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Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
Ripple Effect: Faculty Redesign Through Course Redesign
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Ripple Effect: Faculty Redesign Through Course Redesign

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The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded …

The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.

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  • 1.  
  • 2. Presentation available at http://www.slideshare.net/ronko4
  • 3. <ul><li>New technologies rise and fall so quickly that it is increasingly difficult to keep faculty updated on tools that make a difference in the classroom. </li></ul>Jim Rapoza - http://etech.eweek.com
  • 4. How do we encourage faculty to try new technologies in the classroom?
  • 5. &nbsp;
  • 6. <ul><li>The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. </li></ul><ul><ul><li>2007-2012 </li></ul></ul>
  • 7. <ul><li>An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. </li></ul>
  • 8. <ul><li>A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community. </li></ul>
  • 9. <ul><li>Formal faculty development in… </li></ul><ul><ul><li>collaboratively creating digital content that is shared with other instructors </li></ul></ul><ul><ul><li>online assessments </li></ul></ul><ul><ul><li>lecture capture (Echo360) </li></ul></ul><ul><ul><li>streaming media </li></ul></ul><ul><ul><li>e-portfolios </li></ul></ul><ul><ul><li>e-tutoring </li></ul></ul><ul><ul><li>online scheduling </li></ul></ul><ul><ul><li>promoting the use of the college portal (CampusCruiser) and LMS (Blackboard) </li></ul></ul><ul><ul><li>These courses are online, blended, and face-to-face on three campuses. </li></ul></ul>
  • 10. A Taxonomy – ordered classification <ul><li>Technology infusion from the perspective of learner cognition. </li></ul><ul><li>Scaffolding increasingly higher level thinking and integration skills </li></ul><ul><li>http://www.edtechinnovators.com </li></ul>
  • 11. from top to bottom increasingly higher level thinking and integration skills resulting in increased expectation of independence Designed for students. Being used for faculty.
  • 12. Choosing The Tools
  • 13. What IS Emerging Technology?
  • 14. &nbsp;
  • 15. http://pccc.libguides.com
  • 16. LibGuides Guide Index <ul><li>There are 154 guides in the system: 5 private, 73 published, and 76 unpublished guides. </li></ul><ul><li>Of the 78 active Guides, 8 were developed for WI courses currently launched… </li></ul>
  • 17. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Demonstrations of the technology at workshops, faculty institutes, Dean’s Tea, best practices, department meetings… </li></ul>
  • 18. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Incorporating a tool – passive use of technology in a Web 1.0 way. </li></ul><ul><ul><li>Using media, LibGuides, assigning the use of eTutoring… </li></ul></ul>
  • 19. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Production - going 2.0 </li></ul><ul><ul><li>Making your own content </li></ul></ul><ul><ul><li>After first faculty institute </li></ul></ul>
  • 20. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Exploring new technology on their own. </li></ul><ul><ul><li>Photography blogs as critical thinking. </li></ul></ul>
  • 21. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Collaborating with students, librarians and our mentors. </li></ul><ul><ul><li>Handing off WI courses to instructors for additional sections. </li></ul></ul><ul><ul><li>“ Open sourcing” the content </li></ul></ul>
  • 22. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Combining and integrating technologies. </li></ul><ul><li>Mashups </li></ul><ul><ul><li>Video produced embedded in LibGuides </li></ul></ul><ul><ul><li>Portfolios as CMS; faculty portfolios </li></ul></ul>
  • 23. <ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collaborate </li></ul><ul><li>Apply </li></ul><ul><li>Create </li></ul><ul><li>Using the technology to produce new and different content or results. </li></ul><ul><ul><li>Media as anthology </li></ul></ul><ul><ul><li>Guides used for non-class purposes </li></ul></ul>
  • 24. <ul><li>Bloom’s Taxonomy </li></ul><ul><li>A Digital Bloom’s Taxonomy </li></ul><ul><li>http://www.serendipity35.net/index.php?/archives/1709-A-Digital-Bloom.html </li></ul>
  • 25. <ul><li>As with any learning taxonomy… </li></ul><ul><ul><li>Higher levels do not occur without the “lower” levels being used first. </li></ul></ul><ul><ul><li>Lower levels are not a negative label. </li></ul></ul><ul><ul><li>It is best when progress is made to higher levels because of self-identified needs. </li></ul></ul><ul><ul><li>Students can be powerful drivers for faculty adoption. </li></ul></ul><ul><ul><li>Participants need to explore on their own, abandon what does not work for them, try things that do not work for others. </li></ul></ul>
  • 26. [email_address] http://www.slideshare.net/ronko4
  • 27. &nbsp;
  • 28. &nbsp;

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