>Beyond convenience and information transfer </li></ul><ul><li>Anytime, anywhere </li></ul><ul><li>Active, social, contextual learning </li></ul><ul><li>Cognitive supports and organizational tools </li></ul><ul><li>Connective and reflective opportunities </li></ul><ul><li>Assessment for learning </li></ul>
    35. 49. 7 Principles for Good Practice in Undergraduate Education <ul><li>Encourage contact between students and faculty </li></ul><ul><li>Develop reciprocity and cooperation among students </li></ul><ul><li>Encourage active learning </li></ul><ul><li>Give prompt feedback </li></ul><ul><li>Emphasize time on task </li></ul><ul><li>Communicate high expectations </li></ul><ul><li>Respect diverse talents and ways of learning </li></ul><ul><ul><li>- Chickering & Gamson, 1987 </li></ul></ul>
    36. 50. For which of the 7 principles does tech provide the greatest potential benefit? <ul><li>Encourage contact between students and faculty </li></ul><ul><li>Develop reciprocity and cooperation among students </li></ul><ul><li>Encourage active learning </li></ul><ul><li>Give prompt feedback </li></ul><ul><li>Emphasize time on task </li></ul><ul><li>Communicate high expectations </li></ul><ul><li>Respect diverse talents and ways of learning </li></ul>
    37. 51. For which of the 7 principles does tech provide the least potential benefit? <ul><li>Encourage contact between students and faculty </li></ul><ul><li>Develop reciprocity and cooperation among students </li></ul><ul><li>Encourage active learning </li></ul><ul><li>Give prompt feedback </li></ul><ul><li>Emphasize time on task </li></ul><ul><li>Communicate high expectations </li></ul><ul><li>Respect diverse talents and ways of learning </li></ul>
    38. 52. References <ul><li>Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning . Educause Center for Applied Research. http://www.educause.edu/ir/library/pdf/ERB0407.pdf </li></ul><ul><li>Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, 35 (4), 36-41. </li></ul><ul><li>Haughey, M. (2003, July). Principle-based technology and learning environment design , from http://www.educause.edu/ir/library/pdf/NLI0361.pdf </li></ul><ul><li>Newman, F., & Scurry, J. (2001). Online technology pushes pedagogy to the forefront. Chronicle of Higher Education, 47 (44), B7. </li></ul><ul><li>Oblinger, D. (2003). Boomers, gen-xers, and millennials: Understanding the &quot;new students&quot;. EDUCAUSE Review, 38 (4), 37-47. </li></ul><ul><li>Project Kaleidoscope. (2004). The Impact of Institutional Culture . http://www.pkal.org/template2.cfm?c_id=1447 </li></ul><ul><li>&quot;Relationships Between Interaction and Learning in Online Environments“ http://www.sloan-c.org/publications/books/interactions.pdf </li></ul><ul><li>Rossett, A., & Frazee, R.V. (2006). Blended learning opportunities. American Management Association. http:// www.amanet.org/blended/pdf/WhitePaper_BlendLearn.pdf </li></ul><ul><li>Twigg, C. The National Center for Academic Transformation. http:// www.thencat.org / </li></ul><ul><li>Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why . Retrieved December 8, 2005, from http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf </li></ul>
    39. 53. Reachable Links (in order) <ul><li>NCREL 21 st Century Skills: Digital Age Literacy http:// www.ncrel.org/engauge/skills/agelit.htm </li></ul><ul><li>No Significant Difference http:// www.nosignificantdifference.org / </li></ul><ul><li>SDSU Smart Classroom Podium http:// its.sdsu.edu/resources/smartclassroom/podium/index.htm </li></ul><ul><li>CMAP Tools http:// cmap.ihmc.us / </li></ul><ul><li>MindMeister http:// mindmeister.com </li></ul><ul><li>Inspiration http:// inspiration.com/quicktours/index.cfm?fuseaction = Insp_Quicktour_QT </li></ul><ul><li>NetFrog http://curry.edschool.virginia.edu/go/frog/Frog2/home.html </li></ul><ul><li>Clickers http:// clicker.sdsu.edu </li></ul><ul><li>Tegrity http:// www.tegrity.com/tegrity_notes.php </li></ul><ul><li>Ubiquitous Presenter http:// up.ucsd.edu/about/videos/SSDemo.html </li></ul><ul><li>Learner.org http:// learner.org /resources </li></ul><ul><li>New Media in Higher Ed http://newmedia-sdsu.wikispaces.com </li></ul><ul><li>Synchronous/Asynchronous online learning tools http:// its.sdsu.edu/wiki/largeclass/index.php/LMS_tools </li></ul><ul><li>MERLOT http:// www.merlot.org / </li></ul><ul><li>TaskStream http:// www.taskstream.com / </li></ul><ul><li>WebQuests & QuestGarden http:// webquest.org / , http:// questgarden.com </li></ul><ul><li>&quot;A Design Checklist for Courses Incorporating Technology&quot; http://home.sandiego.edu/~jjulius/ed833/checklist.pdf </li></ul>
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×