educause 08 part 2
TRANSCRIPT
Part 2:Understanding Faculty Members and Learners and Web 2.0
Drs. Patricia McGee & Veronica Diaz
Asking the right question
Mapping the Learner Experience
SEMESTER BREAK
Mapping the Instructor Experience
SEMESTER BREAK
People - Data - Things (P-D-T)
Over the past 10 years, teachers and students have increasingly relied on technology to communicate. At the same time there is a perception that teacher’s time on campus has declined. There is an administrative concern that student needs outside of class are not being met, and that lack of campus presence is an indication of teacher apathy.
What people should be included?
What data should be analyzed?
What things are involved?
Learners…
• Are intergenerational.
• May have expectations from prior experience, personal style/needs, disciplinary perspective.
• Have a range of technical abilities.
• Require just-in-need supports.
Informal and “non-traditional”
A part of ubiquitous networks
Not so enamored of technology but believe tech skills may be an advantage (younger over older)
learners are also …
Poll
We regularly survey students about technology use:
1. Yes
2. No
70% never used a PDA
APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone
75% never email via phone68% never use phone internet
Most do not blog, wiki, have a web site, etc.
70% never used a PDA
APX 50% never edited video or webpage using WYSWYGAPX 50% never sent a picture via phone
75% never email via phone68% never use phone internet
Most do not blog, wiki, have a web site, etc.
Digital experts?Digital experts?
Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)
69% < 20 hrs per week online85.2% use social networks
1/3 create audio/video & games (mostly males)8.8% use virtual worlds
1/3 use blogs, video/image sharing sites, etc.
Although 66.1% have Internet phone most do not use (<18%; <1/4 use PDA)
69% < 20 hrs per week online85.2% use social networks
1/3 create audio/video & games (mostly males)8.8% use virtual worlds
1/3 use blogs, video/image sharing sites, etc.
Digital experts?Digital experts?
Information Literacy?
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
21st century literacy?
Poll
My institution has literacy standards that all students must attain:
1. Yes
2. No
3. Only some departments
Learners as novice
• Focus on discrete details• Capture empirical
information• Focus on the use of
formulas and previously learned strategies
Operate at lower levels of thinking
Caveat: Learners are not novices at everything
Novice-expert continuum
Routine Expertise Adaptive Expertise
Tests, papers, experiments, projects, internships, fellowships, mentoring
Mental Function and Skill Level: Five Stage Model
(Dreyfus & Dreyfus, 1980, p. 15)
Novice Competent
Proficient Expert Master
Recollection
Non-situational
Situational Situational Situational Situational
Recognition Decomposed Decomposed Holistic Holistic Holistic
Decision Analytical Analytical Analytical Intuitive Intuitive
Awareness Monitoring Monitoring Monitoring Monitoring Absorbed
Two Dimensions of Transfer and Learning
Routine Expert
Adaptive Expert
Novice
Efficiency
FrustratedNovice
(Bransford, Brown, & Cocking, 2000)
Supporting developing expertise
• Move from concrete/discrete to generalized patterns
• Assess degree of expertise
• Provide opportunities for learners to aggregate achievements, collect evidence, apply course learning outside of class
Disciplinary Foci
Hard Natural Sciences
Hard Applied Sciences
Natural:•Logical reasoning.•Testing of ideas in linear form of argumentation.•Reliance on facts, principles, and concepts.Applied:•Problem-solving and practical skills •Emphasis on integration and application of existing knowledge
(White & Liccardi, 2006)
Learner Preference
Hard Natural Sciences
Hard Applied Sciences
• Online tutorials• Reference materials• Objective tests (also VLEs)• Support the mastery of facts,
principles and concepts. • Quantitative, closed
assessments
(White & Liccardi, 2006)
IMPLICATIONS FOR ASSESSMENT?
Learners: Disciplinary Foci
Soft Pure
Soft Applied
Pure•Broad command of intellectual ideas.•Emphasis on creativity in thinking and fluency of expression.Applied:•Emphasis on personal growth and intellectual breadth.•Development of reflective practice and lifelong learning.
(White & Liccardi, 2006)
Learner Preference
Soft Pure
Soft Applied
• Synchronous discussions• Role play and games• Access to open web• Access to online journals • Support the development of
argumentation skills and critical thinking
• Qualitative, Open
(White & Liccardi, 2006)
What best supports novices?
Learning Readiness
Are learners ready for:
• Online learning?
• Technology mediated interaction?
• Self-regulation?
• New course designs?
• Independent learning?
Self-assessment
Learner Supports & Assessment
• Technical
• Access to online ICT services (Internet, email, server, CMS, etc.)
• Production (assignments, presentations, projects, etc.)
• Access to online academic resources (library, helpdesk, identifications)
• Learning technologies (study skills, time management, etc.)
Styles & SupportTech Implication Possible Support
Independent Portal, web site, portfolio, blog, L/CMS
FAQ, walk-in help, email, video tutorial
Dependent L/CMS, IM, email FAQs, help forum, phone help, walk-in help
Competitive Portfolio, blog, presentation tools
Mentor others, contribute to FAQ
Collaborative Discussions, chat, wiki, L/CMS, VOIP
FAQs, email, phone help, walk-in help
Avoidant Portfolio, VOIP FAQ, walk-in help, email, video tutorial
Participant Open forums, IM, VOIP, wiki Walk-in help, email, phone help
BREAK
EMERGING TECHNOLOGIES AND FACULTY DEVELOPMENT
NoNoYesYes
Emerging Technology Use
Student and faculty surveys– Use of tools– Teaching approaches– Demographic information
(age, gender, years of study/employment, and program of study)
Student and faculty focus groups or observation– Classroom use of technology– Use of course management
systems– Preferences, limitations, and
needs
Document analysis– Annual reports– Lesson plans– Web pages– PowerPoint presentations or
course handouts can indicate areas of technology use and can reveal instructional styles
Web 2.0 and Affordances with Students
• Students are more comfortable with and have a tolerance for “figuring” out the technology
• Students can deal with trial and error approach to use and change in general
• Students have a broad exposure to a variety of different tools
MICHAEL WESCH: MEDIATED CULTURES COURSE SITE
NoNoYesYes
CharacteristicsType Focus
Expert Functions as knowledge expert and transmits information to learner who becomes more competent under the instructor’s tutelage.
Formal Authority Focuses on correct and appropriate procedures, serves as knowledge expert who is determined to provide necessary feedback to learner within a structured and standardized environment.
Personal Model Focus is providing personal examples and modeling appropriate and correct behavior.
Facilitator Teacher-learner interaction takes place in a probing and interactive learning environment. Supports learner’s decision within a consultant role.
Delegator Desire for learner to act autonomously with as little input as necessary.
SupportTeaching Style Preferred Approach Implied Support
Expert/Formal Authority (38%)
Dependent, Participant, Competitive
One-on-one, hands-on, reward/acknowledgement
Personal Model/Expert/Formal Authority (22%)
Participant, Dependent, Competitive
Hands-on, one-on-one, reward/acknowledgement
Facilitator/Personal Model/Expert (17%)
Collaborative, Participative, Independent
Small group or peer/mentor, hands-on, tutorial/reference materials
Delegator/Facilitator/Expert (15%)
Independent, Collaborative/Participant
Tutorial/reference materials, small group or peer/mentor, hands-on
Integrated Technology Adoption and Diffusion
Model
(Sherry, Billig, & Giiibson, 2000)
Web 2.0 and the Novice Faculty Member
• “Context-free features”
• Rules
• Self-monitoring
• Feedback and scaffolding
• Discrete and non-ambiguous examples
• Increasing opportunities for practice
WEB 2.0 CLASSIFICATIONSCommunicati
veTo share ideas, information, and creations
• Blogs• Audioblogs• Videoblogs• IM-type tools• Podcasts• Webcams
Collaborative To work with others for a specific purpose in a shared work area
• Editing/writing tools• Virtual communities of practice • Wikis
Documentative
To collect and/or present evidence of experiences, thinking over time, productions, etc.
• Blogs• Videoblogs• E-portfolios
Generative To create something new that can be seen and/or used by others
• Mashups• VCOPs• Virtual Learning Worlds
Interactive To exchange information, ideas, resources, materials
• Learning objectives• Social bookmarking• Virtual communities of practice • Virtual Learning Worlds
Source: http://c4lpt.co.uk/Directory/
http://c4lpt.co.uk/Directory/
A Network of Support
– Tools not necessarily developed for
an educational audience
– No obligation to users
– Ever-changing
– Require separate
logins/accounts/fragmentation
– No centralized institutional support
(usually)
– Reliance on internet connection
(high speed)
– Lack of security
– Learning curve
– Variety of use and selection of
tools could overwhelm students;
lack of a common experience
across courses
– Intellectual property/copyright
issues
Instructional Technology Challenges
• The technology-adoption cycle
• Lack of integrated technology tools
• Learners’ changing expectations
• Institutional changes to technology commitments
Activity: Data, Data, Data
Part I
• Given examples of students and faculty members, how can you best support their utilization and integration of Web 2.0 technologies?
Part II
• Given your responses, what kinds of services are needed
• At institutional level?• At departmental level?