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Faculty Technology Fellows Workshop 2012-2013
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Faculty Technology Fellows Workshop 2012-2013



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  • 1. Welcome Faculty Technology Fellows 2012-2013
  • 2. 2010-2011 Inaugural Class2011-2012 Class and 2012 Mentors
  • 3. Goal• To empower faculty and students intheir effective use of technology toenhance teaching, increase studentengagement, and advancescholarship.
  • 4. Year 1 Participation‣ Attend week-long summer kickoff workshop‣ Develop and implement a plan for incorporating technology into two classes (one per semester)‣ Attend monthly meetings‣ Attend one technology-related conference (over 2 years)‣ Present at Faculty Lecture Series in April‣ Provide University Committee and Board updates‣ Be an advocate, actively share both inside and outside departments
  • 5. Year 1 Incentives‣ Stipend for attending summer workshop‣ Money to attend technology conference‣ iPad 3 and $50 for apps‣ Additional support for projects and pilot ideas
  • 6. Year II Participation‣ Be a mentor and advocate to others‣ Optional: • Attend week-long summer workshop • Attend monthly meetings‣ Offer workshops and Lunch & Learns
  • 7. Resources‣ Wiki -‣ Blog -‣ Diigo Group -‣ AVDavis room‣ First priority equipment checkout (flipcams, microphones, voice recorder, Bamboo tablet, iPads)‣ Additional MacBook Pros‣ Access to Mentors
  • 8. What are you currently Doing?Teaching | Learning | Scholarship Think > Pair > Share
  • 9. Continuum
  • 10. TeachingWhat is your most common teaching approach?
  • 11. StudentsHow do you engage your 21st century students?
  • 12. Barriers What are your technological,pedagogical, physical, barriers?
  • 13. AssessmentHow do you assess student-learning outcomes?
  • 14. Technology IntegrationResearch and Models
  • 15. Research• Horizon Report 2012• ECAR• ELI Seeking Evidence of Impact• Theory and Research-based Principles of Learning
  • 16. Bloom’s Digital Taxonomy• Revised 1956 and 2001• Higher Order Thinking Skills graphic• Wiki (Andrew Churches)• Pyramid• Web 2.0 Tools• Apps and Cognitive Processes (Kathy Schrock)
  • 17. So now what? Ideas to begin
  • 18. 1. Goals•What are the main learning goals for the course redesign?•What is your main teaching goals?•Do you have a scholarship goal, what is it?•What are your own learning goals during the redesignprocess?
  • 19. II. Activities•Which activities support higher-order thinking?•Does course address differing levels of Bloom’sTaxonomy?•How well does this assignment engage students? (criticalthinking, brainstorming, negotiation, synthesizing, writing)•How are your activities addressing learning diversity?
  • 20. III. Technologies•Which support course objectives the best?•Which support your teaching style?•Are you meeting a variety of learning styles withselections?•What is the plan B (and C) when the technology fails?•To consider the best Moodle tool, visit Moodle Tool Guide
  • 21. IV. Assessment• What types of assessments will be used in the course? (summative, formative, authentic, etc.)• Do course assessments directly reflect student learning/ outcomes?• What is your plan to measure effectiveness of course redesign? How will you measure, to what degree?
  • 22. SupportWhat are your training and support needs?