Presentation available at http://www.slideshare.net/ronko4
<ul><li>New technologies rise and fall so quickly that it is increasingly difficult to keep faculty updated  on tools that...
How do we encourage faculty  to try new technologies  in the classroom?
 
<ul><li>The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning ...
<ul><li>An embedded component  of the project  is the use of technology  by the faculty  and students participating in the...
<ul><li>A secondary goal is to expand the number of other instructors integrating technology into their courses –  to star...
<ul><li>Formal faculty development in… </li></ul><ul><ul><li>collaboratively creating digital content that is shared with ...
A Taxonomy  – ordered classification <ul><li>Technology infusion from the perspective of learner cognition. </li></ul><ul>...
from top to bottom increasingly higher level thinking and integration skills  resulting in increased expectation of  indep...
Choosing The Tools
What  IS  Emerging Technology?
 
http://pccc.libguides.com
LibGuides Guide Index  <ul><li>There are 154 guides in the system: 5 private, 73 published, and 76 unpublished guides.  </...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Observe </li></ul><ul><li>Incorporate </li></ul><ul><li>Produce </li></ul><ul><li>Explore </li></ul><ul><li>Collab...
<ul><li>Bloom’s Taxonomy </li></ul><ul><li>A Digital Bloom’s Taxonomy </li></ul><ul><li>http://www.serendipity35.net/index...
<ul><li>As with any learning taxonomy… </li></ul><ul><ul><li>Higher levels do not occur without the “lower” levels being u...
[email_address] http://www.slideshare.net/ronko4
 
 
Upcoming SlideShare
Loading in …5
×

Ripple Effect: Faculty Redesign Through Course Redesign

931 views
861 views

Published on

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.

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
931
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Ripple Effect: Faculty Redesign Through Course Redesign

  1. 2. Presentation available at http://www.slideshare.net/ronko4
  2. 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
  3. 4. How do we encourage faculty to try new technologies in the classroom?
  4. 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>
  5. 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>
  6. 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>
  7. 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>
  8. 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>
  9. 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.
  10. 12. Choosing The Tools
  11. 13. What IS Emerging Technology?
  12. 15. http://pccc.libguides.com
  13. 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>
  14. 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>
  15. 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>
  16. 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>
  17. 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>
  18. 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>
  19. 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>
  20. 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>
  21. 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>
  22. 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>
  23. 26. [email_address] http://www.slideshare.net/ronko4

×