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Developing a Technology Rich Teacher Education Program: Use of Data to
Inform InstructionDr. Donna RedmanNori Barajas-Murphy, M.Ed.University of La Verne
UNIVERSITY OF LA VERNE
Demographics
The University of La Verne is a Carnegie doctoral/Research University in Southern California enrolling over 8,000 students in four colleges over 11 campuses.
The College of Education & Organizational Leadership (CEOL) A leader in preparation of professional educators and administrators.
Community College Grant Partner
Citrus Community College total enrollment of 13,184
Citrus Community College serves five unified school districts
Title V Grant: Preparing Tomorrow’s Teachers Today Through Technology
1. To improve the technology literacy of future educatory by modeling exemplary use of learning technologies in their teacher preparation program
2. Improve program completion and graduation rates of future teachers from community college to 4-year college
DATA USED TO INFORM REDESIGN & FACULTY DEVELOPMENT
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
ECAR data informed the initial redesign process
Initial Conclusions - 2012We believe mobile
devices and tablets will increase in the near future and want to
leverage that medium in course redesign (Horizon
Report 2012)
Our students believe the goals of the grant to be valid – technology helps students achieve course learning outcomes
Our students own the equipment needed to access online resources – and want these resources available in the LMS
ECAR data informed the ongoing redesign process
La Verne ECAR Key Findings - 2013
Online course components perceived as a slightly more effective learning environment but few LV students had options to take blended courses
Increase ownership of variety of devices particularly smart phone
The ownership vs. use data point shows students are interested in leveraging tablet and laptop
Instructors and faculty need more learning technology skills to support instruction and academic success
LMS is still perceived as important
Our students own several internet connected devices that are not leveraged in their courses
Technology is still perceived by many to support academic success yet down from 74% prior year
eBooks & ePortfolios still not rating highly
Lecture capture or screencasting and online collaboration tools are valued
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
Project Tomorrow: Speak UpThe New Digital Learning Playbook
– June 2014
• 325,279 K 12 students‐• 32,151 parents • 37,756 teachers • 2,230 librarians • 933 district administrators • 3,020 school administrators • 577 technology leaders• 1,346 members of the
community• 9,005 public and private schools
from • 2,710 districts
Project Tomorrow: Speak UpLearning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers
– February 7, 2013
1,351 college students completed the online Speak Up survey. Key characteristics of this convenience sampling include:
• 75 % were enrolled in undergraduate teacher preparation programs
• 25 % in post undergraduate programs either leading to a graduate level degree or to a teacher certificate or credential
• 41 % were aspiring for a multi-subject teacher credential• 46 % for a single subject teacher credential
Speak Up 2013 Key Findings
Aspiring teachers place a high value on the role of
technology to both impact student academic success
and their own effectiveness as a teacher.
In spite of their comfort with using technology tools, the aspiring teachers say that their field experiences as student teachers and observing their professors are the best way for them to learn about how to integrate technology within instruction.
La Verne Liberal Studies students participated this year in the 2014 Aspiring
Teacher Survey
Principal’s Expectations vs. Aspiring Teacher
Experience
Disparity
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
University Wide Course EvaluationsQuantitative
10 Questions4 point Likert scale
Qualitative4 Questions
Quantitative Evaluation Questions• The course materials helped me achieve the course objectives• The course assignments helped me achieve the course objectives• The instructor’s teaching techniques helped my learn the subject matter• The instructor was respectful of diversity among students• The class environment was conducive to my learning• The instructor supported and encouraged student questions and
discussion, in class or online• Feedback on my coursework was provided in a timely manner• Feedback on my coursework was helpful• The instructor was accessible, either in person, by telephone or through
online communication channels.• Overall the instructor was effective in the course
Qualitative Data Questions:
1. What were the instructor’s most satisfactory teaching attributes?
2. What could the instructor do to improve his/her teaching effectiveness?
3. What were the most satisfactory aspects of this course?
4. How could this course be improved?
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
PT5 Course Outcome Surveys
The degree to which I could have competently met this learning outcome BEFORE taking this course.
The degree to which the course materials and activities in (course) helped me meet the following learning outcome
Strongly Disagree
Somewhat Disagree
Somewhat Agree
Strongly Agree
1 2 3 4
Impact of Course Redesign
Writing for Educators Foundation Course
Art for Elementary Educators
Liberal Studies Lesson Plan Resource
Liberal Studies ePortfolio Resource
Physical Education for Elementary Educators
Early Childhood Development
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
Liberal Studies Faculty Use of Data
• To what degree did the course learning outcome data influence your teaching practices?
• To what degree did the ECAR data influence your teaching practices?
• To what degree did the faculty development events influence your teaching practices?
ECAR Data + Course LO DataTo what degree did the course learning outcome data influence your teaching practices?
3.60
I have modified my instructional approach(es) based on the 2012 data set.
3.14
I have modified my instructional approach(es) based on the 2013 data set.
3.05
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
Lead Instructor Role
Specialists for each Liberal Studies course: oversee content, delivery and training for all other instructors
Grant related meetings: Annual each Spring• 2012 to review and revise all course
outcomes• 2013 to review and revise and align all
course assessments• 2014 to reflect on data and faculty
development
Liberal Studies Lead Focus Group
1. In what ways do you use data to inform course content and instructional design
2. In what ways do you use faculty development to inform course content and instructional design
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• Course Evaluations
• Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
COURSE DESIGN
Year One Redesign
• Redesigned all presentations• Lecture captured all course topics
and located on a streaming server• Created SoftChalk SCORM compliant
lessons w/ embedded lecture• Created and embedded self
checking quizzes during each topic• Assessments aligned more closely
with course learning outcomes• Instructor feedback models online
“Office Hour” using screencast grading
Writing for Educators Foundation Course
Screencasting is used widely by instructors and students in all courses
LMS is the central location for all coursework in program
Device use is encouraged and course content is increasingly mobile friendly
Liberal Studies courses are all offered in the blended format; 7 of the 11 required courses are offered 100% online
eBooks & ePortfolios are being consistently and intentionally infused program wide
Year One Redesign Writing for Educators Foundation Course
Year Two Redesign
1. Course iBook 2. Class activities aligned
and balanced for continuity
3. Course materials (slide shows, web modules, LMS) designed with consistent look and navigation
Art for Elementary Educators
Year Two Redesign Art for Elementary Educators
LMS is the central location for all coursework in program
eBooks & ePortfolios are being consistently and intentionally infused program wide
Liberal Studies courses are all offered in the blended format; 7 of the 11 required courses are offered 100% online
Year Three Redesign
1. Program alignment + Capstone Rubric
2. Course level artifacts, achievements, and reflections
3. How-To manual
Liberal Studies ePortfolio Resource
Amazon AppstoreGoogle Play StoreApple App StorePDFHTML
Year Three Redesign Liberal Studies Lesson Plan Resource
1. Program alignment2. Examples of key
indicators3. Guided practice using
assessment rubric 4. How-To manual
La Verne Redesign
Device use is encouraged and course content is increasingly mobile friendly
Ongoing, sustained support of consistent learning technology skills is offered to all Liberal Studies faculty and instructors
eBooks & ePortfolios are being consistently and intentionally infused program wide
Year Three Redesign
1. Learning Outcomes revised and aligned with course assessments
2. Diagnostic App integration into introductory unit
3. Lesson Plan resource customized for PE education and for program continuity
4. Project based capstone assessment
Physical Education for Elementary Educators
La Verne Redesign
Problem based learning is the course arc ~ students will create a PE unit to solve a K-8 teaching scenario
Diagnostic app integration and modeling throughout course
Technology is still perceived by many to support academic
Screencasting is used widely by instructors and students in all courses
LMS is the central location for all coursework in program
Device use is encouraged and course content is increasingly mobile friendly
Ongoing, sustained support of consistent learning technology skills is offered to all Liberal Studies faculty and instructors
eBooks & ePortfolios are being consistently and intentionally infused program wide
Integration and modeling of device in PE education and teaching
Year Three Redesign
1. Practicum resource for observation unit
Early Childhood Development
FACULTY DEVELOPMENT
Annual Liberal Studies Meeting
Blend of updates, data, and faculty development
Liberal Studies Annual Meetings
Goals:• ECAR Data + Course learning
outcomes data + Aspiring data• Screencasting• ePortfolio
To what degree have your incorporated screencasting as an instructor?
3.6868% Significantly
Faculty Development
To what degree have you assigned and assessed an item for the Liberal Studies ePortfolio?
To what degree have you integrated screencasting into student assignments?
2.72
3.00
LEARNING TECHNOLOGY COURSE SUPPORT OF STUDENT PROFICIENCY
EDUC407 Requirements
• Screencasting – Teaching concepts, rich media development, reflection
• Video Channel – Student produced playlists and streaming content
• Site development – digital presence, ePortfolio, lesson planning content
• ECAR Study of Students and Technology
• Project Tomorrow: Speak Up Aspiring Educators
• University of La Verne Course Evaluations
• Liberal Studies Learning Outcome Surveys
• Liberal Studies Faculty Use of Data Instrument
• Liberal Studies Lead Faculty Focus Group
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Questions?
Developing a Technology Rich Teacher Education Program: Use of Data to
Inform Instruction
dredman@laverne.edunbarajas-murphy@laverne.edu