Session Description: Pedagogical and technological changes are upsetting the status quo of course delivery. To remain relevant, academic technologists must be responsive, agile, and forward-thinking within a context of rapid change, high demand, and limited resources. Learn how one academic technology unit strategically prioritized and responded to these challenges in today’s climate.
Outcomes: Articulate tactical work in response to the strategic goals of your institution and department *Redefine priorities in response to technological and pedagogical change *Retrofit Brown’s reflexive model to fit your own institutional culture
Instructional Designer,Brown University
Director, Academic Technology Services,Brown University
- Short Term – Improve the current situation with painpoints.
- Long Term – Confirm our Vision
- Instructional Technology Group
- MM Labs
- Classroom Technology
- Media Product
- Question: What do you spend your time on everyday – does that link to the vision?
- Question: What are the 5 most important things that you do – why is that important to the insitution?
- Session Materials
- Technology Themes
- Moving Forward and Looking Ahead
- Responding University Needs
- Making Connections
- Empowering Individual Growth
- Process for Visioning
- Step 1 – Defining the work: Where are we now?
- Step 2 – Understanding the work: What are the values/benefits of the work we do? Map the work to the themese/priorities and is there anything missing?
- Step 3 – Where are we going? What should we stop, start, or do better and how?
Session Description: Benchmarking and collecting evidence of impact is important in any undertaking. In this respect, postsecondary teaching and learning presents a unique set of challenges and complexities, so the key is to identify those methods that will produce useful and actionable results. This session will consist of overviews of evaluation and research techniques and methods in three important domains in teaching and learning: online and blended learning, classrooms and learning spaces, and the LMS. We’ll conclude the session with a discussion with our domain experts about the relative strengths of the approaches they presented and considerations with respect to implementing them.
Outcomes: Learn about evaluation and research methods in key teaching and learning domains * Discover new methods that will help you conduct evaluations at your campus * Understand how these methods could be used at your institution
Director, Digital Learning R&D, DETA Center,University of Wisconsin-Milwaukee
Academic Associate,McGill University
Director, EDUCAUSE Learning Initiative,EDUCAUSE
Director of Operations, Teaching & Learning w/Technology,The Pennsylvania State University
- EDUCAUSE Assessment Resources
- Learning Space Rating System
- Information Security
- Information Security Program Assessment Tool
- IT Risk Register
- EDUCAUSE Benchmarking Resources
- Technology Research in the Academic Community
- Core Data Service
- Benchmarking Service
The big question… “Are these (active learning) rooms worth it?”
- A Framework for Evaluation
- Level of Impact (Kirkpatrick)
- Reaction, Learning, Behavior, Results
- Potential vs Actual – There is always potential but it may not be realized.
- LSRS Sections – Institutional Readiness, and Features of Physical Spaces
- Measuring Actual Use of Learning Spaces
- Observation forms were used to see how the classrooms were actually being used.
- Heat Maps to track movement of instructor and students in the classroom.
- Think about…
- Providing the right people , the right information, at the right time
- Focus on high quality faculty development in high quality spaces
- Instructors are allowed to seek the potential and lead toward the actual
- Online and Blended Learning
- DETA – Toolkit Download is Available
- The toolkit includes: access, learning effectiveness, satisfaction, instructional effectiveness
- Research model:
- Research questions include:
- Framework of Inquiry:
- Penn State LMS Research
- Assessment Strategy – Direct observations, focus groups (faculty and student), surveys (faculty and student), vendor review (support, training, and ID staff)
- Business Requirements – Functional, technical, support, training, governance, partnership, exit strategy, cost
Faculty development is key across all implementation and research…
Session Description: In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialization of institutions as we know them. Thirteen years of experiments in children’s education provide a series of startling results—children can self-organize their own learning, they can achieve educational objectives on their own, and they can read by themselves. Finally, the most startling result: groups of children with access to the Internet can learn anything by themselves. Studies in the slums of India; the villages of India and Cambodia; poor schools in Chile, Argentina, Uruguay, the United States, and Italy; the schools of Gateshead; and the rich international schools of Washington and Hong Kong produced experimental results that show a strange new future for learning. Using the TED Prize, Mitra has now built seven “Schools in the Cloud,” glimpses of which he will provide.
Professor, Educational Technology, School of Education, Communication & Language, Newcastle University
- The Hole in the Wall Experiment 1999-2005
- How many engineers and programmers are we missing by the lack of opportunities in our slums?
- The first lesson in education, allow students to discover the answer without telling them…
- The second lesson in education, the teacher can empower kids by letting them teach each other… Learning can happen without a teacher, students can explore and help each other.
- Given 9 months, students left by themselves will increase their own computer literacy to the level of a secretary in the West.
- Who was teaching them? Instead ask: What was teaching them?
Children, given access to the Internet in groups, can learn anything by themselves.
- SOLE – Self organized learning environments.
- It became clear that children in groups have an understanding that is greater than that of each individual. It was this collective ‘hive’ mind that was working like an efficient teacher.
- Can an objective be achieved without a manager – they are achieve with a collective desire.
- Children begin to answer questions far ahead of their time… It helps if you admire them!
Do not teach, have a conversation.
- Enter the School in the Cloud – It’s a SOLE and Granny Cloud combined. And ask what would happen then in a school or in a community.
- We think that we can tell the student what to do.
- Schools in the Cloud improve:
- Reading comprehension
- Communication skills
- Internet Searching Skills
- Self Confidence
- The challenge of assessment… paper pencil tests and the measurement of learning.
- In order to cater to the needs of an obsolete examination system, teachers, good or bad, need to use teaching methods from the 19th century, consisting of rote learning, drill and practice, and negative reinforcement.
- We need to prepare our students to work in our current environments. Allow the use of the Internet during a test and the student’s phone. We have to factor in the complimented self – the student and technology.
- We need: Comprehension, communication, and computation to be the key concepts vs reading, writing, and arithmetic. But to include the later in the former.
- Schools should produce happy, healthy, and productive people.
We need a curriculum of questions, not facts. A pedagogy that encourages collaboration and use of the Internet. An assessment system that looks for productivity over process and method.
Session Description: Join us for a spirited discussion of four current technologies. Share your perspective on whether educationally these technologies are like pouring chocolate over broccoli or if they can improve student outcomes by strategically leveraging them. Come caffeinated and opinionated, and be ready to dive in and share with peers and colleagues.
Outcomes: Identify current learning technologies and trends *discuss the affordances and constraints of each technology presented *identify common adoption issues faced by new technologies and resources to resolve those issues
Associate Dean, Career and Technical Education, Colorado Community College System
Instructional Designer, Front Range Community College
Dr. Farah Bennani
Associate Dean, Colorado Community College System
- The lenses to view new technologies with: Implement Tomorrow, Needs more Research, Chocolate on Broccoli
- Coding – Becoming a popular educational opportunity as languages are becoming easier.
- Gaming – Engaging students with content is becoming more possible through games. Resources like Kahoot can be leveraged by faculty.
- Internet of Things – Potential exists and everything is connected, but the question is how does this impact the classroom, what about privacy? How will the play out in the school and in the classroom. We can monitor the impact on the consumer end as this will impact on that horizon first. This technology is on the horizon, but there still needs to be some more research.
- Wearables – They are here! Fitbit like devices are not just about tracking, but they are about social too. How about using these in physical education classes. Think about the community that goes along with it. There are some that are motivated with the “quantified self”. Oral Roberts University requires students to use Fitbit. Concerns around who owns the data and how secure is it? What about privacy?
- What about Virtual Reality? Lots of potential, however, the biggest challenge is building content…
The key questions, what capabilities do these new technologies bring to the education experience? What instructional problems can these new technologies solve?
Session Description: Because technology will continue to transform the education landscape, colleges and universities will confront continuing challenges to meet the expectations of today’s students, ages 18–60. Join us as industry expert Casey Green moderates a conversation among campus thought leaders about mobile strategies, best practices, and the ever-evolving digital campus.
Outcomes: Learn about community best practices to analyze institutional needs * Focus on benefits and evaluating technologies and solutions * Learn how to implement long-term strategies to meet changing technology today and tomorrow
Director Technology Services, Georgia Institute of Technology
Founding Director, The Campus Computing Project
Principal Technology Strategist,Citrix
Manager of Virtualization and Learning Technologies,Texas A&M University
What is your Mobile 2.0 Strategy? Just because you have an app, doesn’t mean you have a strategy…
- The need to mobilize the campus and deliver the experience today’s student expects.
- Mobility enables students to be more success. Giving students more resources. Being able to measure data of use and tracking.
- How do you create a mobile ready infrastructure? Do you have the resources to pull this together. Determine the goals of the project, connect to campus initiatives and strategies.
- The impact of student expectations and the consumer market is driving mobile.
- According to the Campus Computing Survey 53% of campuses appear to be building their own mobile apps.
- Although mobile is a top IT priority (#6 / 65%), only 17% of CIOs rate mobile services as “excellent”.