Presentation is loading. Please wait.

Presentation is loading. Please wait.

Keyek-Franssen & Briggs Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support Deborah Keyek-Franssen University of Colorado.

Similar presentations


Presentation on theme: "Keyek-Franssen & Briggs Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support Deborah Keyek-Franssen University of Colorado."— Presentation transcript:

1 Keyek-Franssen & Briggs Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support Deborah Keyek-Franssen University of Colorado at Boulder Charlotte Briggs Loyola University Chicago Copyright Deborah Keyek-Franssen and Charlotte Briggs, 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 author. To disseminate otherwise or to republish requires written permission from the author.

2 Keyek-Franssen & Briggs Take-aways Motivation to think strategically about research and decision making Understanding of the breadth of data collection methods Some data, just for fun

3 Keyek-Franssen & Briggs Strategic Research Timing is everything Need to think holistically Consider teaching and learning needs first, technology second

4 Keyek-Franssen & Briggs Backward Marketing ‘Backward’ Market Research by Alan Andreasen (1985) Know first what decisions you need to make before you begin your research, instead of beginning with a research problem. Focus first on why you need to know, and then on what you want to know.

5 Keyek-Franssen & Briggs Backward Marketing vs. Traditional Research Standard researchBackward marketing Define research problemDetermine key decisions Check secondary sourcesDetermine information needs Determine primary resources Determine questions to be asked Research & surveyWhich questions already answered Analysis & reportingResearch & survey Analysis & reporting

6 Keyek-Franssen & Briggs Defining research problem vs. determining key decisions “Curiosity” questions How do we invest our limited resources in instructional technology to have the greatest impact on the teaching & learning of the greatest number of faculty and students?

7 Keyek-Franssen & Briggs Embedded Principles How do we invest our limited resources in instructional technology to have the greatest impact on the teaching & learning of the greatest number of faculty and students? 1. Focus first on teaching and learning, and then on technology as a tool to support both

8 Keyek-Franssen & Briggs Embedded Principles How do we invest our limited resources in instructional technology to have the greatest impact on the teaching & learning of the greatest number of faculty and students? 2.Aim for an impact on Roger’s Early Adopters and Early and only slightly Late Majority Adapted From Sdmagazine.com

9 Keyek-Franssen & Briggs Embedded Principles How do we invest our limited resources in instructional technology to have the greatest impact on the teaching & learning of the greatest number of faculty and students? 3. Emphasis on undergraduate education 4. We don’t know what we don’t know

10 Keyek-Franssen & Briggs Less than Perfect Backward Marketing How will we know what data will result in what decisions? 1.Number of responses? 2.Passion of responses? 3.Differences among schools and colleges? 4.Political position of responses?

11 Keyek-Franssen & Briggs Determining information needed Still worked within framework of existing technologies: learning management systems, classroom technologies For student data, also included communication technologies and administrative applications Did *not* ask about video, overhead projectors, slide projectors--because that information wouldn’t influence our decisions.

12 Keyek-Franssen & Briggs Sorta Curiosity Questions Who’s using what? How’s it working? What current use and support could be improved?

13 Keyek-Franssen & Briggs Strategic Questions What would you like to use but aren’t? What would enable that use? How can technology improve teaching and learning?

14 Keyek-Franssen & Briggs Research Partnerships Institutional Research IT Services IT Governance Groups

15 Keyek-Franssen & Briggs Why IR? Expertise Good citizens Understanding of survey cycle Ability to sample Sweet survey application Non-IT branding Staff Expertise!

16 Keyek-Franssen & Briggs Why ITS? Empirical data Potential impact to unit

17 Keyek-Franssen & Briggs Why IT Governance Groups? Political vetting Audience expertise A nudge toward the strategic

18 Keyek-Franssen & Briggs Good Methods, Good Data Data mining Surveys Focus groups

19 Keyek-Franssen & Briggs Questions already answered: data mining Number of students served by WebCT? (over 23,000) How many courses use “clicker” technology? (about 60, with approximately 4000 students total) What instructional technology questions come through the help desk? (WebCT password problems and urgent classroom technology glitches) How many “smart” classrooms are managed centrally (just over 100)

20 Keyek-Franssen & Briggs Survey Design Faculty survey –Spring 2005 –About 40% of the faculty (statistical validity & good citizenship), only 33% response rate, lower on certain questions –Stratified by school & college All-faculty survey –Fall 2005 –Somewhat shorter version –Opportunity for all faculty to respond

21 Keyek-Franssen & Briggs Student Survey Fall 2005 Stratified by year & declared major 2000 undergraduates (just under 10%) and 1000 graduates (about 20%) Low response rate (25%) Pivot questions to allow additional information to be gathered about laptop owners, graduate students, and teaching assistants

22 Keyek-Franssen & Briggs Student Survey Important points –Ownership not as crucial as use (How often do you bring your laptop to class? For more than taking notes?) –Want to understand if there is a gap between faculty use (even intended) and student expectations or preferences (student expectations can be a driver for change) –Teaching assistants asked both student and faculty questions

23 Keyek-Franssen & Briggs Effective Practices & Caveats Online surveying Sampling Short survey Incentives Good survey Pilot, pilot, pilot Combine questions Second bias Not all voices heard But, but, but… Don’t always work No caveat here! It’ll cost ya Increases complexity

24 Keyek-Franssen & Briggs Combining Questions

25 Keyek-Franssen & Briggs Focus Groups & Interviews Cutting edge “Normal Joe & Josephine” Distributed Academic Technology Coordinators Research computing Digital Asset Management

26 Keyek-Franssen & Briggs Effective Practices & Caveats: Focus Groups Conversation Informal Focused Tentative Objectivity difficult Hard to generalize

27 Keyek-Franssen & Briggs In-Class Use: Frequency and Importance Tech useFrequencyImportant Laptop as chalk replacement 60%all or regularly 73% Laptop beyond chalk33% all or regularly 72% Feedback systems15% all or regularly 45%

28 Keyek-Franssen & Briggs Online components: Frequency and Importance ComponentFrequencyImportant Syllabus60%65% Readings55%64% Interactive simulations 14% (24% more would like to use) 33%

29 Keyek-Franssen & Briggs Enablers to Using Technology Enabling factorWould it help? More time40% Training56% Money31% Staff30% Tenure & promotion27%

30 Keyek-Franssen & Briggs Open-ended comments Hey! What about VHS, PAL, DVDs, slides, overheads, demonstrations, chalk, and rocks? “I still use chalk…nothing beats chalk’s flexibility, at least nothing I’ve seen yet.”

31 Keyek-Franssen & Briggs The clicker debate… “Clickers…are nothing but a heavy- handed way to force attendance. [They] measure outcome and not process. “It is time for the university to realize that this is an important technology and get ITS to support it.”

32 Keyek-Franssen & Briggs …morphs into musings about pedagogy. “I am not at all persuaded that clickers work better…as the kinds of interactive learning we already use, which do not require technological assistance.” “I am not comfortable with pre-prepared presentations that seem to thwart questions that lead to important diversions.”

33 Keyek-Franssen & Briggs But all roads lead to laments... “I would use the smart classroom stuff more if the equipment worked better.” “I’d like tech assistance and repair services available all the time.” “[We need] better maintenance of the equipment available in the classrooms.” “Updated facilities!”

34 Keyek-Franssen & Briggs …and comments to keep us honest. “I prefer to spend my time learning the subject matter better. I find instructional technology pretty boring actually.” “As with any technologies, these are just tools and it looks like that has been forgotten.”

35 Keyek-Franssen & Briggs Work yet to be done: In-depth analysis (including open-ended) Compare faculty use and desires with student expectations All-faculty survey Focus groups Communication Plug-in to the decision-making process

36 Keyek-Franssen & Briggs Effective Practices To Go Know where you’re going (backward marketing can help) Make good use of strategic partnerships on campus Employ a mix of data collection methods Aspire to high research standards Don’t forget the grain of salt. You’ll find flaws afterwards. Expect unexpected consequences.

37 Keyek-Franssen & Briggs Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support Deborah Keyek-Franssen Charlotte Briggs


Download ppt "Keyek-Franssen & Briggs Beyond Chalk: Determining Faculty Needs for Instructional Technologies and Support Deborah Keyek-Franssen University of Colorado."

Similar presentations


Ads by Google