Download - Teaching Well Using Technology
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TEACHING WELL USING TECHNOLOGY
Keeping Instruction in Instructional Technology
1Friday, February 8, 2008
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Agenda for today
Introduction exercise
The Google generation & best practices.
Guiding principles for thinking about using (and not using) technology for a course.
Thinking about time and space.
Examples of using technology and pedagogy.
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Readings Packet
7 Principles for Good Practice
Framework for Selecting & Using Technology
Introduction to Teaching online
Teaching College Courses ONline
Instructional Design Tips for Online learning
Soldiers as Distance Learners
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ExercisePart I:
Think of a class that you are teaching or would like to teach. Think of a learning objective for that class. By the end of the semester, I would like student in my class to be able to ...
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The GoogleGeneration
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Characteristics of the Google Generation
89% use e-mail
64% send instant messages regularly
60% prefer IM over voice communication
93 % have a Facebook and/or MySpace page
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Characteristics of the Google Generation
67% receive news from on-line sources
74 % watch and/or produce videos on-line
56% have a portable mp3 device
52 % read and/or have on-line blogs
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Characteristics of the Google Generation
With Facebook comes:
beneficial narcissism - the profile
YouTube and Blogs leads to the Prosumer
43 % play on-line games
There are 4 gamers for every golfer in America
flexible identities
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Characteristics of the Google Generation
57% search for info on colleges on-line
72% search for information first on-line
100 times more likely to check Wikipedia rather than a book
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Characteristics of the Google Generation
Used to brief, rapid bursts of information
Respond well to/require frequent affirmation
Highly visual, experiential learners
Strong sense of entitlement
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PART 1: BEST PRACTICES
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Chickering & Gamson’s “Seven Principles for Good Practice in Undergraduate Education”
1. Encourages student-faculty contact
2. Fosters cooperation among students
3. Promotes active learning
4. Provides prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse learning styles
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Three guiding principles for effective and efficient use of technology as a pedagogical tool.
It should not duplicate work for the instructor or students.
It must be relevant for achieving course goals.
Using technology will achieve a course goal better or is the only means to achieve a course goal.
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Questions?
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ExercisePart II:
Can you see any bottlenecks for achieving one of your course objectives?
Can you identify potential problems for attaining your course objectives?
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Times and Spaces
Ask yourself when and where learning occurs during your course?
When and where does a student in your course process the information or activities she/he has just learned?
When and where does a student in your course receive assessment and feedback on their learning progress?
When and where do you and the student interact?
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Modes of TeachingIn class time Student alone
timeTeacher alone
time
Traditional lecture mode
Students receive first exposure to new
information / instructions
Processing new information /
activities
Grading / Writing feedback
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M o d e s o f T e a c h i n gIn class time Student alone
timeTeacher alone
time
Traditional lecture mode
Students receive first exposure to new
information / instructions
Processing new information /
activities
Grading / Writing feedback
Interactive mode
Process and feedback
First exposure
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Effective and Efficient
Use class time when students need you, the expert/mentor, most:
When they have questions about the material.
When they need to try out new ideas or practice something and receive feedback.
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Questions?
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TECHNOLOGY & PEDAGOGY
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TECHNOLOGY AND TEACHING
PRESENTATION SOFTWARE
ASYNCHRONOUS COMMUNICATION
SYNCHRONOUS COMMUNICATION
WEB CONTENT
COLLABORATIVE WRITING
WEB BASED COURSE MANAGEMENT
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PRESENTATION SOFTWARE
FACILITATES DISPLAY OF GRAPHICS, TEXTS, SOUND, VIDEO AND OTHER MEDIA
RELATIVELY SIMPLE ENVIRONMENT FOR MULTIMEDIA PRESENTATIONS
EASY TO UPDATE AND CUSTOMIZE
MAY BE MADE AVAILABLE OUTSIDE OF CLASS
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ASYNCHRONOUS COMMUNICATION
E-MAILS
BULLETIN BOARDS
DISCUSSION GROUPS
PODCASTING
FACEBOOK (?)
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SYNCHRONOUS COMMUNICATION
INSTANT MESSENGER, ICHAT, AIM
SKYPE
WEBCAM
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WEB CONTENT
EPIDEMIOLOGY
DNA
STREAMING VIDEO / ITUNES U
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WEB BASED COURSE MANAGEMENT
BLACKBOARD, WEBCT, MOODLE, SAKAI
UCI HAS EEE
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COLLABORATIVE WRITING
WIKIS
BLOG
WEBSPACE (EEE, BOXNET)
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CAVEATS
TECHNOLOGY CAN TAKE A LOT OF TIME TO SET UP
IMPLEMENT IN SMALLER PORTIONS
HAVE A BACK-UP
SPEND THE TIME TELLING THE STUDENTS ABOUT THE TECHNOLOGY
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Questions?
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Homework
Part III: TAKE SOME TIME TO THINK ABOUT WHERE AND WHEN TECHNOLOGY MIGHT BE APPROPRIATE/NECESSARY
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ANOTHER USEFUL RESOURCE
MERLOT (MULTIMEDIA EDUCATION RESOURCE FOR LEARNING & ONLINE TEACHING)
HTTP://WWW.MERLOT.ORG
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Questions?
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TEACHING WELL USING TECHNOLOGY
Keeping Instruction in Instructional Technology
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