Teaching well using technology tli2009


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  • Backward v. Forward engineering.

  • Teaching well using technology tli2009

    1. 1. Teaching Well Using Technology Adapted from a NERCOMP presentation by Kevin Barry, University of Notre Dame & Tom Laughner, Smith College 1
    2. 2. Seven Steps for Choosing Technology Step 1: Ask: What do I want my students to learn? Step 2: Identify the best teaching strategies. Step 3: Plan Major Assessments and Exams. Step 4: Consider Times and Spaces for Learning. Step 5: What Technologies Can and Can’t Do. Step 6: Sequence the Learning and Choose the Technology. Step 7: Implement, Evaluate, Think Creatively. 2
    3. 3. Step 1: Articulate Student Learning Goals Identify the most important outcomes for the course. Keep the course focused - What specifically are you going to teach? Form the basis for designing assessments/ assignments. Add transparency for the students. Decrease time spent responding to student work. 3
    4. 4. Writing Student Learning Goals Use specific observable language. Students will be able to: Describe, analyze, argue, solve, create, compare, etc. Avoid vague or passive language. Goals of knowing and understanding are valuable but vague. What would a student do to demonstrate their knowledge/ understanding? Avoid passive language such as “Students will be exposed to...” 4
    5. 5. Sample Course Goals I Course: American Diplomacy By the end of the course, I want my students to: Think like a diplomat. Negotiate a solution with an adversarial party. Identify key elements of a treaty. Develop an alternative course of action to a 20th century diplomatic crisis. 5
    6. 6. Sample Course Goals II Course: Chemistry By the end of the course, I want my students to: View science as questions that are constantly being reframed and investigated. Possess the chemical tools to build further knowledge. View chemistry problems as unique, requiring problem- solving skills. Be interested and confident enough to read and explore independently. 6
    7. 7. Create two major course goals for one of your courses. 7
    8. 8. Step 2: Identify the Best Teaching Strategies... ...for higher-order reasoning and critical thinking. writing and discussion faculty-student contact collaborative work feedback to students explicit standards and criteria problem/questions/issues as sources of motivation assignment-centered course 8
    9. 9. What Students Value (Feldman, 1988). Sensitivity and concern with class level and progress. Preparation and organization. Knowledge of subject. Stimulation of interest in the subject. Enthusiasm. Clarity and understanding. Availability and helpfulness. Concern and respect for students. Perceived outcomes or impact of instruction. Fairness; quality of tests and major assignments. 9
    10. 10. Technology Stretch How might these technologies be used to support the concepts in Steps 1 & 2? 10
    11. 11. Step 3: Plan Major Assignments and Exams The “Assignment-Centered Course” Review: What learning do I want to occur? Plan major assignments and assessments that will facilitate and test the learning you want to occur. Insert them in the week they are due. 11
    12. 12. Ask These Questions Validity: Are the assignments likely to elicit the kind of learning you want? Consider what the assignment is called. Consider the context in which students produce work: Time frame, level of memorization required, accessibility of help, likely work strategies Workload Are the assignments and exams manageable in terms of number, type, length, and spacing across the term? 12
    13. 13. What Kinds of Assignments Are Best? 13
    14. 14. The Coverage-Text Centered Course 1 - 1500-1800 6 - Mid-Term 2 7 3 8 - World War I & II 4 - Industrial 9 Revolution 10 - Final Exam 5 14
    15. 15. Goals for this course Evaluate the role of the Renaissance, Reformation, Scientific Revolution, and Enlightenment in Western Civilization. Apply the notion of revolution to the Industrial Revolution. Analyze the impact of two major wars on the twentieth century. 15
    16. 16. The Assignment-based Course Skeleton 1 6 2 7 - Same, on Industrial Revolution 3 - Out of class, revised empirical essay on 8 1500-1800. 9 - In-class essay on 4 World Wars 5 10 - Final Exam - Cumulative 16
    17. 17. The Backward Design Process (Wiggins & McTigue) Identify desired results Determine Acceptable evidence Plan learning experiences and instruction 17
    18. 18. Step 4: Consider Times and Spaces for Learning Aspects of the learning process First exposure Processing Response 18
    19. 19. Principles for Using Time and Space Increase time on task. Involvement is the key. Invest teacher time in the most difficult aspects of learning. Make students responsible for first exposure Daily assignments that count Guidance as needed: addl. resources, technology, extra help. Use technology to create, expand, and enhance the use of space/time. 19
    20. 20. Time and Space for Learning: Three Examples using Technology Students read out of class and then bring writing to class for group discussion. Revise writing in class. Daily online quizzes on reading assignments. Teacher directs discussion based on results. Students take quizzes using clickers. Teacher tailors in-class problem sets based on results. 20
    21. 21. Step 5: What Technology Tools Can and Cannot Do Technology cannot improve learning if accompanied by ineffective teaching strategies. 21
    22. 22. Overview of Technology Tools Collaborative tools Presentation software Asynchronous communication Synchronous communication Media tools Web-based course management systems Assessment tools Interactive course software Simulation 22
    23. 23. Collaborative Tools Allow multiple authors and reviewers to interact with a document. Associates authors or reviewers with comments and/or edits. 23
    24. 24. Presentation Tools Facilitates display of text, graphics, sound, video, and other media. Relatively simple environment. Easy update and customization of presentations. May be made available outside of class. Provide access to the presentation file. Distribute on the web. 24
    25. 25. Asynchronous Communication Email & RSS Feed Aggregators Threaded Discussion Boards (Bb) Podcasts 25
    26. 26. Synchronous Communication Participants use chat or other conferencing software. Input devices range from keyboard to headset to webcam. May include white board, audio, video, and application sharing. 26
    27. 27. Media Tools Facilitate display of, interaction with and creation of multimedia information. Can serve as an alternative form of student assignment. 27
    28. 28. Web Based Course Management Systems One stop location that provides the functionality of email, web pages, assessments, and Web 2.0 tools. Facilitates the creation of complex, interactive sites with assessments, embedded video, and Wimba voice tools. 28
    29. 29. Interactive Course Tools Tools that provide instruction and feedback. May include multimedia elements. May be web-based or standalone. http://nlvm.usu.edu/en/nav/vlibrary.html 29
    30. 30. Simulation/Modeling Attempts to model a real world or theoretical process or event. Often shows a simplified view to facilitate understanding. Examples Orbital motion - http://www.nd.edu/~learning/ orbital/orbitals.swf Mathematics in Architecture - http://www.nd.edu/ ~learning/orbital/arch-tour/index.html 30
    31. 31. Step 6: Sequence the Learning & Choose the Technology Identify the steps that lead to successful completion of the major assignment(s)/assessment(s) in your course skeleton. For each step, decide: What needs to be done? Where? With whom? Synchronous, asynchronous, or both? With what methods or tools? Identify inherent limitations and possibilities. 31
    32. 32. Four Questions Faculty Ask When Choosing Technology Does the tool help to build engagement and community in the classroom? Does the tool lead to enhanced student learning? How do I know? Does the tool fit my philosophies, priorities, and styles of teaching? Is the tool consonant with time pressures and other constraints? What equipment, training, or other resources are required? 32
    33. 33. Step 7: Implement, Evaluate, Think Creatively Implement Implement in small steps when possible. Gradual implementation allows for evaluation prior to large time investments. Use technology to: Enhance something you’re already doing. Do something in a radically new way. Do something you’ve never done. Evaluate Know what impact you expect and plan to evaluate the results. 33
    34. 34. Think Creatively Open yourself to new ways of thinking... What is teaching? What is my role as a teacher? What is learning? How do my students learn? What is “class”? How can I use times and spaces more effectively? Can technology help? How? Think of non-traditional uses. 34