ubiquitous distributed learning and global citizenship michael sperling, associate provost for...

Ubiquitous Distributed Learning and Global

Citizenship

Michael Sperling, Associate Provost forInterdisciplinary, Distributed and Global Learning

Fairleigh Dickinson University

Copyright Michael Sperling, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational

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Promoting Systemic Progress in Teaching and Learning

Transforming a mission statement into a sense of

mission

FDU Mission Statement

“Fairleigh Dickinson University is a center of academic excellence dedicated to the preparation of world citizens through global education. We strive to provide students with the multi-disciplinary, intercultural and ethical understandings necessary to participate, lead, and prosper in the global marketplace of ideas, commerce and culture.”

Systemic change requires massive shifts in:

Institutional budget allocationsFaculty work patternsSupport resourcesAcademic culture

Key Transformation Benefits

Widespread faculty developmentEnhanced student learning outcomesInstitutional differentiationEnhanced ROI and external funding

Key Transformation Challenges

Transformation is usually an after-the-fact descriptorWillingness to utter the term on-campus?Most faculty don’t want to be transformedDynamic balance between administrative efficiency vs. widespread shaping and ownership

Navigating Faculty Resistance

ConceptualPerceived lack of inputReflexive rejectionInstitutional frustrationRate of change rather than process

Global citizenship (competency) is a complex issue:

What does it mean?How is it achieved?Is it a process or an outcome?How do we prepare students for an unknown future characterized by diversity, nearly universal digital information access, global interrelationships, and rapid change?

Common view of distance (or distributed) learning:

Useful teaching toolImportant communication and research toolVehicle to reach new student audiencesMedium of convenience

Different view of distance (or distributed) learning:

(Value-added) learning toolGlobal information resourcesUnique collaboration toolVehicle to bring not only information, but global faculty resources to campusOn-line learning in its infancyImagine the unimaginable

Using Distributed Learning Meaningfully

Distance Learning InitiativeFoundation

Fundamental LearningTool

Global VirtualFaculty

Undergraduate distance learning course requirement:

FDU demographicsOne on-line course per 32 credits of studyThe Global ChallengeCollege-based DL2Disciplinary DL3-4Systematic assessment

Distance Learning Courses

2002-03 Webcampus Courses

Global Challenge Sections = 73

DL2 Sections = 57

Other Bb Courses = 260

On-line degree programs = 1

Distance Learning Courses

2003-04 Projected Webcampus Courses

Global Challenge Sections = 80

DL2 Sections = 60

Other Bb Courses = 300

DL3 Sections = 40

On-Line degree programs = 3

Demonstration:

The Global Challenge (interdisciplinary core)The Life of the Mind (multidisciplinary philosophy)Introduction to Macroeconomics (sophomore economics requirement)

Global Virtual Faculty ProgramTM

Scholars and practitioners35 at present from 18 countries Partnership modelLevels of participationCompensation

Background information on GVF and other programs:

www.globaleducation.eduemail: sperling@fdu.edu

Critical Questions:

Wrong Question -- Is distance learning better or worse than in-class learning?Right Question – Which pedagogies will produce the best student learning outcomes in a given medium or environment?

We are in the business of teaching our students how to be prepared for a lifetime of effective continued learning and accessing global information resources. By requiring distance learning, we strengthen this preparation.

Assessment in progress:

Wide range of opinions/experiencesGeneral improvement fall 2001 to spring 2002Critical issues: freshmen, core course, new skills, independent functioningFuller plan in development

Global Challenge (Core A) Assessment Dimensions

Global education objectivesActive/self-directed learning objectivesOn-line communication objectivesGroup learning objectivesCritical thinking/writing objectivesInformation literacy objectives

Broader Higher Ed Implications

Reevaluate pedagogical techniqueAdopt a learning outcomes paradigmPromote responsibility-taking by studentsDevelop global citizens

We’re Getting There…We’ve Unleashed a Monster!