From ConceptualizationTo Actualization<br />A Learning Technology Case Study Gail Matthews-DeNatale, Ph.D.<br />
Presentation Overview<br />Learning Technology Process Cycle<br />Case Study Example<br />Final Thoughts<br />
Learning Technology Process Cycle<br />Listen and Ask Questions<br />Identify Patterns, Strategize<br />Research Options<b...
Digital Storytelling Initiative<br />What: Use of digital media and the Internet for narrative purposes<br />Why: Versatil...
Example: Professional School<br />Sylvia Maxfield<br />Graduate School of Management<br />Corporate Social Responsibility<...
Preparation<br />Instructional Design Consultation<br />Plan of Work<br />Rubric<br />Learning Sequence, Timeline<br />Sys...
Digital Cases: Sample Topics<br />Cruise Ship Industry<br />South American Cut Flower Industry<br />
Follow-up Assessment<br />Debrief on<br />the experience (students)<br />learning outcomes (faculty)<br />infrastructure a...
Student Perspective<br />“Never before have I been so into doing a final project – I found myself putting other things asi...
Faculty Perspective<br />What worked<br /> Screenings: discussion and debate<br />Surprises<br /> Support, feedback, itera...
Staff Perspective<br />What worked<br />Infrastructure of support<br />Surprises<br />Students using own equipment<br />Im...
Dissemination<br />Simmons Faculty Showcase<br />Harvard Business School Brain Gain<br />Aspen Institute CasePlace.org<br />
Importance of Multiple Strategies<br />Take the Pulse, Identify Patterns, Strategize<br />Formal needs assessment, informa...
Final Thoughts<br />Importance of <br />Responsiveness to constituent needs<br />Consideration of infrastructure implicati...
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From Conceptualization to Actualization: A Learning Technology Case Study

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A 2010 presentation given by Gail Matthews-DeNatale to Harvard Law School Library's Teaching Learning and Curriculum group.

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  • We all field so many requests every day, it can be challenging to see the forest for the trees.This presentation shares my musings on how, over time, individual requests for service can be aggregated, analyzed, and strategically addressed for the greater good of the institution
  • Simmons Circa 2007Faculty requests toRepresent content and ideas in new waysIncrease student engagementLeading up to the initiativeFaculty Lunches2007 Workshop
  • From Conceptualization to Actualization: A Learning Technology Case Study

    1. 1. From ConceptualizationTo Actualization<br />A Learning Technology Case Study Gail Matthews-DeNatale, Ph.D.<br />
    2. 2. Presentation Overview<br />Learning Technology Process Cycle<br />Case Study Example<br />Final Thoughts<br />
    3. 3. Learning Technology Process Cycle<br />Listen and Ask Questions<br />Identify Patterns, Strategize<br />Research Options<br />Pilot, Assess, and Refine<br />Scale and Disseminate as Appropriate<br />
    4. 4. Digital Storytelling Initiative<br />What: Use of digital media and the Internet for narrative purposes<br />Why: Versatile to address a range of pedagogical goals<br />How: Pre-existing national experts and models for professional development<br />
    5. 5. Example: Professional School<br />Sylvia Maxfield<br />Graduate School of Management<br />Corporate Social Responsibility<br />
    6. 6. Preparation<br />Instructional Design Consultation<br />Plan of Work<br />Rubric<br />Learning Sequence, Timeline<br />Systems<br />Expectations: Faculty/Staff Agreements<br />Support Infrastructure<br />Plan for Project Assessment<br />
    7. 7. Digital Cases: Sample Topics<br />Cruise Ship Industry<br />South American Cut Flower Industry<br />
    8. 8. Follow-up Assessment<br />Debrief on<br />the experience (students)<br />learning outcomes (faculty)<br />infrastructure and process (staff)<br />What worked?<br />What surprised you?<br />What could be improved?<br />
    9. 9. Student Perspective<br />“Never before have I been so into doing a final project – I found myself putting other things aside so I could work on it.”<br />“The feeling of accomplishment is much greater ... It was such a different kind of assignment.”<br />
    10. 10. Faculty Perspective<br />What worked<br /> Screenings: discussion and debate<br />Surprises<br /> Support, feedback, iterations were needed<br />Improvements<br /> Interactivity, simplicity of Web 2.0<br />
    11. 11. Staff Perspective<br />What worked<br />Infrastructure of support<br />Surprises<br />Students using own equipment<br />Improvements<br />VoiceThread<br />
    12. 12. Dissemination<br />Simmons Faculty Showcase<br />Harvard Business School Brain Gain<br />Aspen Institute CasePlace.org<br />
    13. 13. Importance of Multiple Strategies<br />Take the Pulse, Identify Patterns, Strategize<br />Formal needs assessment, informal conversations, consultations, staff networking<br />Plant Seeds<br />Professional development through lunches, workshops, posters, newsletters<br />Pilot and Refine<br />Elicit feedback from faculty, students, and staff<br />Disseminate Results, Scale as Appropriate<br />Internal and external venues<br />
    14. 14. Final Thoughts<br />Importance of <br />Responsiveness to constituent needs<br />Consideration of infrastructure implications<br />Broad collaboration and coordination<br />Planning and flexibility<br />Embedded assessment and refinement<br />

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