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Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments

Copyright InformationCopyright Karen St.Clair & Stan North Martin, 2005. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.


Student Learning when Teaching with Technology: Aligning Objectives, Methods, and Assessments

Karen St.Clair Faculty Center for Teaching & Learning

Stan North Martin Information Technology Division


Session Agenda

Overview of ClassTech and the LITRE plan

Initial assessment activities Brainstorming TLT methods

in your course Sharing ideas


ClassTech’s Roots (1)

Requests for technology percolating up to deans, dept. heads

$525M in new capital projects increasing number of classrooms by 20%

Ad Hoc Classroom Improvement Group appointed

Classroom Environment Committee expanding its focus


ClassTech’s Roots (2)

Implement basic technology

Support the users

Maintain the equipment

Assess the outcomes

Equipment usefulness, functionality, training, support


Meanwhile…

Preparing NC State’s Quality Enhancement Plan —Learning in a Technology Rich Environment (LITRE) Empirical research program aimed at

enhancing learning with technology opportunities available to students and faculty


LITRE Faculty Survey (2003) Why: Inform recommendations of LITRE and provide baseline for

future LITRE efforts

Who and What: Faculty were surveyed about their experiences with computer-based instructional and learning aids. 1,790 faculty were invited to participate in the survey. 983 did—a response rate of 55%.

Indicator: Respondents were asked what would make it easier to use the technologies that they did use in their courses: “If they were available and supported in the classrooms in which I typically teach” was chosen most often, 37% of the time.

Survey report and instrument at: http://litre.ncsu.edu


LITRE First Wave Initiatives

SCALE-UP Classroom Software Investment

Student Group Collaboration Space (Flyspace)

Classroom Improvement Plan

ClassTech Pilot Project


ClassTech Progress To Date 10 classrooms

online last Spring

19 classrooms supported in Fall

26 classrooms supported this Spring

55 anticipated next Fall


Assessing ClassTech—Round One Spring 2004

Surveyed 80 instructors of the 116 sections, 43% response rate

ResNet student survey question UPA sophomore and graduating senior surveys

Fall 2004 Surveyed 124 instructors of the 217 sections,

28% response rate Conducted brief student survey in four classes Follow-up open-ended survey with

specific faculty and interviewed several faculty


LITRE Research Question

“Does the technology affect how faculty members teach and how students learn?”


Back to the chalkboard…

It all funnels down to a course that an instructor teaches with the goal of students learning.


Approach Summary

Literature review

Scholarship of Teaching and Learning

Model UGA program review process


What do you intend students toknow, (or do, or feel)

at the end of the course? What do you intend for them to learn?

What will be the ENDS?

Means to Ends





These intentions are called:Learning OutcomesIntended Outcomes

Expressive OutcomesObjectives

Instructional ObjectivesCourse Objectives

Educational ObjectivesGlobal Objectives

Indicators. . .

They are stated this way:Students will know how to (or will have learned to, or will be

able to) . . . VERB NOUN

Means to Ends





How are you going helpstudents reach the ENDS?

Which instructional methods areyou going to use?

Which tools will you use? Which learning experiences are you going to arrange?

What are the MEANS?





Indicators. . .



Means to Ends








What are the MEANS?





Indicators. . .



These ways of helping are pedagogy:

LectureNot lecture

A combinationReadings

In class workField work

Means to Ends








What are the MEANS?

How will you know yourstudents have

reached the ENDS? How will you know if the MEANS enabled the students’ learning? Which ways to assess, ways to

evaluate will you use?

How will you EVALUATE the ENDS?





Indicators. . .




LectureNot lecture



Means to Ends








What are the MEANS?









Indicators. . .




LectureNot lecture



Written workExaminations

QuizzesHomework

Projects

Means to Ends








What are the MEANS?









Indicators. . .




LectureNot lecture




QuizzesHomework

Projects

Means to Ends

Close the Loop: Improve Your Course








What are the MEANS?









Indicators. . .



E.g. Evaluate web-based resources


LectureNot lecture




QuizzesHomework

Projects

Means to Ends

Close the Loop: Improve Your Course

Using technology tools

as appropriate

Using technology tools

as appropriate


LITRE Research Question

“Does the technology affect how faculty members teach and how students learn?”


Assessing ClassTech—Round Two

Rethink assessment plan

Revise research question

Create a Faculty Learning Community


Changing level of importance

I t depends on the course

3%

Nice but not important

12%

It's not relevant to these courses

3%

I'll use it if I can count on it being

there56%

I can't teach without it

26%

I 'll use it if I can count on it being there

46%

I can't teachwithout it

49%

Nice but not important

3%

I t depends on the course

3%

Spring 2004

Fall 2004


ClassTech Pilot Assessment Does it enhance learning?

“It reaches more learning styles.” “It ‘forced’ students to take more active role in

the class and their learning” “I don't imagine it's made a terribly significant

difference.” ResNet student survey (not representative)

88% said use of technology in the classroom enhanced their ability to learn the material somewhat (38%) or a lot (50%)

Mixed comments on use of tools such as PowerPoint


ClassTech Pilot Assessment Does it enhance teaching?

“Having the technology has allowed me to use more complex diagrams and multimedia resources that enhance exposure to material.”

“Setup time [was] reduced dramatically when I needed to use a computer.”

“I don't have to provide so many handouts. Online material can be accessed during class!”

“I felt a little awkward at times because I was unsure of how to use the technology most effectively.”

http:// student learning when teaching with technology: aligning objectives, methods, and...

Documents

faculty slide

fall slide

support slide

focus slide

litre faculty survey

student learning

basic technology

recommendations of litre