1. Exploring Faculty Learning Communities: Building Connections Among Teaching, Learning and Technology Nugent, J., Smith, F., & Rhodes, J., Virginia Commonwealth University Issues, Problems and Challenges Higher education faculty are increasingly called upon to integrate technology into their teaching The dominant technology training model is the one-shot workshop Workshops tend to focus on tool use, not pedagogy Opportunities for sustained exploration / learning with colleagues are limited Faculty Learning Communities*: What are They? Trans-disciplinary groups of faculty who work together to explore a yearlong project on a specific educational issue Faculty identify key topics and engage in bi-weekly seminars Collaborate on completing a group-based and individual project **Modeled on the Faculty Learning Community program developed by Milt Cox at Miami University, Ohio. http://www.units.muohio.edu/flc/index.shtml http://www.units.muohio.edu/flc/index.shtml “Using Technology to Enhance Teaching and Learning” Faculty Learning Community (FLC) Purpose is to investigate, discuss, and critique the integration of technology into teaching Identify strengths and weaknesses of particular technology tools Determine appropriate instructional use of various technologies Develop methods for assessing the impact of technology on learning outcomes FLC Technology Topics (Fall 2006) Impact of Web 2.0 technology on teaching Instructional uses of wikis and blogs Podcasting & RSS technology Web literacy and search tools Tagging / folksonomy (del.icio.us & Flickr ) Web-based collaborative editing tools (Writely, Gliffy, Zoho, SlideShare) Transition to on-line teaching (distributed learning networks & reusable resources) FLC Group Project (Spring 2007) Distribution of the EDUCAUSE ELI Student / Faculty Questionnaires Insight into the learning technologies that are expected by students as compared to those that faculty feel comfortable using Data analysis and reporting of results to the university community Faculty Perspectives “The format of the FLC is well-designed, and encourages long-term commitment. I have been safely conducted so far out of the box that it is difficult for me to even see that container any more! I am certainly not a "digital native," but my FLC involvement has respected my personal autonomy while firstly challenging and then eliminating the constraints that I had imposed on myself--mainly through my uncertainty about the return for time invested and the discomfort associated with learning something new.” – Dr. Martin Reardon, Educational Leadership, School of Education “When I joined the FLC, I expected to learn how to use various new technologies -- podcasts, blogs, "clickers", etc. --in planning my first hybrid online class experience. What I didn't expect, however, has been the most exciting aspect for me, personally: the rich and varied dialogue with colleagues from all across the University in sharing ideas, practices, and approaches to engage our students in learning. Our discussions are fueled by the varied experiences that each of us has in the classroom and the diversity of our subject areas, but we share in common an interest in how to make technology an integral part of the learning experience, and not just an "add on" to what we are currently doing. It is really a paradigm shift that is going on for all of us, I think -- a new way of conceptualizing learning. This experience adds depth to my understanding of the socially constructed nature of learning and the co-construction of meaning. We are participants engaged in redefining the art and practice of teaching. I am enriched by the experience and look forward to each and every session of the FLC.” – Dr. Terry Carter, Adult Learning, School of Education

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