EDUCAUSE | Faculty Development

Tune In October 2: Web 2.0 for the 21st-Century Learner

pkurkowski — Thu, 25 Sep 2008 11:59:23 -0500

Are Web 2.0 technologies growing in popularity among your students and faculty members? Are you wondering how to integrate them into teaching and learning in a meaningful way, while supporting them across your institution?

In this free October 2 EDUCAUSE Live! Web Seminar, Web 2.0 for the 21st-Century Learner, presenters Veronica Diaz, PhD, and Rochelle (Shelley) Rodrigo will explore four critical issues about incorporating Web 2.0 into higher education: Web 2.0 and the 21st-century learner, pedagogy and support tools, faculty development possibilities, and institutional support.

Those unable to attend may wish to visit the archives after the event or browse related EDUCAUSE resources on IT Integration, Net Generation Faculty, Net Generation Learner, and Web 2.0.

Latest EDUCAUSE Quarterly Now Available Online

cluckett — Tue, 05 Aug 2008 14:49:59 -0500

The latest EDUCAUSE Quarterly is now available, with feature articles about an institutional survey assessing learning and scholarly techniques, a faculty development survey for teaching online, collaborative development at the University of Wisconsin–Madison, and lessons learned from adopting an open source learning management system at Royal Roads University.

EDUCAUSE Quarterly is also available via RSS feed. Click the orange RSS icon on the EDUCAUSE Quarterly home page to access the XML required to subscribe.

What the Army Taught Me About Teaching

ckeller — Mon, 21 Jul 2008 10:25:27 -0500

The author has found that her military experience has proven to be good training for teaching ill prepared students.

Faculty Development Programming: If We Build It, Will They Come?

ckeller — Fri, 18 Jul 2008 14:03:20 -0500

A faculty development survey analyzed what faculty want and need to be successful teaching online.

Improving Teaching and Learning Through Collaborative Efforts with the Office of the Associate Provost, Schools, and Faculty

drupal — Thu, 12 Jun 2008 12:37:35 -0500

Using technology to improve teaching and learning is of interest to every faculty member. Faculty have many questions: How do I enhance interaction through visuals and media? How do I build community online? How do I engage the students online? How do I ensure the integrity of student work? What are the best approaches to providing feedback? How do I manage the workload? This presentation will review a collaborative approach to identifying and addressing the needs of faculty in using technology in a blended and online format.

Improving Teaching and Learning Through a New Academic Technologist Role

drupal — Thu, 12 Jun 2008 12:37:35 -0500

This session will describe lessons learned from the perspective of a public institution's creation of a "new" academic technologist role. The process included the willingness of IT leadership to innovate to improve teaching and learning, paying attention to best practices, promoting assessment to inform decision making, and nourishing a collaborative culture in support of faculty development. We will share our early experiences with defining and implementing the directorship.

Improving Teaching and Learning: A Collaborative Effort Involving Teaching and Technology Services and the Center for Teaching Excellence

drupal — Thu, 12 Jun 2008 12:37:34 -0500

Launched in January 2006, the Center for Teaching Excellence (CTE) at the University of South Carolina is located in the heart of campus in the Thomas Cooper Library. Enabling the wise use of new technologies to enhance student learning and providing synergy to campus teaching support activities through a systems approach are two of the CTE's five stated goals. To achieve these goals, the CTE created a new associate director position for teaching technology excellence.

Course Management Systems: A Change on the Horizon?

drupal — Thu, 12 Jun 2008 12:37:33 -0500

Course management systems provide many features that enhance teaching and learning. Choosing one from among the many systems available is a major decision and commitment for any institution. The best way to evaluate a CMS is a semester-long test to ensure that both instructors and students gain a deep understanding of its features and limitations. Currently we are conducting a CMS project in which three platforms are running simultaneously: Blackboard, Moodle, and Sakai. The project will evaluate the usability/management for each. This presentation will discuss the challenges and lessons learned during our project.

Supporting Faculty Adoption of Emerging Technologies: Wanderlust or Creating a Campus Roadmap?

llarsen — Thu, 05 Jun 2008 22:52:17 -0500

Supporting Faculty Adoption of Emerging Technologies: Wanderlust or Creating a Campus Roadmap?

Julie Little, EDUCAUSE, Moderator
Dolly Young, Associate Professor of Spanish, University of Tennessee,
Jean Ann Derco, Executive Director, Educational Technology, University of Tennessee
W. Gardner Campell, Professor of English, University of Mary Washington
James Groom, Instructional Technology Specialist, University of Mary Washington

Closing General Session
2008 Southeast Regional Conference
Jacksonville, FL
June 4, 2008

The phone rings. The caller begins with the familiar, "I've been thinking..." and the rest of the conversation centers on how to pilot an emerging instructional technology. Faculty who are early adopters of technology are experimenters and risk-takers; they broaden the landscape of effective teaching and learning with technology. Yes, they push the envelope, but they also offer partnership for identifying what's scalable and sustainable for broader use. The panelists for this presentation shared their campus perspectives on adopting emerging technologies from Web 2.0 to virtual worlds, their successes and challenges, and the partnerships they've formed.

Knock, Knock Who's there? Idea... Idea who? An Idea who's time has come!

Julie Little provided an introduction to frame the panel discussion.

Gardner Campbell led off the panel. He is an early adopter. He asked for innovations and new technologies so often that he said he was made an administrator so he'd understand what it's like to deal with early adopters.

He discussed his beginning tries with blogging using b2evolution blog technology. He was constantly in conversation with IT support and he still needed a better blogging tool so he tried WordPress MU (multi-user) Spring 2007 and did RSS for ELS Blogs for his course. Campbell stressed the need for IT support agility. A casual hallway conversation and Groom immediately installed it for him to try without any commitment. See http://umwblogs.org/wiki/index.php/WPMU_Feeds_from_ELS_Blogs.

The use of the tool inspired Campbell to think differently about the final product. He said most term papers are actually pretty bad. So he used the blog for the first half and other students blogs as the second half. Students used each other as resources and also took each other seriously as colleagues and thirdly, they began to understand research/inquiry. They now saw library books and materials as sources for inquiry.

The project morphed into an opportunity for anyone in the department and then for the entire campus. It turned into a tremendous student publishing platform

What kind of innovation was this asked Campbell - just a hallway conversation that bubbled up, but no pressure throughout the process. He asked "How do we get to the ideas before they disappear?" We need quick response.

Jim Groom responded from his perspective as the IT support person. He tried playing with WordPress as a quick solution. Everything at UMW was on an external server and so they could play as in a sandbox. His job was to think about the space and unspoken contract that everyone blogged. Working with faculty can be very exciting and gives us the ability to imagine ways to work and communicate differently

Instructional Technology is for the moment we are in and also is changing radically

They started with only a few using the blog in the beginning and now up to 1300 blogs in a year. When you sign up for a blog site you have your own space and you control it. - so it has something like the flexibility of the full Internet. Students can have as many blogs as they want for all of their classes and use RSS. It's not like blackboard but rather user created and everything can be brought into a communal space where you can see a whole course's conversation. It provides a syndicated framework for thinking about teaching and learning. It is also a sign of trust between faculty and students.

Groom engaged with the students and became a partner and peer in the class. Over 15 weeks of participation to the degree that he was part of the learning process.

Class articles on Wikipedia were created - 3 were featured and more were labeled good articles. Each group took a Latin American novel and built the article from it.

He said great things can happen at essentially no cost. The Featured Article Team at Wikipedia came in and helped with training how to use it.

Learning happens on the open web. Communities are defined and the IT support person's role in it can be significant.

Jean Derco described the University of Tennessee a bit. They have 27K students and a total of 1915 FTE teaching staff.

Her unit does Blackboard/Centra administration, assists faculty on their projects and they provide faculty grants at no charge.
They have a student technology research assistant program called START.
Workshops, podcasting, events are held
They do research and evaluate emerging technology
They also do contract projects and external grant work

Derco said that faculty say they want:

I want to see more faculty presentations
I need to see things for my department
I want face-to-face

but then they don't come

They changed their focus to faculty who want to do things and participate.

She started working with Dolly Young in 1999 - on a grant for an online Spanish workbook. There have been many formal and informal efforts since that time. In 2008, there was a Project RITE grant (also a campus pilot) to look at synchronous learning options - 5 pilots and one was in 2nd life. Dolly Young and Doug Canfield "Angling for language acquisition with TACLE" was a look at leveraging Second Life. [more information is available at http://edtech.tennessee.edu/rite/2008/young.shtml]

Young discussed the project. Just chatting informally with informed people is valuable to the language process. They wanted to know how technology can help with learning language. They needed opportunities for students to have language experience. They have 2 thousand Spanish students, so anything tech needs to scale for the large group.

They did 4 Second Life tasks integrated into the curriculum of six sections of intensive Spanish 111-112 (6 hour credit)

All Faculty are thinking about how to get students to think at a higher level. They hoped that these 4 tasks in Second Life would do that.

The tasks had to have a problem-solving element, be interactive, use collaboration, and a specific purpose.

Data collection
"Immediate perception of the task" questionnaires were used at the end of the semester to discover the students' perceptions of effectiveness of the technology in the learning experience. 22-40% were neutral about it. At least 50% had problems with the headphones or other technology issues such as problems hearing their avatars when talking, teleporting issues (too many students) and did not enjoy learning how to use Second Life.

But 50% said:

Task was interactive
Rather speak to student partner in class
Recognized how much they learned.
Enjoyed the first task best - students had to meet their avatar partner in a Second Life university location and set up an interview.

Level of proficiency in foreign language had to be considered.
But they were able to integrate Second Life into the curriculum

Students obtained the appropriate Second Life orientation.
A lot of time was spent designing avatars.
Mostly the students were either neutral or found the Second Life tasks somewhat fun.

The students did need to speak in the Second Life environment and in Spanish.

Implications:

You must ensure the technology works - even the headphones!
Projections of the amount of time, effort and money needed to write, set-up, design, implement, and assess new technology applications should be realistic - it's as much the role of the researchers as the administrators

Derco mentioned that 50% were interested in using Second Life

Questions and Responses

Q What do you do for students who don't blog?
Campbell: They only get credit for doing the blogs - otherwise no credit.
There is no opting out.

Groom discussed authentication for the blogs. There are policies on archiving, no single sign on for WordPress. There is no personal information so there are no FERPA compliance issues. Each tool is separately managed by the student - simply a set of publication tools. They have to activate their account against their email address.

Their work takes on a life of its own. They can put it on the UMW system or another. He did say that spam is your nightmare on blogs.

Q Derco and Young were asked to further discuss the Second Life project.
50% said they didn't like it. But the other 50% didn't say that.
In the feedback the understanding was that most of the issues were technical.

They had to hold students accountable for the tasks so they had them print their virtual chat.

In these settings there is no "back of the classroom" where they can hide out. They must participate.

They like the fact that how much time they put in reflects their results.

Groom mentioned that it was good that the UMW students can take their work with them when they leave.

There is a conception of space issue rather than a technical issue - the community aspect is important.

Q How are we supporting the "innovation seeds" in our faculty?

Second Life involves a lot of skill. Having a package where everything is already built and you can count on having it without change would be very helpful. Building staff capacity to support the faculty is very important.

UMW - Come to each faculty member as "ready to have a conversation." Personal relationships can happen at UMW because the faculty is small. These informal conversations forge useful understanding of what needs to be done.

Q Do you have advice for promoting good scholarship within these new social networking tools?
Campbell responded that the growing variety of publications and events supports scholarly learning. We need to rethink what constitutes scholarship? It needs to count as inquiry and sharing.

Young asked: What is scholarship? More importantly for most faculty is teaching students to think. She asked "How can we get students to learn without feeling the pain?" 70% do not go beyond the 2nd year. Students need "games" and rewards. Are we to support something that is fun?

Often, the amount of investment doesn't match the payoff...from the Administrative standpoint there is always the question - do we need more technology or more faculty? It is wonderful to have easy to use techniques but not all is approached that way.

Derco said "Don't push faculty to use anything" They have Blackboard for those who want to use it though certain departments, like physics, tell the faculty "you must have a Blackboard site."

Campbell recommended the Trent Batson article on innovations in the Web 2.0 environment. Can We Trust Students to Learn in Web 2.0? [http://campustechnology.com/articles/63593/]
We need a technology innovation unit not just a support unit. Some will always be tasked with operations but we must still have the innovation, technology or not. We need to do it together and always thinking about being innovative. Otherwise, what is higher education about?

Young depends a lot on research. She wants to know if there was a gain in learnig.

Groom talked about the notion of data and innovation saying we won't ever really know what is effective teaching and learning. Everything is changing radically and if we don't do it someone else will. Failure is okay - - it's a learning process...

Little noted the enthusiasm of the panelists for their work and encouraged the audience to continue this conversation with them after the conference.

Serving the Research Mission: An Approach to Central IT's Role

drupal — Fri, 30 May 2008 12:35:06 -0500

University at Buffalo has formed a new unit within our central IT organization with a focus on research coordination and advocacy. This talk describes our motivation, progress, challenges, and next steps as we continue to develop the unit and address multidisciplinary research needs.

Making a Smart Campus in Saudi Arabia

elilly — Fri, 11 Apr 2008 12:57:01 -0500

A smart campus depends on an overarching strategy involving people, facilities, and ongoing faculty support as well as effective use of technology

Deploying Videoconferencing a New Way: Action Research for Collaboration Technologies

drupal — Wed, 09 Apr 2008 12:23:24 -0500

A new "action research" model for fostering the use of videoconferencing for faculty collaboration will be demonstrated and described. The project team provided behavior models that engaged the faculty directly rather than focusing on training and techniques. Evaluating the project's success using survey and interview data will also be presented.

Google Power Tools: Free Online Tools for Your Classroom, Committees, and Departments

drupal — Fri, 04 Apr 2008 12:00:27 -0500

Turn high tech into "my tech" with a free Gmail account to access and use Google's free power tools! You don't need to be a web developer to manage your classroom, committee, and department digital files online. Learn how to apply Google's free tools to your everyday needs.

Enhancing Accessibility Through Faculty and Staff Development Efforts

drupal — Fri, 04 Apr 2008 12:00:18 -0500

CSU has over 10,000 students with disabilities, with a significant year-to-year increase. Efforts are currently under way to address how to better serve students with disabilities, while meeting or exceeding federal and state mandates. This presentation will share system-wide progress in terms of faculty and staff development and student impact.

Learners 2.0? IT and 21st-Century Learners in Higher Education

gdobbin — Tue, 01 Apr 2008 09:03:01 -0500

This research bulletin examines what the literature refers to as “new learners” or “critically engaged learners.” It explores the responsibilities our institutions have to create opportunities for these learners to actively engage in creative discovery, problem definition, and appropriate use of information technologies. It is based on a literature review and accompanying conceptualizations that begin to answer important questions about institutional development for a technologically sophisticated age.

Citation for this work : Moore, Anne H., Shelli B. Fowler, Brent K. Jesiek, John F. Moore, and C. Edward Watson. “Learners 2.0? IT and 21st-Century Learners in Higher Education” (Research Bulletin, Issue 7). Boulder, CO: EDUCAUSE Center for Applied Research, 2008, available from http://www.educause.edu/ecar.

How to Use What We Know: 21st-Century Faculty and Students

drupal — Fri, 28 Mar 2008 10:35:40 -0500

What do faculty really want from faculty development efforts designed to help them teach with technology? How can institutions best meet faculty needs in this area? This presentation will share results from longitudinal studies of faculty, students, and technology at the University of Minnesota and will discuss the impact of these results on our faculty development efforts.

Preparing Today's Faculty to Meet the Technology Needs of Tomorrow's Students

drupal — Tue, 25 Mar 2008 10:29:56 -0500

Faculty Innovators, a 24-month professional development program in the use of emergent technologies, was designed to meet increasing student skills and expectations for technology integration in higher education instruction. This session will highlight the program's seven-year evolution and impact on the teaching, learning, and research process.

The Impact of Faculty Development on Blended Learning

drupal — Mon, 17 Mar 2008 10:15:01 -0500

The blended learning environment (part online and part face-to-face) introduces both faculty and students to emerging technologies and meets students where they reside in a digital- and media-driven world. This presentation will discuss how UMass Dartmouth's Instructional Development team created training to assist faculty in developing effective blended learning experiences.

Learning Management Systems and the Merged Organization

drupal — Mon, 17 Mar 2008 10:15:00 -0500

Disruptive changes affect all teaching and learning activities at institutions of higher education. Support organizations, especially the library and IT organizations, are often the first to react to but risk being overwhelmed by these changes. Rather than simply react to change, this session will argue that libraries and IT organizations need to define their own futures.

Assessing Student Learning Outcomes with Tablet PCs

drupal — Mon, 17 Mar 2008 10:14:59 -0500

Tablet PCs used in undergraduate field courses in archaeology and ecology have transformed the way we teach field-mapping and data-collection concepts. Curriculum redesign and assessment strategies were applied to two unique classes, introducing tablet PCs, an emerging mobile technology, with the goal of improving how spatial data are handled, viewed, and collected.

An Outsourced Open Source LMS and a Pot of Gold?

drupal — Mon, 17 Mar 2008 10:14:58 -0500

Like many WebCT campuses, SUNY Delhi must select a new LMS and complete migrating to the new system in the next year. The total cost of ownership comparison led us to adopt a remotely hosted open source solution. We'll examine the facts, figures, and progress of moving from WebCT to Moodle and integrating with Banner.

Instituting an Institute: FITSI Goes National

drupal — Mon, 17 Mar 2008 10:14:57 -0500

In 2002, UNH inaugurated a Faculty Instructional Technology Summer Institute (FITSI) to help our faculty explore emerging instructional technologies and instructional design best practices. This session will report how the overwhelming success of FITSI has led us to expand it to a national audience.

Use MERLOT to Develop Hybrid/Online Classes More Easily

drupal — Tue, 26 Feb 2008 11:06:44 -0600

MERLOT can help you find and use interactive resources to augment all of your classes: face-to-face, hybrid, and online. Find out how to use MERLOT resources in your classes, and how the MERLOT community can help in your professional development.

Supporting Faculty Through a LMS Upgrade: The Blackboard Faculty Orientation CD

drupal — Tue, 26 Feb 2008 11:06:44 -0600

Instructional Support Services at Texas Woman's University has created a Blackboard Faculty Orientation CD. The CD, part of a Blackboard upgrade project plan, is intended to support faculty migration to Blackboard 7.2. This poster will delineate faculty feedback and suggestions for wider implementation of support resources through an LMS upgrade.

The Business of Second Life: Teaching Entrepreneurship, Technology, and Commerce

drupal — Thu, 07 Feb 2008 17:53:42 -0600

Faculty, support staff, and student experiences of using Second Life in three business courses will be presented and compared. The results highlight the good, the bad, and the ugly of using Second Life for teaching and learning.

Project Planning: Even More Important with Web 2.0

drupal — Wed, 06 Feb 2008 12:07:27 -0600

Given all the web 2.0 tools available, a well-defined process helps time-pressured faculty make choices that promote effectiveness and efficiency, identify resources, and help staff deliver a pedagogically sound product. We will discuss project stages, how a decision is made to pursue a project, faculty engagement, project tracking, and project assessment.

Teachers as Learners, Learners as Teachers: Reflecting on the Digital Disconnect

drupal — Wed, 06 Feb 2008 12:07:27 -0600

Members of a faculty learning community from a large urban research university will share the results of a study comparing expectations for technology use among faculty and students. Participants will engage in dialogue to address the presence (or absence) of a digital disconnect between teachers and learners and discuss the implications for instructional practice.

Additional contributors: Dina Bangdel, Teresa (Terry) J. Carter, Ed.D., and Frances (Fran) G. Smith, Ed.S., CVE, Virginia Commonwealth University.

A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation

drupal — Fri, 01 Feb 2008 13:00:53 -0600

This session will demonstrate and discuss the importance of linking leadership, course redesign, and evaluation in order to improve the quality of the student learning experience in higher education.

Collaborative Design and Support of Effective Online Learning Environments

drupal — Fri, 01 Feb 2008 13:00:52 -0600

This session will provide an overview of a collaborative model for the design and support of effective online courses developed by a faculty member, an instructional designer, and a librarian. Find out how collaboration can draw upon and enhance individual expertise, model positive social presence, and facilitate the development of effective cognitive and teaching presence as described by Garrison, Anderson, and Archer’s community of inquiry framework.

Building the New Platform for Digital Expression

drupal — Fri, 01 Feb 2008 13:00:52 -0600

We know our students are different, but in many cases we have not prepared our campuses to support their expectations. Additionally, faculty are pushing us to provide innovative ways to meet our students where they are. In this session, we will share our vision for a platform for digital expression.

Do I Need a Second Life? The Opportunities and Challenges of Virtual Worlds

drupal — Fri, 01 Feb 2008 13:00:51 -0600

To explore the potential of virtual worlds, Notre Dame faculty are developing demonstration projects and a white paper. This session will demonstrate the applications of Second Life and share opportunities and challenges presented by virtual worlds.

Teaching and Learning Centers in the 21st Century: An Exploration of Future Models

drupal — Fri, 01 Feb 2008 13:00:51 -0600

With the recent explosion of new technologies and teaching methodologies, supporting faculty has become a much more complex task. Campus leadership has responded to this challenge in varying ways. Our study builds on knowledge gained from experimentations and explores new models of campus-level support that will better serve faculty in a rapidly evolving world.

Show Them the Data: How Publishing Course Usage Stats Can Change Faculty Support

drupal — Fri, 01 Feb 2008 13:00:51 -0600

UMBC has published online reports showing by discipline and by instructor which Blackboard courses are most active. Initial feedback suggests that regularly publishing these simple but effective reports could create a "tipping point" of one-on-one and departmental pedagogical discussions that change the form and content of institutional faculty support.

Social Learning Using Cell Phone Technology at Montclair State University

drupal — Fri, 01 Feb 2008 12:52:02 -0600

Social learning enhances knowledge when students create learning environments by making connections among their peers and community. Educators struggle to develop innovative teaching strategies to meet the expectations of digital natives who are accustomed to this social environment. This presentation will describe how faculty at Montclair State University foster social learning using mobile technology.

Introducing University Faculty and Instructional Staff to Second Life: A Pilot Initiative

drupal — Fri, 01 Feb 2008 12:26:45 -0600

The educational potential of Second Life is still emerging and for the majority of educators, even early adopters of technology, it is an entirely new domain. This session will describe the objectives, rationale, and outcomes of a pilot initiative in which we introduced faculty and instructional staff to Second Life.

Learning Circle: Innovations in Faculty Development

cborn — Tue, 29 Jan 2008 17:32:14 -0600

faculty learning communities tied to the mission of the university
alternative modes for outreach (underground movements)
food, alcohol
brown bags, enticing by doing short tech intros over the period of lunch
require fac to submit proposals for summer development projects
core literacies for technology
faculty come to the table when tech solves a problem, so how do we create those problem spaces
what you call it matters, 'workshop' is a dirty word, call it 'faculty prep'
developing online learning communities to compliment faculty learning communities
engage librarians in faculty development
need to build long term trust relationships with faculty before they will engage in the risk-taking of exploring new methodologies
Theme-based events to create ambience at workshops (e.g. Indy 500)
getting faculty to present their work to other faculty, getting them to talk to each other about what they do
helping faculty to understand where to go for what kind of help
Digital Fellows, recognized by the institution - oooooh, I like this!
talk w/faculty about how tech tools can also fit into their research or other publications/presentation (faculty seem to value most recognition by others in their disciplines)
Incentive to faculty: learning more about tech will help you give good academic presentations
Poster sessions at the end of a faculty development cohort completes it's work

Faculty/Staff Cultural Divide

focusing on tech innovations within a particular field
specialize as staff in a certain dept or area of research
presenting ourselves as a support service is contributing to the divide, use different language
open up partnership to others, grad students or TAs
Teaching a class makes a difference, makes you 'one of them'

Media Fluencies:

If teachers are not media/information fluent, who will teach the students to be?
Does tech fluency requirements need to differ by discipline?

Unworkshops:

help teachers help students learn
5 minute starters/teasers in existing faculty meeting

(side thought: what do we really know about the tenure review process? Do we need to really understand it so that we can help faculty do their research/publishing, therefore influence their teaching?)

Teachers as Learners, Learners as Teachers: Reflecting on the Digital Disconnect

cborn — Tue, 29 Jan 2008 15:19:58 -0600

Jeffrey S. Nugent, Associate Director, Center for Teaching Excellence, R. Martin Reardon, Asst Prof and Joan Rhodes, Asst Prof, School of Education, Virginia Commonwealth University.

Study conducted by these people exploring research on how ...

http://www.educause.edu/ELIStudent%2FFacultyQuestionnaire/10538

"In the midst of other priorities, scholls can choose to view this emerging pressure for change from their student body in either a positive or negative light. On the positive side, through the growing use of the Internet outside of school, educators have the opportunity to expand their reach and to engage students in new and thoughtful ways. On the negat.....

Quote from Pew study, called The Digital Disconnect.

Key Findings:

disconnect between how students use the internet for school and how they use it during school, under teacher supervision

...too fast for me to type

Key Questions:

How do students and faculty prefer to learn new tech?
What tech are they using? In waht contexts?
Is there a disconnect between how students and faculty use these tools?

Used an ELI Discovery Tool Survey to collect data on how students and faculty use tech. 5 Questions about preferred modality, responses made on a Likert scale. Students were analyzed by gender, faculty analyzed by rank

Scale:

Least preferred way to learn
Not preferred
CAn learn this way if needed
Preferred
Most prefferred way to learn

Not much difference between male and femail students. Similarly, not much difference between different ranks of profs.

How does the student preferences compare to faculty preferences: very, very similar. Graphs are stunningly similar.

Personal v. Academic Use of IT

nine Pairs of Questions, respondents asked to respond to both "Educational use" and "personal use" on: created/contributed to blogs, web pages, podcasts, IM, wiki, etc

Male and Femail students similar in responses. Big difference in Ss use of technology in the academic environment vs. personal use. Ss use tech much, much more in personal life than in their academi lives.

Faculty report that they are not really using a lot of tech in their academic lives, and almost the same amount in their personal lives.

Another perspective of Digital Technology, added all tech uses together into one scale of 18.

(paper handouts apparently available somewhere...)

Group work/discussion on reactions to research.

Doing What I Don’t Know How to Do

ckeller — Tue, 29 Jan 2008 11:06:13 -0600

Leveraging a faculty learning community has helped me do things I didn’t know how to do with technology, including podcasting my lectures.

ELI Discovery Tool: Student/Faculty Questionnaire

ckeller — Fri, 18 Jan 2008 10:41:06 -0600

The ELI Student/Faculty Questionnaire is designed to help you explore student and faculty experiences and expectations with technology in teaching and learning. Specifically, the questionnaire examines student and faculty

Familiarity with learning technologies,
Expectations for the use of technology in teaching and learning, and
Views on how students prefer to learn.

This questionnaire provides insight into possible gaps that may exist at your institution, such as

The difference between the learning technologies that are expected by today's students and those that your faculty feel comfortable using, and
Students' self-described learning preferences contrasted with faculty perceptions of those preferences.

ELI Discovery Tool: Net Generation Workshop Guide

ckeller — Fri, 18 Jan 2008 10:35:04 -0600

The Net Generation Workshop Guide is a collection of simple activities and suggested readings on the Net Generation. It is divided into easily customized modules that can be used as stand-alone activities lasting a couple of hours or all together for a multi-day event. They have been designed for faculty development, staff retreats, or similar programs.

ELI Discovery Tool: Learning Space Workshop Guide

ckeller — Fri, 18 Jan 2008 10:31:21 -0600

The Learning Space Workshop Guide offers a set of action-oriented, modifiable, modular activities for use in faculty development, staff retreats, or similar events. The activities encourage critical thinking about characteristics and principles of effective learning space design, the pedagogical roles of technology, student perspectives, assessment, and related issues.

Project Technology: A World of Reality

drupal — Mon, 26 Nov 2007 15:16:36 -0600

As a takeoff on the popular reality TV series Project Runway, Project Technology follows six faculty during a school year as they attempt to effectively integrate technology into their teaching to enhance student learning. Session attendees will learn and see firsthand how faculty members struggled with and mastered new technologies.

HumaniTech: Bridging Divides, Building Collaborations

drupal — Tue, 13 Nov 2007 09:24:33 -0600

HumaniTech links humanities and technology by combining the perspectives and skills of faculty and staff from both humanities and campus-wide resources to work across disciplines and lines that often divide the research university: research/teaching, central/local control, faculty/staff, traditionalists/innovators. HumaniTech focuses on collaboration where IT is essential to these bridge-building efforts rather than a goal in itself.

Design and Development of a Faculty Technology Practices Directory

ckeller — Fri, 09 Nov 2007 13:24:49 -0600

A dynamic information base aids research into existing technology practices among faculty and fosters partnerships.

Digital Storytelling to Enhance Faculty Development in Universal Design for Learning

drupal — Tue, 06 Nov 2007 11:04:17 -0600

This presentation will demonstrate discipline-specific case studies to enhance faculty development in universal design for learning. We will highlight California State University's EnACT project, which supports learning for 10,000 CSU students with disabilities, and MERLOT ELIXR, a faculty development collaboration across state systems and campuses for developing cases and shared teaching resources.

The Learning Space

jjorstad — Wed, 31 Oct 2007 23:16:19 -0500

www.jjorstad.blogspot.com

Practicing What You Preach: A Learner-Centered LMS Training and Support Program for Faculty

drupal — Tue, 30 Oct 2007 13:42:37 -0500

McGill University's unique, individualized, and scalable learner-centered approach to training and support has helped over a thousand faculty successfully transition from one learning management system to another in an academic year. This session will offer learner-centered training and support strategies and lessons learned from our transition.

Moving the Graveyard: Merging Services for Faculty Development

drupal — Tue, 30 Oct 2007 13:42:37 -0500

The adage goes, "It's harder to facilitate change in higher education than to move a graveyard." This session will describe such a change: one university's merger of educational technology with traditional faculty development resources to provide a single point of service to enhance teaching and learning.

Faculty Use of Blackboard Features

drupal — Tue, 30 Oct 2007 13:42:35 -0500

Recent technical and contract issues prompted Emporia State University to evaluate its relationship with Blackboard, which included an examination of faculty use of Blackboard and the various available tools in Blackboard. Deployment-related issues will be addressed in terms of product support and faculty training.

Creating an Online Course Development Process

drupal — Tue, 30 Oct 2007 13:42:34 -0500

Tacoma Community College has created an online course development process. The process is designed to support faculty by providing a clear timeline for course development, a discussion of what kind of training faculty will need to develop and teach online courses, the kind of support faculty will need, and online course development rubrics for quality assurance and peer review.