Transcript Part-2f - elearning

Part 2:Understanding
Faculty Members and
Learners and Web 2.0
Drs. Patricia McGee & Veronica Diaz
Asking the right question
Mapping the Learner Experience
Class
Clubs
SEMESTER
BREAK
Work
Family
Social
Groups
Mapping the Instructor Experience
Class
Research
SEMESTER
BREAK
Travel
Service
Professional
Groups
People - Data - Things (P-D-T)
Over the past 10 years,
teachers and students have
increasingly relied on
technology to communicate.
At the same time there is a
perception that teacher’s time
on campus has declined.
There is an administrative
concern that student needs
outside of class are not being
met, and that lack of campus
presence is an indication of
teacher apathy.
 What
people should be
included?
 What
data should be
analyzed?
 What
things are involved?
Learners…
• Are intergenerational.
• May have expectations from prior
experience, personal style/needs,
disciplinary perspective.
• Have a range of technical abilities.
• Require just-in-need supports.
Informal and “nontraditional”
learners are
also …
A part of ubiquitous
networks
Not so enamored of
technology but
believe tech skills
may be an
advantage (younger
over older)
Poll
We regularly survey
students about
technology use:
1. Yes
2. No
Digital experts?
70% never used a PDA
APX 50% never edited
video or webpage using
WYSWYG
APX 50% never sent a
picture via phone
75% never email via
phone
68% never use phone
internet
Most do not blog, wiki,
have a web site, etc.
Digital experts?
Although 66.1% have
Internet phone most do
not use (<18%; <1/4 use
PDA)
69% < 20 hrs per week
online
85.2% use social networks
1/3 create audio/video &
games (mostly males)
8.8% use virtual worlds
1/3 use blogs, video/image
sharing sites, etc.
Information
Literacy?
• Determine the extent of information needed
• Access the needed information effectively and
efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge
base
• Use information effectively to accomplish a specific
purpose
• Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
st
21
century
literacy?
Poll
My institution has
literacy standards
that all students
must attain:
1. Yes
2. No
3. Only some
departments
Learners as novice
• Focus on discrete details
• Capture empirical
information
• Focus on the use of
formulas and previously
learned strategies
Operate at lower levels of
thinking
Caveat: Learners are not
novices at everything
Novice-expert continuum
Routine Expertise
UNDERGRADUATE
Discrete declarative
knowledge
Rely on principles
Identify patterns
Adaptive Expertise
GRADUATE
Internalized principles
Switches perspectives
POST-GRADUATE
Complex problem
solving
Rely on conditionalized
connections
Tests, papers, experiments, projects, internships, fellowships, mentoring
Mental Function and Skill Level: Five Stage
Model
Recollectio
n
Novice
Competen
t
Proficient
Expert
Master
Nonsituational
Situational
Situational
Situational
Situational
Decomposed
Holistic
Holistic
Holistic
Recognition Decomposed
Decision
Analytical
Analytical
Analytical
Intuitive
Intuitive
Awareness
Monitoring
Monitoring
Monitoring
Monitoring
Absorbed
(Dreyfus & Dreyfus, 1980, p. 15)
Two Dimensions of Transfer and
Learning
Frustrated
Novice
Innovation
Adaptive
Expert
Routine
Expert
Novice
Efficiency
(Bransford, Brown, & Cocking, 2000)
Supporting developing
expertise
• Move from concrete/discrete to
generalized patterns
• Assess degree of expertise
• Provide opportunities for learners to
aggregate achievements, collect evidence,
apply course learning outside of class
Disciplinary Foci
Hard Natural
Sciences
Natural:
•Logical reasoning.
•Testing of ideas in linear form of
argumentation.
•Reliance on facts, principles, and
concepts.
Applied:
•Problem-solving and practical skills
•Emphasis on integration and application
of existing knowledge
Hard Applied
Sciences
(White & Liccardi, 2006)
Learner Preference
Hard Natural
Sciences
• Online tutorials
• Reference materials
• Objective tests (also VLEs)
• Support the mastery of facts,
principles and concepts.
• Quantitative, closed
assessments
Hard Applied
Sciences
(White & Liccardi, 2006)
IMPLICATIONS FOR ASSESSMENT?
Learners: Disciplinary Foci
Soft Pure
Pure
•Broad command of intellectual
ideas.
•Emphasis on creativity in thinking
and fluency of expression.
Applied:
•Emphasis on personal growth and
intellectual breadth.
•Development of reflective practice
and lifelong learning.
Soft Applied
(White & Liccardi, 2006)
Learner Preference
Soft Pure
• Synchronous discussions
• Role play and games
• Access to open web
• Access to online journals
• Support the development of
argumentation skills and critical
thinking
• Qualitative, Open
Soft Applied
(White & Liccardi, 2006)
What best supports novices?
Learning Readiness
Are learners ready for:
• Online learning?
• Technology mediated interaction?
• Self-regulation?
• New course designs?
• Independent learning?
Self-assessment
Learner Supports & Assessment
• Technical
• Access to online ICT services (Internet,
email, server, CMS, etc.)
• Production (assignments, presentations,
projects, etc.)
• Access to online academic resources
(library, helpdesk, identifications)
• Learning technologies (study skills, time
management, etc.)
Styles & Support
Tech Implication
Possible Support
Independent
Portal, web site, portfolio,
blog, L/CMS
FAQ, walk-in help, email,
video tutorial
Dependent
L/CMS, IM, email
FAQs, help forum, phone
help, walk-in help
Competitive
Portfolio, blog, presentation
tools
Mentor others, contribute to
FAQ
Collaborative
Discussions, chat, wiki,
L/CMS, VOIP
FAQs, email, phone help,
walk-in help
Avoidant
Portfolio, VOIP
FAQ, walk-in help, email,
video tutorial
Participant
Open forums, IM, VOIP, wiki
Walk-in help, email, phone
help
BREAK
EMERGING TECHNOLOGIES AND
FACULTY DEVELOPMENT
1) Yes
2) No
Emerging Technology Use
Student and faculty surveys
– Use of tools
– Teaching approaches
– Demographic information
(age, gender, years of
study/employment, and
program of study)
Student and faculty focus groups
or observation
– Classroom use of technology
– Use of course management
systems
– Preferences, limitations, and
needs
Document analysis
–
–
–
–
Annual reports
Lesson plans
Web pages
PowerPoint presentations or
course handouts can
indicate areas of technology
use and can reveal
instructional styles
Web 2.0 and Affordances with Students
• Students are more
comfortable with and have
a tolerance for “figuring”
out the technology
• Students can deal with trial
and error approach to use
and change in general
• Students have a broad
exposure to a variety of
different tools
MICHAEL WESCH: MEDIATED CULTURES COURSE SITE
1) Yes
2) No
Characteristics
Type
Focus
Expert
Functions as knowledge expert and transmits information
to learner who becomes more competent under the
instructor’s tutelage.
Formal Authority
Focuses on correct and appropriate procedures, serves
as knowledge expert who is determined to provide
necessary feedback to learner within a structured and
standardized environment.
Personal Model
Focus is providing personal examples and modeling
appropriate and correct behavior.
Facilitator
Teacher-learner interaction takes place in a probing and
interactive learning environment. Supports learner’s
decision within a consultant role.
Delegator
Desire for learner to act autonomously with as little input
as necessary.
Support
Teaching Style
Preferred Approach
Implied Support
Expert/Formal
Authority (38%)
Dependent, Participant,
Competitive
One-on-one, hands-on,
reward/acknowledgement
Personal
Model/Expert/Form
al Authority (22%)
Participant, Dependent,
Competitive
Hands-on, one-on-one,
reward/acknowledgement
Facilitator/Personal Collaborative,
Model/Expert (17%) Participative,
Independent
Small group or peer/mentor,
hands-on, tutorial/reference
materials
Delegator/Facilitato
r/Expert (15%)
Tutorial/reference materials,
small group or peer/mentor,
hands-on
Independent,
Collaborative/Participant
Integrated Technology Adoption
and Diffusion Model
5
• Instructor as Leader
4
• Re-affirmer or Rejecter
3
• Co-learner
2
• Adopter
1
• Learner
(Sherry, Billig, & Giiibson, 2000)
Web 2.0 and the
Novice Faculty Member
•
•
•
•
“Context-free features”
Rules
Self-monitoring
Feedback and
scaffolding
• Discrete and nonambiguous examples
• Increasing opportunities
for practice
 Who are you serving
with Web 2.0 initiatives
 Menu of diverse
learning technology
offerings
 Teaching and learning
objectives
WEB 2.0 CLASSIFICATIONS
Communicativ
e
To share ideas, information, and • Blogs
creations
• Audioblogs
• Videoblogs
• IM-type tools
• Podcasts
• Webcams
Collaborative
To work with others for a
specific purpose in a shared
work area
Documentative To collect and/or present
evidence of experiences,
thinking over time, productions,
etc.
Generative
To create something new that
can be seen and/or used by
others
Interactive
• Editing/writing tools
• Virtual communities of practice
• Wikis
• Blogs
• Videoblogs
• E-portfolios
• Mashups
• VCOPs
• Virtual Learning Worlds
To exchange information, ideas, • Learning objectives
resources, materials
• Social bookmarking
• Virtual communities of practice
• Virtual Learning Worlds
http://c4lpt.co.uk/Directory/
Source: http://c4lpt.co.uk/Directory/
A Network
of Support
Within the institution
 Less, but most
popular/common tools
 Tool selection
Out of the institution
 Supporting Web 2.0
with Web 2.0ish
support
– Tools not necessarily developed
for an educational audience
– Reliance on internet connection
(high speed)
– No obligation to users
– Lack of security
– Ever-changing
– Learning curve
– Require separate
logins/accounts/fragmentation
– Variety of use and selection of
tools could overwhelm students;
lack of a common experience
across courses
– No centralized institutional support
(usually)
– Intellectual property/copyright
issues
Instructional Technology
Challenges
• The technology-adoption cycle
• Lack of integrated technology
tools
• Learners’ changing
expectations
• Institutional changes to
technology commitments
Activity: Data, Data, Data
Part I
• Given examples of
students and faculty
members, how can you
best support their
utilization and integration
of Web 2.0 technologies?
Part II
• Given your responses,
what kinds of services are
needed
• At institutional level?
• At departmental level?