The future looks digital

Patricia McGee

Leading from the Middle

Today’s Focus

Teaching

Learning

(emerging) Technology

What to consider about what’s next

Who you areRole #Chairs (+ Asst) 27

Admin. (Dir., Co-ord, Man.) 16

Deans, Admin 9

Deans,Academic (+ Asst) 8

VP 6

Instructor 6

Instructional Designer 3

Roles, roles, roles

What are your Top Issues?

Funding? Staffing? Resources?

Top Issues of TLT• Accessibility• Evidence• Ethics• Ownership• Role of staff• Distribution of services and support• Course Design• Support structures• Incentives and acknowledgements • Retention

Different strokes for different folks

How do priorities, as relates to TLT, differ between roles?

Why should we attend to what other “stakeholders”

think, do, believethink, do, believe?

Change occurs more readily when it is embedded in

Beliefs • Values • Traditions*

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 from your role in the institution?

1995 Strategies

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 from your role in the institution?

“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.”

What does this suggest for the future?

The question today is…

What do you do in 2017?

Shifts in learning environments

Not just in class

Not just via the Internet

Not just on a computer

LSU Alexandria

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

The “new” learner?

Are your students different than they were 10 years ago?

What has changed for the learner?Mid-1990’s Mid-200 0’s

Digital divide is pronounce d, a cros s ethnici ty an d S ES

“Millennial” gener a tion shar e tra its but som e s till are par t of a digital

divide

Som e hav e thei r own PC Have ow n P C an d s ome ha ve P C and laptop

Mos t ha ve mobile phon e s Mos t ha ve multiple ICT tools

Prevale nt use of e mail, limited us e of IM

Ince s san t us e of e mail, IM, S MS, etc.

Single fu nction te chnologie s (pho ne or c a mer a or video or musi c play e r)

Multi-functio n technologie s (musi c + video + phone + ca mera )

Sporadi c, limited a cce s s to In tern e t Ubiquitous acc e ss t o Intern e t

What has changed for the learner?

Mid-1990’s Mid-200 0’s Are n ot used t o perv a sive

technolog y in class Conten t with moder a te use of

technolog y in class

Som e us e CMS fo r learning Most us e CMS for learning

Gende r differe nces fo r te chnolog y prefere nce s are susp e cted

Gende r differe nces fo r te chnolog y prefere nce s relat e to owne rship , a nd skills with an d pre ferenc e for spec ific

technolog y

Expe ct fac e -to-face inte ractio n with instru ctor

Rely o n elec tronic co mmunic a tion with ins tructor

Assig nmen ts primarily non -digita l Assig nmen ts primarily digital

Curriculu m drive n by s tandardize d tes ts

Curriculu m drive n by s tandardize d tes ts

Think back 10 years…

Think about today…

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.*

Prepared?

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.*

What about faculty?

The ‘new’ faculty member?

How have faculty changed?

What has changed for faculty?Mid-1990’s Mid - 2 0 00 ’s

Ema il wit h s tu d e n t s is a n opt ion.

Ema il wit h s tu d e n t s is di fficu lt to a vo id.

S om e fa cu lty u s e co u rse web si te s t o d ist r ibu te inf or mat ion.

Many if no t m ost f a cul t y us e an o n lin e s ys te m to com mu n ica te with s t u d en t s.

Mos t u n ive rs it ie s d o n ot p rovide re s ou rces tha t c a n b e a cce s se d from h om e via t h e In te rn et.

Mos t u n ive rs it ie s p rovide re s ou rces a cc e ss ib le f ro m of f ca mp u s l oca t ion s.

Mos t in s tr u ct ors d o n o t h a ve ho me In t er n e t s e rv ice a n d u s e the ir o ffice p ho n e on ly.

Mos t in s tr u ct ors h a ve h ome Int e rn et s e rvice an d m obi le pho ne s.

What has changed for faculty?Mid-1990’s Mid - 2 0 00 ’s

Fe w u n ive rs it ie s o ffe r o r re qu ire s tu d e n t e mai l ac cou n t s .

Many if no t m ost un ive rs it ie s re qu ire tha t st u de n t s h a ve em ail ac cou n t s .

Fe w if a n y cl as s room s h a ve Int e rn et ac ces s.

Mos t cl as sr oo m s h a ve In t e rn e t ac ces s.

Fe w cl as sr oo m s h a ve com pu t e rs wi t h pro je ct ors, but m os t h a ve ov er h ea d pro je ct ors.

Ab out o n e -h a lf o f cla s s rooms hav e com p u t e rs wit h p ro je ct o rs.

S om e u n ive rs it ie s p rovide t e chn ica l su p port.

Mos t u n ive rs it ie s p rovide fa cu lty su p port fo r t e ch n olog y, b o th t e chn ica l a n d in s t ru ct iona l.

Fe w st u de n t s us e t h e ir o wn t e ch n ology.

Many st ud en t s us e th e ir own t e ch n ology , e. g . ha n dh e lds , com pu t e rs , c a lcula t ors, e t c.

Where are your faculty?

1. I know its there but….

2. I’m kind of interested in that thing I saw…

3. Hmm, I may have to change what I am doing.

4. I sure am spending a lot of time managing it.

5. Is what I am doing really helping students?

6. I bet I can adapt from what others are doing.

7. Gee, my ideas may work better than what others have done!

Disconnect

Faculty at different stages

Students living in a separate technology world

Technology that changes daily

Other changes?

Expectations?

Infrastructure?

Resources - type, amount?

Technology as a solution

Or a new challenge

Accessibility

Multiple communication modes

Multiple content formats

Just-in-time information and supports

Evidence

Data collection of what is really going on with the instructor, the learner and the departments that interact with both

Digital collections

Ethics

Plagiarism, cheating, ignoring intellectual property rights

Acceptable Use Policy?

Punishment vs. engagement?

Ownership

Intellectual Property Rights

Faculty

Learner

Staff

Do you have a policy for online courses?

IPR for online courses

Distribution of services & supports

Outsourcing

Technology ownership

Planning for TLT

• Macro - developing national curriculum, specifying qualification standards= societal societal or systemor system

• Meso - designing an educational program or a course on institutional level = schoolschool

• Micro - preparing course materials, designing learning environment = classroomclassroom

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

Re-thinking how degrees work

Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?

From where do you think the following statement comes?

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.

At the Macro level

IU3+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

Thinking about how programs and courses work

Delivery mechanism

–Classroom, lab, etc.

–Online

–In field

Considering

Course Design

– Distributed Attendance

–Web Enhanced

–Blended/Hybrid

–100% Online

Considering

Considering

Pedagogical Design– Open entry Open Exit– Participatory Pedagogy– Modularized

Silo Approach

Web-enhanced Blended/hybrid 100% Online

Expense

Support

Time

Learner/Instructor Expertise

Need for other online institutional resources

Incremental ApproachPhase 1 -Web-enhanced

Establish infrastructure, services

Phase 2 - Blended/Hybrid for appropriate courses

Expand infrastructure, services, seek partners

Phase 3 - 100% for appropriate courses

Establish partnerships

Real world?100% online

Web-enhanced

Established infrastructure, services

Blended/Hybrid

Established partnerships

What are tested strategies?

Four models of tech-supported instruction

Course Design: Distributed EngagementThis 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).

Math My Way Foothill College

• Hands on• Self-paced math learning modules• Patient, caring 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

New systems

Pros? Cons?

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

New tools -

Hardware -clickers, tablets, smart phones

Software - convergent systems

Web 2.0 Applications

What value does this add?

Course Design: Blended/Hybrid

Classroom courses that include between class meeting activities using learning systems or other ICT.

NCAT ExamplesU. Of Mass Example

Course Design: 100% Online

All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system.

MIT OpenCourse

But the users determine

How the technology is used

Kotaku

Healthcare Simulation

It’s not the technology…it’s the

Pedagogical Approaches

Open-entry Open Exit

• Flexible time• Multiple ways to complete assignments• Controlled assessment• Typically no required attendance• Variable credit• “Correspondence” model

San Antonio CollegeSchoolcraft College

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

Go2Web2.0

Modularized Curricula

• Self-paced

• Learning Agents/Objects

• Credit re-defined

University of Leicester

University of Salzburg

Reuse

Work with Vendors!

Publishers

Hardware

Software

Final thoughts

1. Learning hasn’t change but the delivery of instruction has changed and will continue to

2. Look for collaborators and first ‘responders’

3. Keep an eye on trends

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)

• TLT Group for planning and assessment

Patricia.mcgee@utsa.edu

Slides available from http://www.slideshare.net/

Search for Patricia McGee

Other materials available fromhttp://drpmcgee.googlepages.com/home