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Technology as a Tool for Effective Teaching and Learning Chuck Dziuban University of Central Florida.

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Presentation on theme: "Technology as a Tool for Effective Teaching and Learning Chuck Dziuban University of Central Florida."— Presentation transcript:

1 Technology as a Tool for Effective Teaching and Learning Chuck Dziuban University of Central Florida

2 The University of Central Florida

3 A value-added model of technology- enhanced learning Technology Augmented (E) Faculty Initiative Institutional Initiative Blended (M) Fully Online (W) Access and Transformation Enhancement Engagement Learning Management Systems Web 2.0 Lecture Capture

4 Technology Enhanced Learning as a Boundary Object TEL Vice Provosts Librarians CIOs Deans Faculty Students Journalists Provosts Department Chairs Instructional Designers Evaluators Presidents

5 Shirky, C. (2009)

6 An Evaluation Plan

7 Distributed Learning Impact Evaluation Students Faculty Reactive behavior patterns Success Satisfaction Demographic profiles Retention Strategies for success Online programs Writing project model Large online classes Higher order evaluation models Student evaluation of instruction Theater Information fluency Generational comparisons

8 Student Success

9 Success rates by modality Spring 2009 through Summer 2010 Percent Spring 09 Summer 09 Fall 09 Spring 10 Summer 10 Term F2F (n=618,899) M (n=39,021) W (n=109,421)

10 Colleges

11 Success Rates by Modality for the College of Education Spring 09 – Summer 10 F2F (n=42,411) M (n=7,580) W (n=12,186) Percent

12 Success Rates by Modality for the College of Sciences Spring 09- Spring 10 F2F (n=164,775) M (n=8,012) W (n=29,475) Percent

13 Success Rates by Modality for the College of Health & Public Affairs Spring 09 - Summer 10 F2F (n=37,456) M (n=6,093) W (n=35,833) Percent

14 Predictors

15 Domain Prediction for Success and Withdrawal in Online Learning DomainsDependent Ethnicity Age, Gender, Etc. SAT/ACT GPA Success & Withdrawal

16 Domain Prediction for Success in Online Learning (n range 32, ,000) DomainsDependent Success r 2 =.02 r 2 =.01 r 2 =.37 Ethnicity Age, Gender, Etc. SAT/ACT GPA

17 Domain Prediction for Withdrawal in Online Learning (n range 33, ,000) DomainsDependent Withdrawal r 2 =.01 r 2 =.04 Ethnicity Age, Gender, Etc. SAT/ACT GPA

18 Student Satisfaction

19 Student satisfaction in fully online and blended courses 39% Fully online (N = 1,526) Blended (N = 485) 41% 11% 9% Very Satisfied UnsatisfiedSatisfied Neutral 38% 44% 9% Very Unsatisfied 3% 5% 1% Percent

20 Student satisfaction with online learning Convenience Reduced Logistic Demands Increased Learning Flexibility Technology Enhanced Learning Reduced Opportunity Costs for Education

21 Students’ problems with online learning Reduced Face-to-Face Time Technology Problems Reduced Instructor Assistance Overwhelming Increased Workload Increased Opportunity Costs for Education

22 The Ambivalence Dimension SatisfactionDissatisfaction Ambivalence

23 Sources of Ambivalence Change Ambiguity Incompleteness Complexity Uncertainty Pluralism ?

24 Derived Model Yields 8 Dimensions of Student Perception of ALN Ambiguity Ambivalence Engagement Responsiveness Expectations Commitment Information Fluency

25 Web 2.0

26 Disruptive Innovation! There’s one in YOUR future!! And another one right behind it! Wayne Hodgins, 2007

27 Web 2.0 Wikis Blogs Social Networking RSS XHTML Semantic Web Podcasting Audio Video tagging Digg Zude Del.ico.us Technorati Flickr Wikipedia YouTube MySpace Facebook SlideShare Pandora Skype Folksonomy Ajax

28 The Generations

29 Some characteristics of the generations Matures (prior to 1946) Dedicated to a job they take on Respectful of authority Place duty before pleasure Baby boomers ( ) Live to work Generally optimistic Influence on policy & products Generation X ( ) Work to live Clear & consistent expectations Value contributing to the whole Millennials ( ) Live in the moment Expect immediacy of technology Earn money for immediate consumption

30 Net Generation: Marc Prensky – Learning Preferences Gaming and Fantasy Twitch Speed Connections Graphics Multitasking Active Learning Technology is my Friend

31 Net Generation: Howe and Strauss – Lifestyle Pressure Conventional Team Oriented Special Sheltered Confident Achievement

32 Net Generation: Twenge (Generation Me) – Lifestyle Self Focused Artificial Self Esteem Life by Lottery Cynical Anything is Possible (unrealistic) Yeah Right

33 Students who were satisfied by generation (non ambivalent) 55% 38% 26% Boomer n=328 Generation X n=815 Millennial n=346 Percent

34 Because of the web I changed my approach to learning (non ambivalent) Percent 51% 37% 23% Boomer n=328 Generation X n=815 Millennial n=346

35 Student and faculty generations in blended and online learning FacultyStudent Mature 11% Millennial 1% N=689N=26,823 Gen X 33% Baby Boomer 55% Mature 1% Baby Boomer 6% Gen X 11% Millennial 84%

36 Student Ratings

37 Facilitation of learning Communication of ideas Excellent Very Good Good Fair Poor Then... The probability of an overall rating of Excellent =.97 & The probability of an overall rating of Fair or Poor =.00 If... A decision rule for the probability of faculty member receiving an overall rating of Excellent (n=1,280,890) Respect and concern for students

38 Then... The probability of an overall rating of Poor =.90 & The probability of an overall rating of Very Good or Excellent =.00 If... A decision rule for the probability of faculty member receiving an overall rating of Poor (n=1,280,890) Facilitation of learning Communication of ideas Excellent Very Good Good Fair Poor Respect and concern for students

39 A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying Rule 1 (n=1,280,890) OverallIf Rule 1 College% Excellent% Excellent Education Molecular & Microbiology Health & Public Affairs Arts & Humanities Arts & Sciences Sciences Hospitality Management Business Administration Engineering

40 A comparison of excellent ratings by course modality--unadjusted and adjusted for instructors satisfying Rule 1 (n=1,171,664) Blended Online Enhanced F2F ITV CourseOverallIf Rule 1 Modality % Excellent % Excellent

41 Reactive Behavior Patterns in the Blended Learning Environment

42 Research on reactive behavior patterns Theory of William A. Long, University of Mississippi Ambivalence brings out behavior patterns Provides a lens for how “types” react to different teaching styles All behavior types and traits are “normal”

43 Resources Personality Emotional maturity Sophistication level Level of intellect Educational level Character development

44 Long behavior types Aggressive Independent high energy action-oriented not concerned with approval speaks out freely gets into confrontational situations Passive Independent low energy not concerned with approval prefers to work alone resists pressure from authority Aggressive Dependent high energy action-oriented concerned with approval rarely expresses negative feelings performs at or above ability Passive Dependent low energy concerned with approval highly sensitive to the feelings of others very compliant

45 Long behavior traits Phobic exaggerated fears often feels anxious often sees the negative side does not take risks Compulsive highly organized neat, methodical worker perfectionist strongly motivated to finish tasks Impulsive explosive quick-tempered acts without thinking frank short attention span Hysteric dramatic and emotional more social than academic artistic or creative tends to overreact

46 Students satisfied (non ambivalent) with online learning by Long type 39% 32% 33% (N = 168)(N = 204)(N = 458) 24% (N = 122) Percent

47 Changed approach to learning in online class by Long type Aggressive Independent n=120 40% 34% 37% 25% Passive Independent n=83 Aggressive Dependent n=285 Passive Dependent n=28 Percent

48 Technology Enhanced Education Black Swans

49 What could this be???

50 Taleb: The Black Swan Unpredicted 9/11 Google Harry Potter Y2K Undetectable Outliers Back-Filled Narrative Monumental Impact Retrospective Prediction Market crash Technology Enhanced Learning

51 Research Initiative for Teaching Effectiveness For more information contact: Dr. Chuck Dziuban (407) Dr. Patsy Moskal (407)


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