The future looks digital

Patricia McGeeNETnet July 26, 2007

Today’s Focus

Teaching

Learning

Technology

What to keep in mind

TLT

Cues

= Question to you: please reply by entering into chat.

= Poll: Use the poll function

= Discussion: Raise your hand and use your mic or enter comments/questions in chat

What are your Top Issues?

Funding? Staffing? Resources?

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

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?

Write short response in chat or raise hand and use mic.

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?

Write short response in chat or raise hand and use your mic.

The question today is…

What are you going to do in 2017?

“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.”

Shifts in learning environments

Not just in class

Not just via the Internet

Not just on a computer

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

Yes?

No?

What has changed for the learner?

Place a mark on those areas that reflect where most of your students reside.

Mid-1990’s Mid-2000’s

Digita l divide is pronounce d, across ethnic ity an d SES

“Millennial” gener a tion sha re traits b ut so me still a re part of

a d igital divide

So me have their own PC Have own PC a nd so me hav e PC and lap top

Most ha ve mobile ph ones Most ha ve multiple ICT tools

What has changed for the learner?

Mid-1990’s Mid-2000’s

Expect face -to-face interac tion with instruc tor

Rely on e lectro nic communica tion with instructor

Assig nments primarily non -digita l

Assig nments primarily digital

Curriculum driven by standar dized tests

Curriculum driven by standar dized tests

Place a mark on those areas that reflect where most of your students reside.

What has changed for the learner?

Mid-1990’s Mid-2000’s

Are n ot use d to per vasi ve techn ology in class

Cont ent with moderate use o f techn ology in class

So me use C MS for lear ning Most use CMS for lear ning

Gender techn ology pre ferences a re suspect ed

Gender techn ology pre ferences re late to

ownersh ip, and skills with and pre ference for spec ific

techn ology

Place a mark on those areas that reflect where most of your students reside.

What has changed for the learner?

Mid-1990’s Mid-2000’s

Pre va lent use of ema il, limited use o f IM

Incessant use of ema il, IM, SMS, etc.

Single function tec hnologie s (phon e or ca mera or video or

music player)

Multi-function tec hnologies (music + video + phone +

ca mera)

Spor adic, limited access to Intern e t

Ubiquitous access to Internet

Place a mark on those areas that reflect where most of your students reside.

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.” *

The “new” graduate?

“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?

Write your answers in the chat area

What has changed for faculty?

Mid-1990’s Mid - 20 0 0’s

Ema il w ith students is a n opt ion.

Ema il w ith students is d ifficu lt to a void.

Some facu lty u s e co u rs e webs it e s t o d istr ibut e informat ion.

Many if not m os t facu lty use an on line s yste m t o commun icat e w ith students.

Place a mark on those areas that reflect where most of your students reside.

What has changed for faculty?

Mid-1990’s Mid - 20 0 0’s

Most un ive rs it ies d o n ot prov id e r e so u rces that c an be a cce s s ed fro m ho me v ia the Inter n et.

Most un ive rs it ies p rovid e re sou rce s a cce s s ib le fro m off campus locat ion s.

Most ins t ruct o rs do n ot have ho m e In t erne t s e rv ice and u s e their of fice phone on ly.

Most ins t ruct o rs hav e home In t erne t s ervic e a nd mob ile pho n es.

Place a mark on those areas that reflect where most of your students reside.

What has changed for faculty?

Mid-1990’s Mid - 20 0 0’s

Few un ive rs it ie s of fe r or requ ire student ema il accounts.

Many if not m os t un ivers it ie s requ ire tha t students hav e ema il accounts.

Few if a n y cla s s rooms h ave In ternet a cce s s.

Most clas sr oo m s ha ve Internet a cce s s.

Few c la s s room s hav e comput e rs p ro jec t ors; most ha ve o ver h ead proj e ct o rs.

About 1/2 o f c la s s roo ms have comput e rs w ith proj e ct o rs.

Place a mark on those areas that reflect where most of your students reside.

What has changed for faculty?

Mid-1990’s Mid - 20 0 0’s

Some un ive rs it ie s p rovide techn ica l supp ort.

Most un ive rs it ies p rovid e facu lty both t echnical a nd instructional supp ort.

Few stu d ents u s e the ir own techno log y.

Many students u s e th e ir own t e chno log y, e.g. handhe lds, c ompute rs, ca lcu lato rs, et c.

Place a mark on those areas that reflect where most of your students reside.

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!

Check the number where most of your faculty reside.

Other changes?

Expectations?

Infrastructure?

Resources - type, amount?

Enter your response on the chat or raise your hand and use your mic.

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?

Peer review

Ownership

Intellectual Property rights

Faculty

Learner

Staff

IPR for online courses

Distribution of services & supports

Outsourcing

Technology ownership

Partnerships with vendors

Planning for TLT

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

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

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

“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 statement on the next page comes?

Enter your guesses in the chat.

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

IU 3+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%online for appropriate courses

Establish partnerships

Real world?

• 100% online

• Web-enhanced

• Established infrastructure, services

• Blended/Hybrid

• Established partnerships

What are tested strategies?

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• 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.

Have been proven to be an effective strategy and not just a stepping stone to online courses.

NCAT Examples

Course Design: 100% Online

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

MIT OpenCourse

Learning Designs

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 LaurelA Hero’s Journey -South Mountain Community

College

Modularized Curricula

• Self-paced

• Learning Agents/Objects

• Credit re-defined

University of Leicester

University of Salzburg

What can work for you?

Any? Some? None?

Enter thoughts/questions in chat or raise hand and use mic.

Reuse

Publishers

Final thoughts

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

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)

Patricia.mcgee@utsa.edu

Slides and handouts available after August 3 from

http://faculty.coehd.utsa.edu/pmcgee

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