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The future looks digital

The future looks digital

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The future looks digital

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  1. The future looksdigital Patricia McGee Leading from the Middle

  2. Today’s Focus Teaching Learning (emerging) Technology What to consider about what’s next

  3. Who you are

  4. Roles, roles, roles

  5. What are your Top Issues? Funding? Staffing? Resources?

  6. Top Issues of TLT • Accessibility • Evidence • Ethics • Ownership • Role of staff • Distribution of services and support • Course Design • Support structures • Incentives and acknowledgements • Retention

  7. Different strokes for different folks How do priorities, as relates to TLT, differ between roles?

  8. Why should we attend to what other “stakeholders”think, do, believe?

  9. Change occurs more readily when it is embedded in Beliefs • Values • Traditions*

  10. What did you do in 1995? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 1995 conditions, how might this have been addressed from your role in the institution?

  11. 1995 Strategies

  12. What do you do in 2007? The longer and more fixed the schedule of courses, the less likely students are to complete a course. Given 2007 conditions, how might this be addressed from your role in the institution?

  13. “A number of studies have shown that over half the jobs created in America during the past half century were the direct consequence of earlier investments in science and technology.”

  14. What does this suggest for the future?

  15. The question today is… What do you do in 2017?

  16. Shifts in learning environments Not just in class LSU Alexandria Not just via the Internet Not just on a computer

  17. The “new” academy? Environments. e-mail, WebCT, VLEs, Blogs, IM, SMS, Wikis, discussion forums, gaming, shopping… Strategies. Computer Supported Collaborative Learning (CSCL), publishing, activism… Activities. Practice, inquiry, observation, debate, projects… Assessments. Digital papers, Power Point™ Presentations, ePortfolios, Communities of Practice…

  18. The “new” learner? Are your students different than they were 10 years ago?

  19. What has changed for the learner?

  20. What has changed for the learner?

  21. Think back 10 years…

  22. Think about today…

  23. The “new” graduate? The percentage of college graduates deemed proficient in prose literacy has actually declined from 40 to 31 percent in the past decade.*

  24. Prepared? “Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today’s workplaces.” *

  25. What about faculty?

  26. The ‘new’ faculty member? How have faculty changed?

  27. What has changed for faculty?

  28. What has changed for faculty?

  29. I know its there but…. I’m kind of interested in that thing I saw… Hmm, I may have to change what I am doing. I sure am spending a lot of time managing it. Is what I am doing really helping students? I bet I can adapt from what others are doing. Gee, my ideas may work better than what others have done! Where are your faculty?

  30. Disconnect Faculty at different stages Students living in a separate technology world Technology that changes daily

  31. Other changes? Expectations? Infrastructure? Resources - type, amount?

  32. Technology as a solution Or a new challenge

  33. Accessibility Multiple communication modes Multiple content formats Just-in-time information and supports

  34. Evidence Data collection of what is really going on with the instructor, the learner and the departments that interact with both Digital collections

  35. Ethics Plagiarism, cheating, ignoring intellectual property rights Acceptable Use Policy? Punishment vs. engagement?

  36. Ownership Intellectual Property Rights Faculty Learner Staff Do you have a policy for online courses? IPR for online courses

  37. Distribution of services & supports Outsourcing Technology ownership

  38. Planning for TLT • Macro- developing national curriculum, specifying qualification standards= societal or system • Meso - designing an educational program or a course on institutional level = school • Micro - preparing course materials, designing learning environment = classroom

  39. According to disruptive innovation theory, some organizations use relatively simple innovations to compete in new ways and “triumph over powerful incumbents.”

  40. Re-thinking how degrees work Consortia? Collaborations? Credit for experience? Cross-institutional flexibility?

  41. From where do you think the following statement comes?

  42. Does your school give credit for courses taken online from other institutions and sources of instruction? Institutions that arbitrarily refuse to accept credit for courses taken electronically from other sources have not made the transition to the current learning environment. That is not to say that every form of distance learning will or should be accepted. An institution's methods for ensuring quality control should focus on learning outcomes and how they relate to the academic requirements, not on the method of delivery.

  43. At the Macro level IU3+1 Students can… • transfers 90 hours of credit from a community college, • take 30 credit hours via distance learning • from IU, • pay in-state tuition rates for IU courses, • get a Bachelor of General Studies degree UT Telecampus Western Governor’s University

  44. Thinking about how programs and courses work

  45. Considering Delivery mechanism • Classroom, lab, etc. • Online • In field

  46. Considering • Course Design • Distributed Attendance • Web Enhanced • Blended/Hybrid • 100% Online

  47. Considering Pedagogical Design • Open entry Open Exit • Participatory Pedagogy • Modularized

  48. Silo Approach Web-enhanced Blended/hybrid 100% Online Expense Support Time Learner/Instructor Expertise Need for other online institutional resources

  49. Incremental Approach Phase 1 -Web-enhanced Establish infrastructure, services Phase 2 - Blended/Hybrid for appropriate courses Expand infrastructure, services, seek partners Phase 3 - 100% for appropriate courses Establish partnerships