The document discusses how teaching, learning, and technology are changing. It notes that learners, graduates, faculty, expectations, and infrastructure are different than they were 10 years ago. Various course designs are presented, including distributed engagement, blended/hybrid, and 100% online models. Strategies like modularized curricula and participatory pedagogy are also discussed. The document advocates keeping up with trends and collaborating with others.

1. The future looks digital Patricia McGee NETnet July 26, 2007

2. Today’s Focus Teaching Learning Technology What to keep in mind TLT

3. Cues = Question to you: please reply by entering into chat. = Poll: Use the poll function = Discussion: Raise your hand and use your mic or enter comments/questions in chat

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

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

6. 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? Write short response in chat or raise hand and use mic.

7. 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? Write short response in chat or raise hand and use your mic.

8. The question today is… What are you going to do in 2017?

9. “ 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.”

10. Shifts in learning environments Not just in class Not just via the Internet Not just on a computer

11. The “new” academy? Environments . e-mail, WebCT, 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…

12. The “new” learner? Are your students different than they were 10 years ago? Yes? No?

13. What has changed for the learner? Place a mark on those areas that reflect where most of your students reside.

14. What has changed for the learner? Place a mark on those areas that reflect where most of your students reside.

15. What has changed for the learner? Place a mark on those areas that reflect where most of your students reside.

16. What has changed for the learner? Place a mark on those areas that reflect where most of your students reside.

17. Think back 10 years…

18. Do they act any differently? Yes? No?

19. Think about today…

20. 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.” *

21. The “new” graduate? “ 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. ” *

22. What about faculty?

23. The ‘new’ faculty member? How have faculty changed? Write your answers in the chat area

24. What has changed for faculty? Place a mark on those areas that reflect where most of your students reside.

25. What has changed for faculty? Place a mark on those areas that reflect where most of your students reside.

26. What has changed for faculty? Place a mark on those areas that reflect where most of your students reside.

27. What has changed for faculty? Place a mark on those areas that reflect where most of your students reside.

28. 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! Check the number where most of your faculty reside.

29. Other changes? Expectations? Infrastructure? Resources - type, amount? Enter your response on the chat or raise your hand and use your mic.

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

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

32. Ethics Plagiarism, cheating, ignoring intellectual property rights Acceptable Use Policy? Peer review

33. Ownership Intellectual Property rights Faculty Learner Staff IPR for online courses

34. Distribution of services & supports Outsourcing Technology ownership Partnerships with vendors

35. 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

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

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

39. From where do you think the statement on the next page comes? Enter your guesses in the chat.

40. 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.

41. At the Macro level IU 3+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

42. Thinking about how programs and courses work

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

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

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

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

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

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

49. What are tested strategies?

50. 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).

51. Math My Way Foothill College Hands on Self-paced math learning modules 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

52. New systems

53. Pros? Cons?

54. 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

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

56. What value does this add?

57. Course Design: Blended/Hybrid Classroom courses that include between class meeting activities using learning systems or other ICT. Have been proven to be an effective strategy and not just a stepping stone to online courses. NCAT Examples

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

60. MIT OpenCourse

61. Learning Designs

62. 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

63. 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

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

65. What can work for you? Any? Some? None? Enter thoughts/questions in chat or raise hand and use mic.

66. Reuse

67. Publishers

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

69. 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)

70. [email_address] Slides and handouts available after August 3 from http://faculty.coehd.utsa.edu/pmcgee Go to Professional Materials