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Technology in the Learning Spaces. Sande Johnson-Byers Assistant Vice President Information Technology. Working Committee Members. Sande Johnson-Byers, Chair Rhonda Dixon Jeff Falcone Alex Gaughan Laura Hardesty Michael Homan Mark Kasselhut Brad Lawton. Cathy Leist Sherry Ross

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technology in the learning spaces

Technology in the Learning Spaces

Sande Johnson-Byers

Assistant Vice President

Information Technology

working committee members
Working Committee Members

Sande Johnson-Byers, Chair

Rhonda Dixon

Jeff Falcone

Alex Gaughan

Laura Hardesty

Michael Homan

Mark Kasselhut

Brad Lawton

Cathy Leist

Sherry Ross

Joe Steffen

Uldis Strepis

Chris Weaver

Joanna Wolfe

establish a baseline
Establish a Baseline
  • Assessment of technology in UofL’s learningspaces
    • 108 of 167 (65%) classrooms on the Belknap Campus and 6 of 33 (18%) had little or no technology capability
    • Overall, 57% of classrooms needed to be equipped or upgraded with technology
    • Update: UofL’s Phi Beta Kappa initiative will newly equip 30 rooms with technology
research
Research
  • 2008 ECAR (Educause Study for Applied Research) Study of Undergraduate Students and Information Technology
    • students preferred only a “moderate” amount of technology in the classroom
    • students preferred “face-to-face” interactions in the classroom and with faculty and classmates
develop a committee
Develop a Committee

Represent:

  • Students
  • Faculty
  • Business Affairs
  • Delphi Center for Teaching and Learning
  • Information Technology
  • Libraries
  • Resources for Academic Achievement (REACH)
literature review
Literature Review
  • When Computers Leave Classrooms, So Does Boredom (Chronicle of Higher Education)
    • “Teach naked” by removing technology from the classroom
    • Make lectures available online for student review outside of class
    • Reserve class time for active discussion
literature review1
Literature Review
  • Learning Spaces: Involving Faculty to Improve Pedagogy (Educause)
    • Involve faculty and students in the planning phase
    • Aim to understand faculty member’s learning objectives
    • Assess the technology to determine educational value
literature review2
Literature Review
  • Space Strategies for the New Learning Landscape (Educause)
    • Create collaborative and immersive learning spaces
    • View the entire campus as a learning space
    • Create flexibility in the learning space
literature review3
Literature Review
  • Assessment: The Key to Creating Spaces that Promote Learning (Educause)
    • Faculty facilitate the learning experience when they are comfortable with pedagogical practices
    • Students are most engaged when they are encouraged to interact with faculty and fellow students
    • Territoriality and departmental ownership of highly prized rooms decrease the use of the space
literature review4
Literature Review
  • Charting the Course & Tapping the Community: The Educause Top Teaching & Learning Challenges 2009 (Educause)
    • Balance promoting technology with encouraging teaching and learning using technology
    • Explore solutions to top challenges in teaching and learning through “Challenges” project: www.educause.edu/eli/challenges
literature review5
Literature Review
  • Signposts of the Revolution? What We Talk about When We Talk Learning Spaces (Educause)
    • Outdated industrial model prepared learners to perform repetitive factory jobs
    • Industrial model continues to dominate higher education
    • New inquiry model encompasses active, social, continuous and holistic learning
literature review6
Literature Review
  • The 2009 21st-Century Campus Report: Defining the Vision (CDW-G)
    • Campus community defined by access to technology, resources and each other
    • Year over year, students are placing more importance on technology in the learning space
survey benchmark institutions
Survey Benchmark Institutions
  • Survey UofL’s benchmark institutions about their classroom technology
    • Funding model
    • Standards
    • Support
    • Equipment
    • Learning management software
survey benchmark institutions1
Survey Benchmark Institutions
  • Completed with seven respondents
survey benchmark institutions2
Survey Benchmark Institutions
  • 100% of responding institutions fund instructional technology in the classroom with a combination of centralized and decentralized funds
  • 71% of responding institutions have an ongoing budget for sustaining instructional technology in the classroom
survey benchmark institutions3
Survey Benchmark Institutions
  • 100% of responding institutions have classroom technology standards
  • Responding institutions have a range of 50-100% of their classrooms equipped to use technology
  • 71% of responding institutions report their requests for technology-equipped classrooms outnumber classroom availability
survey benchmark institutions4
Survey Benchmark Institutions
  • 71% of responding institutions provide laptops for faculty instruction
  • Faculty are using these laptops to integrate technology into the curriculum
input from uofl faculty
Input from UofL Faculty
  • Administered survey
  • 81 respondents

-School of Public Health & Information Sciences

-Arts and Sciences -College of Business

-College of Education -Speed School of Engineering

-Kent School of Social Work -School of Dentistry

-School of Law -School of Medicine

-Libraries

input from uofl faculty1
Input from UofL Faculty
  • 88% of respondents have taught classes in a technology equipped classroom during the current academic year
  • 37% of respondents have been denied use of a technology equipped classroom due to lack of availability
input from uofl faculty2
Input from UofL Faculty
  • 65% of respondents agree or strongly agree the use of technology in the classroom has improved learning outcomes for students
  • 67% of respondents agree or strongly agree technology in the classroom has allowed them to more actively engage students
input from uofl faculty3
Input from UofL Faculty
  • 61% agree or strongly agree they are satisfied with the current level of technology in the classrooms they use
    • “Agree only if the rooms are equipped but disagree if there is no technology available”
    • “My problem is the frequency with which I am scheduled to teach courses in classes which have no technology in them at all”
  • Faculty want more technology equipped classrooms
input from uofl faculty4
Input from UofL Faculty
  • Faculty focus groups
  • Conducted by an associate professor of biology
input from uofl faculty5
Input from UofL Faculty
  • Faculty focus groups common themes
    • All learning spaces need a basic level of technology, including Internet access
    • Improve faculty training
    • Improve technology documentation
    • Offer students collaborative learning spaces
input from uofl faculty6
Input from UofL Faculty
  • Online discussion board
  • One faculty respondent
    • Expectation of WiFi access and electronic projection equipment in every classroom
    • Recommends professional development for faculty to better incorporate technology in the classroom
input from uofl students
Input from UofL Students
  • Administered survey
  • 132 respondents

-Arts and Sciences -College of Business

-College of Education -Speed School of Engineering

-Kent School of Social Work -School of Music

-School of Law -School of Medicine

-School of Nursing

  • 97% of respondents take face-to-face classes
input from uofl students1
Input from UofL Students
  • Most used technologies by respondents in courses this semester:
    • Email (98%)
    • Office applications (88%)
    • Social networking (44%)
    • Text messaging (43%)
    • Blogs or wikis (32%)
    • Classroom capture (17%)
input from uofl students2
Input from UofL Students
  • 98.5% of respondents prefer to take courses in which the instructor uses some (67.9%) or makes extensive (30.6%) use of technology. Less than 2% prefer no technology.
  • 74% of respondents agree or strongly agree their instructors effectively use technology in the classroom
input from uofl students3
Input from UofL Students
  • 64% of respondents agree or strongly agree their instructor’s use of technology in the classroom keeps them engaged during class
  • 58% of respondents agree or strongly agree their instructor’s use of other technologies (Blackboard, Facebook, Twitter, etc.) keeps them engaged outside of the classroom
input from uofl students4
Input from UofL Students
  • Student focus groups
  • Conducted by
    • Libraries
    • Delphi Center for Teaching and Learning
    • Resources for Academic Achievement (REACH)
input from uofl students5
Input from UofL Students
  • Student focus groups common themes
    • All learning spaces need a basic level of technology
    • Prefer a moderate amount of technology
    • Prefer face-to-face learning
    • Like using I-Clicker technology
    • Social networking between faculty and students should be student-initiated
committee recommendations
Committee Recommendations
  • Create a new minimum classroom technology standard
    • Current standards provide an“overkill” of technology, limiting scope to few classrooms
    • New standards should provide basic technology:
      • Data projector
      • Electric screen
      • Input panel
      • Internet access
      • Base i-Clicker system
committee recommendations1
Committee Recommendations
  • Create a new minimum classroom technology standard (continued)
    • Estimated $5,615 per classroom, excluding room prep and desktop computer
    • Philosophy of upgrading as many classrooms as budgetarily feasible
committee recommendations2
Committee Recommendations
  • Develop a plan to equip 100% of UofL’s learning spaces
    • All responding benchmark institutions plan to equip 100% of their classrooms
    • Equip UofL classrooms at the new minimum standard over a three-year period (estimated $640,110)
    • Update: $168,450 of the funding is included in UofL’s Phi Beta Kappa initiative
committee recommendations3
Committee Recommendations
  • Encourage departments to replace faculty workstations with laptop or tablet computers
    • Design technology classrooms with appropriate connection cables
    • Provost and CIO strongly encourage units to buy laptops for faculty in lieu of desktops
    • Over 3-4 years, centrally fund laptop/desktop cost differential for all full-time faculty (approximately $300 each, total $468,300)
committee recommendations4
Committee Recommendations
  • Establish an ongoing process for sustaining technology in the classroom
    • IT develop an ongoing classroom technology management approach
    • Create a central budget for classroom technology maintenance and upgrades
    • Fund at 20% ($224,600) assuming maintenance of equipment for 200 classrooms at the minimum standard
committee recommendations5
Committee Recommendations
  • Make all classrooms available for scheduling through Resource 25
    • Several units restrict access to technology classrooms by not listing them on Resource 25
    • Maximize learning space usage by making all classrooms available for scheduling through Resource 25
    • Give priority scheduling to units that currently invest in technology using student fees
committee recommendations6
Committee Recommendations
  • Improve training, documentation and support for using technology in the classroom
    • Each classroom contain a printed set of instructions
    • Review instructions on a semester basis
    • Maintain instructions on the web for instructors to download
slide38
Improve training, documentation and support for using technology in the classroom (continued)
    • Offer training to instructors

teaching in technology classrooms

    • Offer group training at the

department/school level

committee recommendations7
Committee Recommendations
  • Develop a process to assess the impact of technology in the classroom
    • Technology in the classroom is an investment
    • Assessment provides data to evaluate effectiveness
committee recommendations8
Committee Recommendations
  • Develop a process to assess the impact of technology in the classroom (continued)
    • Institutional Research develop a process to assess the impact of technology in the classroom on student outcomes
    • Use National Study of Student

Engagement (NSSE) as a guide

committee recommendations9
Committee Recommendations
  • Include technology classrooms and collaborative learning spaces in new construction and renovations
    • Ensure all classrooms meet/exceed the new minimum technology standard
    • Assure the development of collaborative learning spaces to stimulate and enhance

active student engagement

committee recommendations10
Committee Recommendations
  • Increase use of blended courses to maximize use of available technology classrooms
    • Meet face-to-face on a limited basis
    • Utilize Blackboard (or other technology) to interact outside of the classroom
    • Charge 115% of tuition rate to fund initiative
committee recommendations11
Committee Recommendations
  • Increase use of blended courses to maximize use of available technology classrooms (continued)
    • Incent individual instructors who

develop and offer blended courses

    • Officially recognize blended classes

as a unique class/category

committee recommendations12
Committee Recommendations
  • Strongly encourage faculty to increase use of Blackboard
    • Currently in use by less than 50% of all courses at UofL
    • Provost’s office, academic deans and department chairs encourage a minimum usage standard for Blackboard
committee recommendations13
Committee Recommendations
  • Strongly encourage faculty to increase use of Blackboard (continued)
    • Include at minimum posting syllabus, faculty information and course description
    • Strongly encourage posting of grades in Blackboard, even if Blackboard is not used to administer tests and assignments
committee recommendations14
Committee Recommendations
  • Strongly encourage use of Tegrity and I-Clickers in the classroom
    • Delphi and IT offer classes and training designed to encourage innovative Tegrity use
    • When possible, place in classrooms microphones which support Tegrity and other recordings
    • Stock recommended microphones in iTech Xpress and have them available for checkout through IT’s classroom support services
committee recommendations15
Committee Recommendations
  • Strongly encourage use of Tegrity and I-Clickers in the classroom (continued)
    • Include I-Clicker base units in technology capable classrooms
    • Delphi Center and IT continue offering

training and support for I-Clickers

committee recommendations16
Committee Recommendations
  • Acquire the appropriate tools to improve virtual learning spaces
    • Current Blackboard chat/virtual classroom tools do not ensure meaningful web collaboration
      • Difficult to use
      • Not stable
      • Not full-featured
committee recommendations17
Committee Recommendations
  • Acquire the appropriate tools to improve virtual learning spaces (continued)
    • Purchase a full-featured web collaboration tool to use in conjunction with Blackboard (estimated $80,000 CAR)
    • Implement at the enterprise level to support instruction and provide administrative support to faculty and students
committee recommendations18
Committee Recommendations
  • Allow use of social networking tools to be initiated by the student
    • Students view faculty-initiated social networking as an intrusion
    • Allow students to initiate faculty/student social networking
    • Investigate ConnectYard to facilitate one to many communication from Blackboard
next steps
Next Steps
  • Vet findings and recommendations:
    • Academic Technology Committee
    • Council of Academic Officers
    • Faculty Senate
    • Student Government Association
    • Strategic Technology Executive Committee
next steps1
Next Steps
  • Present recommendations to

Provost

  • Implement approved recommendations (pending funding)
ad