Cit2014 broadening support-web2-3
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This presentation reviews ways to support faculty so they can integrate emerging technologies into their courses.
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Cit2014 broadening support-web2-3
- 1. What Do Faculty Need So They Can Weave Web 2.0 and 3.0 Technologies and 21st Century Skills into All Varieties of Teaching? SUNY CIT 2014 Eileen OâConnor, Ph.D. Empire State College eileen.oconnor@esc.edu
- 2. A conceptual framework to surround 21st century thinking â moving beyond past limitations
- 3. A conceptual framework to surround 21st century thinking 21st century â content & learner perspective Technology & learning objects Scaffolding for process & technique Dynamic design & assessment A KEY and often overlooked area
- 4. What are 21st century skills? Many definitions http://www.p21.org/our-work/p21-framework
- 5. âValueâ and integrate the learners Prior learning Other backgrounds / experience Networking students Tech abilities
- 6. The âthingâ itself Communications Applications Abstractions Content â the Big Picture - where does the focus lie in your courses? CONTENT
- 7. Create classes that are authentic, interactive & communicative environments Learning Community Design for rich interactions Use feedback loops across time and technologies Create useful synchronous communications Create ownership; engage w/ practitioners
- 8. Facilitate & frame with technology- mediation & learning object creation Interactions & communications Visual / audio / video Independence, authorship and review Simulations / virtual
- 9. Key ways that technologies are expanding beyond just text â in content Audio ⢠Experts presenting ⢠Tape & share later Visual ⢠Static / Video ⢠Multiple intelligences Schematics ⢠Models ⢠Abstractions Mind Mapping ⢠Planning & communicating ⢠Assessment
- 10. Key ways that technologies are expanding beyond just text â in organization & community Asynchronous ⢠D-boards / voice thread ⢠Efficient â time independent Synchronous ⢠F2F / Webinar / Virtual reality ⢠Community & sharing Chronological ⢠Course embedded ⢠Emails / blog Linked / interactive ⢠Student lounges ⢠Facebook for class
- 11. Dynamic design â adapting the course to the actual learners Value & orchestrate communications / modify as needed Use & extend assessment strategies ⢠Classic ⢠Templates Create caring about / valuing of content
- 12. SCAFFOLDING â ensuring quality ⢠Donât have students guessing ⢠Short instructions arenât always clear Check assumptions & directions ⢠Word processing / mind mapping ⢠Ongoing improvement cycle Development & improvement ⢠Email / blogs â weekly updates on expectationsSupport w/ in course ⢠Do students see what you do?Test signon, views, permissions ⢠Must interactions transpire across courses?Test across course & policy scenarios
- 13. Faculty support needed ď´âProtectingâ the innovators â against negativity from colleagues / against being warn-out as their own tech support / against having their projects unfunded or not- supported ď´Creating academic incentives / awards / growth-plan incorporating technologies â really examine the conserving culture that squashes innovation ď´Embrace the digital natives who are becoming teachers
- 14. Where are you today . . . and, what is your vision? Using emerging tech (web 2 & 3) A good thing . . . DONâT limit yourself to old approaches 21st century thinking & skills; Become global, mobile, connected The challenge Tech support? â what is beyond the CMS / LMS Being open / enlisting students New conceptions about content OK, so how do faculty grow? Shared research and publications with students Tech to transcend former limits
- 15. Additional considerations & examples As time permits
- 16. Considerations for peer interactions ď´All communications / interactions do not have to be academic â d-board for sharing/ building communities ď´Peer reviews / require a critical comment ď´Consider how you come in without experience / send weekly emails with overview and reminders (but watch for those who will use this only) ď´Leave sections open ended â build around the participants
- 17. Consideration for faculty growth ď´ Have tech support serve as liaisons across faculty differences and divisions ď´ Take a transformative course with (or co-teach) an innovative faculty member / listen for student buzz ď´ Embrace the digital natives among the new faculty â find ways to integrate their approaches / donât leave it to digital immigrants to justify their approaches ď´ Use connecting platforms / stretch beyond the LMSâs ď´ Engage the students in the learning process â reconsider what constitutes academic scholarship in the digital era / find ways to embrace knowledge that can be displayed in more than just text- based ways
- 18. Considerations for expanding course breadth ď´ Encouraging partnership â work with admin and not just the tech perspective / good inroads being made here ď´ Have âother coursesâ themselves analyze the work within a course â for instance, have a marketing look at a design course (build trust first) ď´ Using badging by students as a way to extend support ď´ Encourage co-teaching with a savvy and a non savvy faculty member ď´ Encourage co-teaching with other schools or other business / institutions ď´ Create more modular approaches to online teaching / swap in modules
- 19. Examples of collaboration, innovation, and increased community-building & learning â a theory imbued tech-in-learning course with an application too Application of web 2 (Facebook, YouTube, ie) Peer review â˘Extended, lateral learning Badges given Results published on the learning / create a cycle of exploration and publication Have this course support other faculty efforts
- 20. Examples of integrated activities ď´ http://www.slideshare.net/eoconnor/stem-exploratory- realvirtual-environment-serve ď´ Collaboration in the process â sharing in online & virtual environments - http://www.slideshare.net/eoconnor/fostering- collaboration-ownership-in-online-courses ď´ Summary on the collaboration - http://www.slideshare.net/eoconnor/complex-collaborations- online-virtual
Hinweis der Redaktion
- In trying to move into 21st century uses of technology in teaching, faculty often need more than just technology support. A faculty member who has long integrated web 2 and 3 technologies into her instruction will suggest a conceptual framework (peppered by examples from her own work) and the academic and technology support that could empower faculty to embrace new ways of teaching from the successful, empowered integration of web 2 and web 3 technologies. This presentation will consider how the various Web 2.0 and 3.0 tools are both challenging and inviting faculty to find new ways to enrich and even re-conceive teaching and learning. These immersive, ubiquitously-present tools can enrich all facets of teaching from face-to-face to blended to online. However, the faculty member will often need support beyond simply understanding how to work within a Learning Management System (LMS) to achieve the goals of 21st century learning. In this presentation, a faculty member who has long integrated technologies into her instruction will look at the conceptual framework and often different approaches to classroom structure, hierarchy, and knowledge-development that faculty must have to understand if they are to value these tools in the first place. She will present examples from her own work and will share approaches that may help faculty and tech-support staff envision and value technology infusion and that may help with the integration of 21st century thinking skills into instruction. She will suggest ways that academia and technology-support could collaborate to seek innovative, cultural movements and approaches that could empower and support faculty who might venture into new areas. The presenter will also challenge the audience to suggest ways to enhance effective integration of new technologies into the wealth of different learning scenarios. Questions: What conceptual frameworks support useful technology immersion in the teaching? How could academia and tech-support more truly collaborate on solutions for faculty who are trying to stretch their reach through 21st Century skills and technologies? Audience: Faculty members considering what they need to grow to meet 21st century learning; administrators wanting to encourage 21st century skills; tech-support members wanting to know how to support 21st century skill development
- Students do not come tabla-rasa
- How does the learning really happen in the domain itself? We are use to textbooks, papers, and reports as the way that we show evidence of knowledge in a content area, but what are the other areas. Reference Lumina
- You want to get the students participating in the creation of the resources and interactions / work on ways for empowerment. Develop productive peer reviews. Consider badging as a way to encourage participation.
- You can use badging and peer review too as ways to encourage
- Ensure that the valued environment (alive and immersive) is the focus of the learning â not just the passive content in books.