The document discusses the evolving landscape of teaching and learning with technology, highlighting issues such as accessibility, student preparedness, and the changing roles of faculty and students over the years. It emphasizes the importance of adapting course design and instructional methods to meet the needs of today's learners and addresses the challenges posed by technology and shifting educational paradigms. Additionally, it considers future trends in education, including collaborative models and innovative delivery mechanisms for courses.

1. The future looks digital Patricia McGee Leading from the Middle

2. Today’s Focus Teaching Learning (emerging) Technology What to consider about what’s next

3. Who you are 3 Instructional Designer 6 Instructor 6 VP 8 Deans,Academic (+ Asst) 9 Deans, Admin 16 Admin. (Dir., Co-ord, Man.) 27 Chairs (+ Asst) # Role

4. Roles, roles, roles

5. What are your Top Issues? Funding? Staffing? Resources?

6. Top Issues of TLT Accessibility Evidence Ethics Ownership Role of staff Distribution of services and support Course Design Support structures Incentives and acknowledgements Retention

7. Different strokes for different folks How do priorities, as relates to TLT, differ between roles?

8. Why should we attend to what other “stakeholders” think, do, believe ?

9. Change occurs more readily when it is embedded in Beliefs • Values • Traditions *

10. What did you do in 1995? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 1995 conditions, how might this have been addressed from your role in the institution?

11. 1995 Strategies

12. What do you do in 2007? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 2007 conditions, how might this be addressed from your role in the institution?

13. “ A number of studies have shown that over half the jobs created in America during the past half century were the direct consequence of earlier investments in science and technology.”

14. What does this suggest for the future?

15. The question today is… What do you do in 2017?

16. Shifts in learning environments Not just in class Not just via the Internet Not just on a computer LSU Alexandria

17. The “new” academy? Environments . e-mail, WebCT, VLEs, Blogs, IM, SMS, Wikis, discussion forums, gaming, shopping… Strategies . Computer Supported Collaborative Learning (CSCL), publishing, activism… Activities. Practice, inquiry, observation, debate, projects… Assessments . Digital papers, Power Point™ Presentations, ePortfolios, Communities of Practice…

18. The “new” learner? Are your students different than they were 10 years ago?

19. What has changed for the learner?

20. What has changed for the learner?

21. Think back 10 years…

22. Think about today…

23. The “new” graduate? The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade. *

24. Prepared? Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces. *

25. What about faculty?

26. The ‘new’ faculty member? How have faculty changed?

27. What has changed for faculty?

28. What has changed for faculty?

29. Where are your faculty? I know its there but…. I’m kind of interested in that thing I saw… Hmm, I may have to change what I am doing. I sure am spending a lot of time managing it. Is what I am doing really helping students? I bet I can adapt from what others are doing. Gee, my ideas may work better than what others have done!

30. Disconnect Faculty at different stages Students living in a separate technology world Technology that changes daily

31. Other changes? Expectations? Infrastructure? Resources - type, amount?

32. Technology as a solution Or a new challenge

33. Accessibility Multiple communication modes Multiple content formats Just-in-time information and supports

34. Evidence Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections

35. Ethics Plagiarism, cheating, ignoring intellectual property rights Acceptable Use Policy? Punishment vs. engagement?

36. Ownership Intellectual Property Rights Faculty Learner Staff Do you have a policy for online courses? IPR for online courses

37. Distribution of services & supports Outsourcing Technology ownership

38. Planning for TLT Macro - developing national curriculum, specifying qualification standards= societal or system Meso - designing an educational program or a course on institutional level = school Micro - preparing course materials, designing learning environment = classroom

39. According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.”

41. Re-thinking how degrees work Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?

42. From where do you think the following statement comes?

43. Does your school give credit for courses taken online from other institutions and sources of instruction? Institutions that arbitrarily refuse to accept credit for courses taken electronically from other sources have not made the transition to the current learning environment. That is not to say that every form of distance learning will or should be accepted. An institution's methods for ensuring quality control should focus on learning outcomes and how they relate to the academic requirements, not on the method of delivery.

44. At the Macro level IU3+1 Students can… transfers 90 hours of credit from a community college, take 30 credit hours via distance learning from IU, pay in-state tuition rates for IU courses, get a Bachelor of General Studies degree UT Telecampus Western Governor’s University

45. Thinking about how programs and courses work

46. Delivery mechanism Classroom, lab, etc. Online In field Considering

47. Considering Course Design Distributed Attendance Web Enhanced Blended/Hybrid 100% Online

48. Considering Pedagogical Design Open entry Open Exit Participatory Pedagogy Modularized

49. Silo Approach Web-enhanced Blended/hybrid 100% Online Expense Support Time Learner/Instructor Expertise Need for other online institutional resources

50. Incremental Approach Phase 1 -Web-enhanced Establish infrastructure, services Phase 2 - Blended/Hybrid for appropriate courses Expand infrastructure, services, seek partners Phase 3 - 100% for appropriate courses Establish partnerships

51. Real world? 100% online Web-enhanced Established infrastructure, services Blended/Hybrid Established partnerships

52. What are tested strategies? Four models of tech-supported instruction

53. Course Design: Distributed Engagement This approach allows the learner to complete instructional sequences at his or her own pace, in various learning environments and with various supports. Usable for both campus and distributed environments, the intent is to allow students to progress through material in the way and speed that is most appropriate for the individual. Also known as the Emporium Model (NCAT).

54. Math My Way Foothill College Hands on Self-paced math learning modules Patient, caring instruction with a group of students who have similar math skill levels Small groups and one-to-one Computer and paper drills Computer games Pass/No Pass Complete in one quarter what originally took two quarters

55. New systems

56. Pros? Cons?

57. Course Design: Web-enhanced Classroom courses that include between class meeting activities using learning systems or other ICT. Also known as the Supplemental Approach (NCAT). NCAT Examples * U of Mass Examples

58. New tools - Hardware -clickers, tablets, smart phones Software - convergent systems Web 2.0 Applications

59. What value does this add?

60. Course Design: Blended/Hybrid Classroom courses that include between class meeting activities using learning systems or other ICT. NCAT Examples U. Of Mass Example

62. Course Design: 100% Online All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.

63. MIT OpenCourse

64. But the users determine How the technology is used

65. Kotaku

67. Healthcare Simulation

68. It’s not the technology… it’s the Pedagogical Approaches

69. Open-entry Open Exit Flexible time Multiple ways to complete assignments Controlled assessment Typically no required attendance Variable credit “ Correspondence” model San Antonio College Schoolcraft College

70. Participatory Pedagogy Social networking Learner contributions Learner constructions Learner instructions Shared and Open Knowledge Flipit 180 - Brenda Laurel A Hero’s Journey - South Mountain Community College

71. Go2Web2.0

72. Modularized Curricula Self-paced Learning Agents/Objects Credit re-defined University of Leicester University of Salzburg

73. Reuse

74. Work with Vendors! Publishers Hardware Software

75. Final thoughts Learning hasn’t change but the delivery of instruction has changed and will continue to Look for collaborators and first ‘responders’ Keep an eye on trends

76. Quick picks A vision for free, global (online) education, Richard Baraniuk, Rice University Map of Future Forces Affecting Education The Future Video Emerging Technologies Maricopa Center for Learning and Instruction (mcli) TLT Group for planning and assessment

77. [email_address] Slides available from http://www.slideshare.net/ Search for Patricia McGee Other materials available from http://drpmcgee.googlepages.com/home