Why Use Technology in Your Teaching? (With a tip of the hat to Karl Wirth’s [Department of Geology, Macalester College] presentation at the NITLE Summit, 2008)

Improved Management & Efficiency: Information Management (e.g., scheduling, file distribution, etc.) Resources (posting articles, images, rare books. sound files, moving image files, etc.) Communication (e.g., forums, chats, emailing) Assessment (e.g., online grading & grade book)

Still, why use technology in your teaching? As one way to foster significant, intentional learning

Learning, in other words, that: produces significant and lasting change is valuable throughout life enables lifelong learning Helps college students become intentional learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.”

Intentional Learners Are… EMPOWERED through the mastery of intellectual and practical skills INFORMED by knowledge about the natural and social worlds and about forms of inquiry basic to these studies RESPONSIBLE for their personal actions and for civic values Greater Expectations (2002 AAC&U Report)

THEY DEVELOP self-awareness about the reason for study, the learning process itself, and how education is used. THEY ARE: Integrative thinkers who see connections in seemingly disparate information to inform their decisions. Self-directed learners who strive toward self-direction and autonomy.

Savin-Baden and Major (2004) THEY CAN: Formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes. Savin-Baden and Major (2004)

Frameworks for Higher Ed Learning From A Cognitive Science Perspective Principles of Good Teaching Instructional Design Goals of Higher Education

Principles of Teaching (2) Significant Learning (3) Outline of Frameworks How People Learn (1) Principles of Teaching (2) Significant Learning (3) Liberal Learning (4) Constructed Contact Knowledge Communication Foundational Cooperation Application Critical Thinking Metacognition Active Learning Integration Prep. for Work Prompt Feedback Human Dimension Diversity Time-on-Task Caring Global Society High Expectations Learning to Learn Broader Interests Diverse Learning Moral Reasoning Citizenship

J. D. Bransford, A. L. Brown, and R. R J.D. Bransford, A.L. Brown, and R.R. Cocking, eds, How People Learn: Brain, Mind, Experience and School (Washington, D.C.: National Academy Press), 2000. Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice in Undergraduate Education,” The Wingspread Journal 9:2 (1987). L.D. Fink, Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (San Francisco: Jossey-Bass Publishers), 2003. Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why they Should be Learning More (Princeton: Princeton University Press), 2006. (From Karl Wirth, Department of Geology, Macalester College, presentation at NITLE Summit, April 2008)

Social Networking

Instructional Design Intentionality For students who use networking tools more collaboratively, creatively, more complex, learning-related skills can develop Challenge: How to use social networking tools to use tools actively rather than passively.

Collaborative work (not just cooperation): the active participation of groups Creative work: develop learner ownership Networking: Learning the value of connecting with others

El Blog Central: Barbara Sawhill’s HISP 305

Principles of Teaching Outline of Frameworks How People Learn Principles of Teaching Significant Learning Liberal Learning Constructed Contact Knowledge Communication Foundational Cooperation Application Critical Thinking Metacognition Active Learning Integration Prep. for Work Prompt Feedback Human Dimension Diversity Time-on-Task Caring Global Society High Expectations Learning to Learn Broader Interests Diverse Learning Moral Reasoning Citizenship

Central Lesson: Think about how technology can help create significant and intentional learning in your classes. Learning outcomes must drive technology use.