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Cit2014 broadening support-web2-3

This presentation reviews ways to support faculty so they can integrate emerging technologies into their courses.

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Cit2014 broadening support-web2-3

  1. 1. What Do Faculty Need So They Can Weave Web 2.0 and 3.0 Technologies and 21st Century Skills into All Varieties of Teaching? SUNY CIT 2014 Eileen O’Connor, Ph.D. Empire State College
  2. 2. A conceptual framework to surround 21st century thinking – moving beyond past limitations
  3. 3. A conceptual framework to surround 21st century thinking 21st century – content & learner perspective Technology & learning objects Scaffolding for process & technique Dynamic design & assessment A KEY and often overlooked area
  4. 4. What are 21st century skills? Many definitions
  5. 5. “Value” and integrate the learners Prior learning Other backgrounds / experience Networking students Tech abilities
  6. 6. The “thing” itself Communications Applications Abstractions Content – the Big Picture - where does the focus lie in your courses? CONTENT
  7. 7. Create classes that are authentic, interactive & communicative environments Learning Community Design for rich interactions Use feedback loops across time and technologies Create useful synchronous communications Create ownership; engage w/ practitioners
  8. 8. Facilitate & frame with technology- mediation & learning object creation Interactions & communications Visual / audio / video Independence, authorship and review Simulations / virtual
  9. 9. Key ways that technologies are expanding beyond just text – in content Audio • Experts presenting • Tape & share later Visual • Static / Video • Multiple intelligences Schematics • Models • Abstractions Mind Mapping • Planning & communicating • Assessment
  10. 10. Key ways that technologies are expanding beyond just text – in organization & community Asynchronous • D-boards / voice thread • Efficient – time independent Synchronous • F2F / Webinar / Virtual reality • Community & sharing Chronological • Course embedded • Emails / blog Linked / interactive • Student lounges • Facebook for class
  11. 11. Dynamic design – adapting the course to the actual learners Value & orchestrate communications / modify as needed Use & extend assessment strategies • Classic • Templates Create caring about / valuing of content
  12. 12. SCAFFOLDING – ensuring quality • Don’t have students guessing • Short instructions aren’t always clear Check assumptions & directions • Word processing / mind mapping • Ongoing improvement cycle Development & improvement • Email / blogs – weekly updates on expectationsSupport w/ in course • Do students see what you do?Test signon, views, permissions • Must interactions transpire across courses?Test across course & policy scenarios
  13. 13. Faculty support needed “Protecting” the innovators – against negativity from colleagues / against being warn-out as their own tech support / against having their projects unfunded or not- supported Creating academic incentives / awards / growth-plan incorporating technologies – really examine the conserving culture that squashes innovation Embrace the digital natives who are becoming teachers
  14. 14. Where are you today . . . and, what is your vision? Using emerging tech (web 2 & 3) A good thing . . . DON’T limit yourself to old approaches 21st century thinking & skills; Become global, mobile, connected The challenge Tech support? – what is beyond the CMS / LMS Being open / enlisting students New conceptions about content OK, so how do faculty grow? Shared research and publications with students Tech to transcend former limits
  15. 15. Additional considerations & examples As time permits
  16. 16. Considerations for peer interactions All communications / interactions do not have to be academic – d-board for sharing/ building communities Peer reviews / require a critical comment Consider how you come in without experience / send weekly emails with overview and reminders (but watch for those who will use this only) Leave sections open ended – build around the participants
  17. 17. Consideration for faculty growth  Have tech support serve as liaisons across faculty differences and divisions  Take a transformative course with (or co-teach) an innovative faculty member / listen for student buzz  Embrace the digital natives among the new faculty – find ways to integrate their approaches / don’t leave it to digital immigrants to justify their approaches  Use connecting platforms / stretch beyond the LMS’s  Engage the students in the learning process – reconsider what constitutes academic scholarship in the digital era / find ways to embrace knowledge that can be displayed in more than just text- based ways
  18. 18. Considerations for expanding course breadth  Encouraging partnership – work with admin and not just the tech perspective / good inroads being made here  Have “other courses” themselves analyze the work within a course – for instance, have a marketing look at a design course (build trust first)  Using badging by students as a way to extend support  Encourage co-teaching with a savvy and a non savvy faculty member  Encourage co-teaching with other schools or other business / institutions  Create more modular approaches to online teaching / swap in modules
  19. 19. Examples of collaboration, innovation, and increased community-building & learning – a theory imbued tech-in-learning course with an application too Application of web 2 (Facebook, YouTube, ie) Peer review •Extended, lateral learning Badges given Results published on the learning / create a cycle of exploration and publication Have this course support other faculty efforts
  20. 20. Examples of integrated activities  realvirtual-environment-serve  Collaboration in the process – sharing in online & virtual environments - collaboration-ownership-in-online-courses  Summary on the collaboration - online-virtual