Slides from Shaun Longstreet's presentation for the Teaching Learning and Technology Center at UC Irvine.

1. TEACHING WELL USING
TECHNOLOGY
Keeping Instruction in Instructional Technology
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2. Agenda for today
Introduction exercise
The Google generation & best practices.
Guiding principles for thinking about using (and not using)
technology for a course.
Thinking about time and space.
Examples of using technology and pedagogy.
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3. Readings Packet
7 Principles for Good Practice
Framework for Selecting & Using Technology
Introduction to Teaching online
Teaching College Courses ONline
Instructional Design Tips for Online learning
Soldiers as Distance Learners
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4. Exercise
Part I:
Think of a class that you are
teaching or would like to
teach. Think of a learning
objective for that class. By
the end of the semester, I
would like student in my
class to be able to ...
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5. The Google
Generation
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6. Characteristics of the
Google Generation
89% use e-mail
64% send instant messages regularly
60% prefer IM over voice communication
93 % have a Facebook and/or MySpace page
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7. Characteristics of the
Google Generation
67% receive news from on-line sources
74 % watch and/or produce videos on-line
56% have a portable mp3 device
52 % read and/or have on-line blogs
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8. Characteristics of the
Google Generation
With Facebook comes:
beneficial narcissism - the profile
YouTube and Blogs leads to the Prosumer
43 % play on-line games
There are 4 gamers for every golfer in America
flexible identities
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9. Characteristics of the
Google Generation
57% search for info on colleges on-line
72% search for information first on-line
100 times more likely to check Wikipedia rather
than a book
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10. Characteristics of the
Google Generation
Used to brief, rapid bursts of information
Respond well to/require frequent affirmation
Highly visual, experiential learners
Strong sense of entitlement
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11. PART 1: BEST PRACTICES
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12. Chickering & Gamson’s “Seven Principles for Good Practice
in Undergraduate Education”
1. Encourages student-faculty contact
2. Fosters cooperation among students
3. Promotes active learning
4. Provides prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse learning styles
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13. Three guiding principles for effective and efficient
use of technology as a pedagogical tool.
It should not duplicate work for the instructor or students.
It must be relevant for achieving course goals.
Using technology will achieve a course goal better or is the
only means to achieve a course goal.
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14. Questions?
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15. Exercise
Part II:
Can you see any bottlenecks
for achieving one of your
course objectives?
Can you identify potential
problems for attaining your
course objectives?
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16. Times and Spaces
Ask yourself when and where learning occurs during your
course?
When and where does a student in your course process the
information or activities she/he has just learned?
When and where does a student in your course receive
assessment and feedback on their learning progress?
When and where do you and the student interact?
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17. Modes of Teaching
Student alone Teacher alone
In class time
time time
Students receive first Processing new
Traditional exposure to new Grading /
information / information /
lecture mode Writing feedback
instructions activities
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18. Modes of Teaching
Student alone Teacher alone
In class time
time time
Students receive first Processing new
Traditional exposure to new Grading /
information / information /
lecture mode Writing feedback
instructions activities
Interactive Process and First
mode feedback exposure
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19. Effective and Efficient
Use class time when students need you, the expert/mentor,
most:
When they have questions about the material.
When they need to try out new ideas or practice something
and receive feedback.
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20. Questions?
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21. TECHNOLOGY &
PEDAGOGY
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22. TECHNOLOGY AND TEACHING
PRESENTATION SOFTWARE
ASYNCHRONOUS COMMUNICATION
SYNCHRONOUS COMMUNICATION
WEB CONTENT
COLLABORATIVE WRITING
WEB BASED COURSE MANAGEMENT
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23. PRESENTATION SOFTWARE
FACILITATES DISPLAY OF GRAPHICS, TEXTS, SOUND,
VIDEO AND OTHER MEDIA
RELATIVELY SIMPLE ENVIRONMENT FOR MULTIMEDIA
PRESENTATIONS
EASY TO UPDATE AND CUSTOMIZE
MAY BE MADE AVAILABLE OUTSIDE OF CLASS
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24. ASYNCHRONOUS
COMMUNICATION
E-MAILS
BULLETIN BOARDS
DISCUSSION GROUPS
PODCASTING
FACEBOOK (?)
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25. SYNCHRONOUS
COMMUNICATION
INSTANT MESSENGER, ICHAT, AIM
SKYPE
WEBCAM
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26. WEB CONTENT
EPIDEMIOLOGY
DNA
STREAMING VIDEO / ITUNES U
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27. WEB BASED COURSE
MANAGEMENT
BLACKBOARD, WEBCT, MOODLE, SAKAI
UCI HAS EEE
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28. COLLABORATIVE WRITING
WIKIS
BLOG
WEBSPACE (EEE, BOXNET)
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29. CAVEATS
TECHNOLOGY CAN TAKE A LOT OF TIME TO
SET UP
IMPLEMENT IN SMALLER PORTIONS
HAVE A BACK-UP
SPEND THE TIME TELLING THE STUDENTS
ABOUT THE TECHNOLOGY
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30. Questions?
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31. Homework
Part III:
TAKE SOME TIME TO THINK
ABOUT WHERE AND WHEN
TECHNOLOGY MIGHT BE
APPROPRIATE/NECESSARY
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32. ANOTHER USEFUL RESOURCE
MERLOT
(MULTIMEDIA EDUCATION RESOURCE FOR LEARNING & ONLINE TEACHING)
HTTP://WWW.MERLOT.ORG
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33. Questions?
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34. TEACHING WELL USING
TECHNOLOGY
Keeping Instruction in Instructional Technology
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