1. EDUCAUSE 2001

2. Presenters Julius Bianchi Executive Director, Information Services, California Lutheran University Janet de Vry Manager, Instructional Services, University of Delaware George Watson Associate Dean, College of Arts and Sciences, University of Delaware

3. Agenda

4. Case Study, Worksheet 1, page 2 Do I hear a motion to adjourn? Activity 1: Form groups of six Activity 2: Discuss the questions Worksheet I

5. Worksheet 2 Case Study, Worksheet 2, p. 3 If it wasn’t for the last minute panic, nothing would ever get done… Activity 1: Take 5 minutes to read Activity 2: Match statements to stakeholders. Identify an individual for each stakeholder

6. Technology and Learning Does technology enhance learning ? Does technology save money? Where do we begin? Where do we put our limited resources

7. The Issue Most researchers agree that it is NOT the technology but the learning principles and methods that the technology supports Faculty are often not trained in pedagogy Conceptual framework is necessary to help faculty understand how technology can enhance learning

8. Principles, Worksheet 3, p. 4 Matching Principles with practice Activity 1: Identify 3 principles that could be used to guide the development of instructional technology Activity 2: Reflect on the principles Educational benefits Non-technical activities that could facilitate

9. Other learning principles Various theories Bloom’s 6 levels of thinking complexity Howard Gardners’ theories of 10 types of intelligence Constructivist theories Behavioralist theories

10. 7 Principles for Good Practice Easy to understand Broad acceptance Backed by research At UD part of the underlying framework for the Institute for Transforming Undergraduate Education. Cal Lutheran teams use as a conceptual background

11. 7 Principles--Good Practices Encourage 1. Student-Faculty Contact 2. Cooperation Among Students 3. Active Learning 4. Prompt Feedback 5. Time on Task 6. High Expectations 7. Respect Diverse Learning Styles

12. 1. Student-Faculty Interaction Increases student motivation and involvement Opportunity to share resources and problem solving strategies Gain fresh perspectives

13. 2. Student-student interaction Responding can improve thinking skills Interacting increases involvement in learning Prepares students for the workplace

14. 3. Student-material Students “try out” the information They experiment until they “own” it Students make connections between what they are learning and what they already “know” Skills to ask questions that we have not yet imagined

15. Proverb “ What I hear, I forget What I see, I remember ; But what I do I understand.” Confucius, 451 B.C.

16. Worksheet 4, p. 5 Matching Principles with the Technology Activity 1 Identify the principles Check boxes where a technology can enhance a specific principle Activity 2 Evaluate the technologies

19. Best Practices Asking which principle (s) does this project support Considering the time and effort of faculty to learn, students to use Considering time and effort to develop and deliver—focused grants Underlying must be a good infrastructure for delivering information Next step: encouraging faculty adoption

20. Technology Assistance Grants Awards of staff and student time Provides focused project –Learning goals –Responsibilities –Timelines Useful for defining, planning, and delivering a project.

21. Encouraging Faculty Adoption Faculty/student Student/student Student/material Stimulate class participation Create collaborative groups researching on the Internet Create case studies that simulate real world experience Problem Principle

22. Worksheet 5, p. 8 Case Study--Gosh darn the torpedoes, full speed ahead! Activity 1: Form in home groups. Discuss the questions Activity 2: Prepare answers for a committee report. Report back

23. Worksheet 6, p. 8 Delivering Quality Professional Development Activity 1: In your home group, discuss the questions

24. Diffusion of Innovations Accessed 10/26/00 from http://www.udel.edu/communication/COMM256 /johnc/diffusion.html

25. Rogers Interpreted for Higher Ed The Entrepreneurs The Risk Aversives The Reward Seekers The Reluctants Source: Hager & Schneebeck, “Engaging the Faculty.” Technology-Enhanced Teaching and Learning.

26. Elements of Quality Professional DevelopmentElements of Quality Professional Development* Appropriate Content On-going and Sustained Job-Embedded Systemic Perspective Client-Focused and Adaptive Incorporates Reflection Active Engagement Collegial *Adapted from P. LeMahieu, P. Roy, H. Foss: Elements of Quality Professional Devleopment, University of Delaware and Delaware Department of Public Instruction

27. Managing Complexity in a Transforming Environment Relinquish control Look for patterns Reduce and Reuse Prototyping Boundary conditions Source: Suter (2001), pp. 25-34

28. Worksheet 7: p. 9 Inventory current strategies Comment on effectiveness New strategies to consider

29. Developing Support Solutions Chapter 5…

30. Faculty/IT Partnership Institute for Transforming Undergraduate Education Practical Resources for Educators Seeking Effective New Technologies

31. Problem based learning at UD Created to promote reform of undergraduate education through faculty development and course design. ITUE Fellows receive hands-on experience in employing active learning strategies (PBL) and effective use of technology in their classrooms. Faculty/IT Partnership

32. PRESENT A teaching, learning, technology center opens in 1997 Faculty-centered, simulated classroom Connecting learning goals with technology Provides sustained follow up Faculty/IT Partnership

34. Sustaining and promoting PBL

35. Worksheet 8, p. 10

36. Source: The Campus Computing Project © Kenneth C. Green, 2000.

37. Session Web Site www.udel.edu/learn/educause01

38. Session Web Site www.udel.edu/learn/educause01