Emerging Social Trends and Instructional Effectiveness
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Presented at #DETCHE15 in Monterrey California 12.2.15.
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Emerging Social Trends and Instructional Effectiveness
- 1. Emerging Social Trends: Considerations in Instructional and Institutional Effectiveness follow @tjoosten twitter.com/tjoosten slideshare.net/tjoosten TanyaJoosten.com Professorjoosten.blogspot.com
- 3. Who am I?
- 4. Societal trends Flickr CC anjin
- 7. Access
- 8. Access
- 9. Access
- 10. In your teaching, research, and profession Provide open and continuous access
- 11. Flickr CC aidanm
- 12. Flickr CC mathia
- 13. OER and open content
- 14. Open publishing
- 15. Open work
- 16. Open courses
- 17. Open data
- 18. More societal trends Flickr CC anjin
- 23. Change in tides
- 24. Change in tides
- 25. New school ripple effect
- 28. Design authentic learning experiences
- 29. Assessment
- 32. Content
- 33. Build authentic professional networks
- 34. Develop a personality for your organization
- 35. Remember why you and your institution are valuable – focus on your own strengths…
- 37. Help and support
- 39. Show your pride
- 41. Data
- 42. Data
- 43. Assess your students’ needs Let the data drive your decisions
- 44. Student interest in IPAS features
- 45. According to a survey by Joosten (2009), students reported that they need good (67%) and frequent communication (90%) with their instructor and good communication with their classmates (75%). They also reported that they need to feel connected to learn (80%) (http://tinyurl.com/yafu8qz).
- 46. I like social media for learning
- 47. According to PEW Internet study, “Teens who participated in focus groups for this study said that they view email as something you use to talk to ‘old people,’ institutions, or to send complex instructions to large groups “ (http://www.pewinternet.org/Reports/2005/Teen s-and-Technology.aspx?r=1).
- 48. 95.1% of 18- and 19-year-olds use social media, primarily Facebook on a daily basis (Salaway, et al., 2009) 96% of undergraduates reported using Facebook (Smith & Caruso, 2010) 43% of undergraduate use Twitter (Smith & Caruso, 2010) 90% use mobile devices to receive and send text messages (Smith, 2010), over 1600 a month (Neilson, 2010) 92% of college-aged students watch YouTube (Moore, 2011)
- 51. It’s not about the technology, it’s all social Larry Johnson, NMC
- 52. global collaborative anytime anyplace mobility access literacy informal learning
- 53. Connect
- 54. Tips… Let the data drive you Provide open and continuous access Create opportunities for authentic, richer experiences Develop students for the 21st century Connect students to you, the course, each other, and the world Don’t chase shiny balls
- 56. Connect w/me • twitter.com/tjoosten • linkedin.com/in/tjoosten • facebook.com/tjoosten • juice.gyoza@gmail.com | google+ • juice gyoza | second life
- 57. Identify your pedagogical goals and students needs Assess your needs
- 58. Support your students and your instructors Open, collaborative
- 59. Get it!
- 60. Increase communication and contact
- 61. Engage students through rich, current media
- 62. Building cooperation and feedback
- 63. Let technology facilitate your strategy Don’t let it be your strategy
- 66. An array of journeys to degree Degree Open Access Flex Blended Self- paced Traditional Online Providing you more access and a choice in planning your flexible journey to degree through –blended, open access, flex, self-paced, and traditional online – courses and program.
- 67. “A virtual place where people share; everybody and anybody can share anything anywhere anytime” (Joosten, 2012, p. 6).
- 69. Warning! Technology is only the medium
- 70. Medium | Message By Wespeck
- 72. Words, Voice, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes Eye Contact, Nodding, Hand Gestures, Posture
- 73. ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes ? Words, Text or Voice, Emoticons, Eye Contact, Hand Gestures, Body Movements, Posture, Clothes
Hinweis der Redaktion
- Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, including blended learning, learner analytics, MOOCs, open education resources (OER), mobile technologies, social media, gamification, and more. How do we decide what is right for us and our students? Lots of time we focus on the tech and the tools and rather our underlying values and overarching purpose. I will discuss considerations derived from these trends that will help us design our future.
- www.youtube.com/v/KJS46y7pa_k Full disclosure Technology is something great that can help facilitate positive change in our World However, technology is just the medium. You must chose the right medium and use it appropriately to have the desired impact that you want. <object width="480" height="360"><param name="movie" value="//www.youtube.com/v/KJS46y7pa_k?version=3&hl=en_US"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/KJS46y7pa_k?version=3&hl=en_US" type="application/x-shockwave-flash" width="480" height="360" allowscriptaccess="always" allowfullscreen="true"></embed></object> www.youtube.com/v/KJS46y7pa_k
- OPEN – in the 90’s things were open (public websites), then we closed them – things needed to be privileged and secured (CMS, Intranet, email, VPN, AOL, etc), now we are opening them up again. The day Facebook toppled Google Information is no longer privileged by sages or behind closed doors that require keys Where they get information? Not behind closed doors. Status leveling Democratizing MOOCs, OER, YouTube, Social Media, Google -- Resources at our finger tips, in a instant Everyone has access to these technologies, to these knowledge-building activities
- Another trend is around access and equality – Access - tech access/digital divide (broadband, software, hardware/device), disability access, $ Ubiquitous, Mobile, Access, Bandwidth, Phones, tablets, laptops, push – instant – info, support, etc There is the expectation that we (students, staff, junior-mid level faculty and instructors) will be able to “do” anything online we want to no matter, seamlessly – without thought of their bandwidth, hardware, software, location or time….or ability and for free… Internet connection speed – Tell story of Comm Tech, Dial-up, Broadband, New Defined Broadband, to 3G to 4G Now Verizon is making money off of data – unlimited data is gone. No one uses their minutes anymore. Platform of device, iOS or Windows We want to play all files despite the file format like Flash Anyone else make voice over flash-based presentations – not cool Apple, not cool Want we do it from our mobile device, not matter where we are… Qualcomm is working with governments all over the world to ensure that wireless towers are build in 3rd world countries I used to use this clip in one of my classes from Diane Sawyer talking about the digital divide…he is a farmer making $80 a week but has a mobile phone Wireless Reach programs offers Women in Entrepreneurship program offers women the opportunity to start business from their phone
- Higher education is not longer about weeding out a certain population of students…Russ Polin, WCET, reminded me on Twitter recently that this was an important message
- Our role is to help students grow and flourish, to be successful In providing open and continuous access based on the expectations society has put on our students, we need to change the way we think about things and focus on how to bring down the walls rather than how do we compartmentalize, control, build walls, and charge for entry.
- Instructional materials need to be accessible – open and free and accessible regardinless of the device, bandwidth, time, and disAbility In bringing down the walls think of open webspaces, open physical spaces, free access, less technology hurdles, more bridges, greater seamlessness, and building transparency…. Support OER or digital content and the creation and sharing of open textbooks. Reading for class should not be privileged. Information is not scarce. Youtube, a social media, and a variety of sources have open, free information to be curated for students. Open content for others to use. 2. Providing faculty with a $5,000 summer stipend to create an open textbook could save students $60,000 in one semester. Let’s student drive and curate content. These are 21st century skills that they will need in the workplace not matter whether or not their job exists today. Transition – focus not only on what is happening inside of the classroom, but what is happening outside of the classroom. 1. OER Study Independent samples t-tests using OER as the grouping variable illustrates OER classes reported significantly higher self-perceived learning (M = 37.29, SD = 7.79) as compared to courses that did no use OER content (M=32.41, SD = 6.58), t(80) = 2.86, p < .01. Additionally, OER courses reported significantly higher self-perceived satisfaction in Ginkgotree (M = 31.06, SD = 4.72) as compared to non-OER content courses (M = 27.34, SD = 4.75), t(80) = 3.404, p < .01.
- Part of this comes through providing open and continuous access to so many things…in so many ways…. 4. Incentive and support (through libraries) open publishing 4. The James A. Gibson Library is cancelling our subscription to a package of 1,363 journals from Wiley-Blackwell effective December 31, 2014 due to financial constraints. The cumulative impact of annual price increases from scholarly publishers, coupled with the higher American dollar, make it impossible for the Library to maintain this subscription.
- Incentivize the capturing of tacit knowledge. Provide free domains for faculty and students to blog and develop digital identities. Please don’t brand them ;) Again, embrace differences, multiple identities, individuality, and creativity… Share your materials as an instructor, start a blog! Open up your course to the public, put your digital content on YouTube. Support your students public displays of their work, building their digital literacy skills, helping them document what they learned in class and showing it to future employers.
- 2. Encourage technical an process systems where courses stay open for the life of a students’ tenure at the university. Provide students access to their content and work, or, allow them to take it with them. 3. Offer free courses to potential or incoming students. Offer free courses in specialized research areas. Offer a free course sharing multiple disciplinary approaches, even interdisciplinary research on world problems. 2. LMS research data – students expect access to digital materials for…ever. 3. Free by Christopher
- Richard Culatta
- Another societal trend is this idea of -- authenticity or realness – We don’t want the project self, we want the true self… Social presence – immediacy and intimacy – want to feel connected -- engagement We have come to a time when we as a society value emotions, emotional intelligence. You should show that you care. You can be vulnerable rather than strong and even impersonal all the time. UCF research indicates showing concern for students and their learning leads to higher satisfaction. Tell story about mother stripping my emotions to create masculine IBM worker to ensure my success. Increase self-disclose leads to higher degree of trust, social penetration theory social media reveals things through an any one individual’s lens rather than traditional filtering from media alone.
- How do you help your team, instructors, or yourself learn how to express their “true selves” in the internet – that is where we are doing a large amount of our teaching and professional networking. It is a really important skill. Yet, we pay little attention to assist folks in understanding and developing this important skill. Bargh and his colleagues conducted research on the true self revealing that if you cannot express your true self online, it will be difficult to form close relationships with those that you meet online. I have reaped great benefits, which I like to call unintended consequences, from self-disclosure on social media (uncertainty reduction theory). I have build meaning professional and personal relationships that have led to presentations, publications, collaborations, support, and meaningful friendships.. --- Research tell us that the internet allows folks to better express our True selfs. This may be hard for folks who have multiple selfs. The true self and the project self and/or the future self. To not have a multiple selfs. Just one, authentic self.
- We have less of a need to keep our private life’s separate from our work life’s. Those who have separate identities on social media are almost seen as shady, hiding something, or just a PR machine. People may want to interact less, may not take what is said seriously…
- Let’s look at an example from the travel industry, the airline industry to be exact. Not only am I a social scientist but I have a background in organizational communication – specifically, organizational change, org culture, org analysis based on symbols using Schein’s model of org culture analysis, etc. When we look at this Delta safety video from a several years ago what do we see? Formal, perfect – who is this darn perfect, right? We did have a time in our society (and still do in many populations) that it was about perfection
- We care about you Transparent fees
- Let’s just be real and have fun
- Now everyone wants to be real, authentic, have fun…however, Delta still always seems like they are not having such great fun
- Social presence theory from the 70s discusses that rich media leads to perceptions of another, even when being media, as being a real human being, authentic, potentially having greater feelings of immediacy and feelings of intimacy.
- Realness, authenticism Quotes on social presence --Develop intimacy and immediacy, how do you develop meaningful connections --Frequent communication, messaging through social media --Use rich media like video and audio to unpack the unwritten expectations or emphasize the written --let students know there is a person behind that course site – however, I am not advocating for video lectures Quotes on showing concern from UCF -- Facilitate learning, effective communicating, show concern
- Quote research on authentic learning Cognitive, Behavioral, Affective learning experiences Focus on learning outcomes such as empathy facilitate learning, communicate ideas and information, organize his or her course, assess student progress, demonstrate interest in student learning, and show respect and concern for students. the authors concluded that students used three general “factors” to define the quality of their educational experience: the degree to which the instructor facilitates learning, is able to manage the learning environment, and fosters a supportive learning climate. The CART model suggested further that, in the eyes of students, both excellent and poor teaching is a function of those dimensions
- As you can see this provides students an opportunity to communicate creatively and in engaging ways, use video, images or other rich media, and learn how to present themselves online Support your students public displays of their work, building their digital literacy skills, helping them document what they learned in class and showing it to future employers. Also, it is a way of capturing of tacit knowledge and your students digital footprint of learning
- Student interaction with instructor Increase communication and contact Provides opportunity for frequent contact Be real – authentic Build social presence
- Building cooperation and opportunities for feedback Student interaction with other students Open and public connections with those inside and outside the class Opportunities to easily bring in experts
- Text plus images Richness Engaging Consumable Current Uses media in which students are familar Student interaction with content Rich and current content
- More recently, I examine my experiences…sadly, traveling Southwest Then, Delta Then, Southwest loves us – humazing Then, humanizng the organization Embrace differences, multiple identities, individuality, and creativity… Increase in use of social media and self-disclosure has led to an increase in the weight indivdiuals put on being real – being human, and being authentic Emotions are valued, emotional intelligence is valued over other intelligences Greater need to develop an identify, express that identify, by building a strong culture and presence as an institution, and developing a voice as a teacher, teacher presence or social presence This is no longer the days of IBM corporate culture, no emotions, logic drives everything…
- Personality – is it evident in each person and how they communicate with each other, staff, students, staff, faculty? Through which mediums? Are you building hurdles to decrease your workload/increase efficiency or focusing on the needs/success of your client? What are the long term effects of these hurdles on diffusing a supportive climate? Practices and tech? Is it evident in the environments and objectics of your organization?
- Through blogging, microgblogging, youtube, facebook, Instagram, snapchat, and an array of social media tools, you can build your own authentic self and your university can do the same… The more you self-disclose and build transparency, the more people will understand you, your values resulting in increased trust… Make social media a priority - Take time to use social media, understand it – connect with your students, staff, and faculty – don’t fear and avoid it It is okay to reveal your true self and be vulnerable…
- Create a culture that is supportive and collectivistic. What and how we communicate, our messages, our comm behavior – creates culture, sustains culture, and has the potential to transform culture Nonverbal communication on spaces and artifacts Invest in supporting your students…helping them using whatever medium is relevant to them, anytime, anywhere, from any device. Students can tweet Verizon, United, and an array of business and be supported. What are you doing at your institution to meet this anytime, anyplace expectations instilled from commercial support models Provide training for faculty and staff, all of them, on using social media effectively for communication with students, with each other, and with the community.
- Provide incentives to faculty and staff for innovative ways to connect with students
- The story of #iamuwm, breaking down silos
- The final trend I want to discuss is the push for data and evidence… Reduce costs, ensure quality Produce results Support student success Great accountability expected Enrollments are down Less funding from States
- Now data is coming to us at our finger tips in fancy dashboard so we can make better decisions In the financial industry and…
- In the medical industry
- Provide students more adaptive and personalized learning based on the data Assess your students needs
- Students want personalized dashboard and personalized support and information on their degree program Nebraska was just telling me how they built a product where a student gets to see multiple paths to their degree based on their course choice **Yet, we are spending a lot of time identifying the at-risk student and send them emails that they might not even read all because they maybe didn’t login one day – there might better ways to use student data in an automated sense Some of us teachers have been using learner analytics for years…of course, I email my students when they miss something. And I know they did because I have active learning, student centered assessments. Huba and Freed
- Conduct studies with your own students Survey students, staff, and faculty
- Do pilot studies – be ready to walk away
- Examine national data from PEW and other sources
- ECAR and others
- How many of you believe this? Ends, 21:56
- Consideration in that Ends, 23:07
- Technology, Ends 24:30
- Outside of the standard curriculum Ends 25:40
- Society in general Ends, 26:16
- You need a strategy, in the classroom a pedagogical strategy What social process will it help me facilitate Ends, 39:51
- Discuss the push towards personalization due to societal trends. There is a focus on student-centered, active learning
- Students: Learning, at our finger tips just in time Instructor role change, content is already Googleable, what do you bring to the table as an instructor Instructional support, just in time Instructional materials, Oer, MOOCs, how to find repurpose
- Programs can offer students alternate pathways to degrees and student success. You can have learning when, where, and how you want it. Again, we see themes as the user or the student as being center stage – personalize degree pathways. UWM is a leader in the mediated delivery of courses and programs in tech-enhanced, blended, and online, including traditional and self-paces (UPACE). UWM leads the state in flex programming and competency based education. UWM has received recognition for its efforts in blended faculty development and self-paced (UPACE) instruction.
- MOOCS are not a strategy. MOOCs can facilitate a strategy. The means to do this will be built off of the knowledge of blended and online faculty development and course design, upace model, and flex programming.
- All encompassing of the things we talk about Ends, 27:57
- http://www.theonion.com/articles/internet-users-demand-less-interactivity,30920/
- What is it you want to accomplish Ends, 36:25
- Ends, 36:34 http://www.flickr.com/photos/wespeck/4960579336/in/photostream/lightbox/
- Accomplish our goals Ends, 36:46
- In thinking about how we might traditionally communicate with out students… Meet our needs Ends, 38:02 Source, Receiver Sending, Encoding Past experiences, attitudes
- Now you have to start thinking more about what you want to communicate to your students, and what is the best way to communicate that to them, while considering how they are receiving you Ends, 39:12 Source, Receiver Sending, Encoding Past experiences, attitudes