The document discusses educational technology at San Jacinto College. It introduces the ACAdemic program, which is based on theories of active, collaborative, and authentic learning. The program involves learners influencing their own learning, interacting with others, and applying skills in real-world settings. It provides examples of tools that could be used, such as discussions, videos, and projects. Faculty are encouraged to participate as online learners themselves to better understand students' perspectives. Contact information is given for the educational technology division's blog, Twitter, and Facebook pages.

1. San Jacinto College
Educational Technology Division

3. Why ACAdemic?

6. Technical
Pedagogy
Development Technical
Development
Pedagogy

7. Learners may, by design, cognitively
influence the learning process.
The notion of an active learning environment draws on, among others,
experiential learning, active learning, constructivism, and constructionism
and is based on work by John Dewey, Jean Piaget and David Kolb.

8. Learners are interdependent and
reciprocally influence learning activities
and outcomes.
Theory and practice relevant to collaborative learning includes but is not
limited to social constructivism, connectivism, learning communities and
communities of practice and other work by Jean Piaget, Lev Vygotsky, Jean
Lave & Etienne Wenger and George Siemens & Stephen Downes.

9. Learners exhibit knowledge or perform a
skill in a naturally occurring environment
as possible.
In addition to constructionism, defined by Seymour Papert, many of the
theories underpinning active learning also suggest the desirability of
Authentic learning.

10. Active Collaborative Authentic
100 100 100
200 200 200
300 300 300

11. 100
A module learners typically engage at
the beginning of a semester to
familiarize them with features, tools
and logistics of a course.

12. 200
An innovative technology that
currently is undergoing testing and
exploration.

13. 300
The process of documenting, usually in
measurable terms, knowledge, skills,
attitudes and beliefs.

14. 100
Learning tool via which participants
read and send messages at various
times, over an extended period of
time.

15. 200
A type of collaborative application that
allows web pages and web documents
to be created and collaboratively
edited using a common interface.

16. 300
A type of two-way communication
with virtually no time delay, allowing
participants to respond in real time.

17. 100
Occurs when learners make a
psychological investment in learning.

18. 200
A process informed by pedagogical
theories and consisting broadly of:
(a) determining the needs of learners,
(b) defining the end goal of instruction, and
(c) creating an intervention to facilitate
learning.

19. 300
A type of learning that occurs as a
function of observing, retaining and
replicating novel behavior executed by
others.

20. Engage each of these for ACAdemic
• Facilitator Introductions
• Course Prerequisite & Time Expectations
• Course Workflow
• Communications Plan
• Personal Introductions
Develop a Course Orientation
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21. Lesson Builders
Screen capture
Voice Discussion
Web Tools
Wikis
Video
Discussions
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22. Completion
Markers
Project-based
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24. 6/8/2010 www.sanjac.edu 24

25. Hybrid, includes
face-to-face
meetings
Video Conference
Web Conference
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26. Authentic
Develop own
course
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28. Faculty as Online Learners
“Participating in ACAdemic, I’ve taken on the
role of an online student. I definitely
empathize better with students regarding the
challenges of an online course and multiple
priorities.”
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29. Blog:
http://www.sjcd.edu/edtech
Twitter:
http://twitter.com/SanJacEdTech
Facebook:
http://www.facebook.com/SanJacEdTech