ripple effect: faculty redesign through course redesign

Download Ripple Effect: Faculty Redesign Through Course Redesign

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The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.

TRANSCRIPT

  • 1.

2. Presentation available at http://www.slideshare.net/ronko4 3.

  • New technologies rise and fall so quickly that it is increasingly difficult to keep faculty updatedon tools that make a difference in the classroom.

Jim Rapoza - http://etech.eweek.com 4. How do we encourage facultyto try new technologiesin the classroom? 5. 6.

  • The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive.
    • 2007-2012

7.

  • An embedded componentof the projectis the use of technologyby the facultyand students participating in the WI courses.

8.

  • A secondary goal is to expand the number of other instructors integrating technology into their courses to startaripple effect in the college community.

9.

  • Formal faculty development in
    • collaboratively creating digital content that is shared with other instructors
    • online assessments
    • lecture capture (Echo360)
    • streaming media
    • e-portfolios
    • e-tutoring
    • online scheduling
    • promoting the use of the college portal (CampusCruiser) and LMS (Blackboard)
    • These courses are online, blended, and face-to-face on three campuses.

10. A Taxonomy ordered classification

  • Technology infusion from the perspective of learner cognition.
  • Scaffolding increasingly higher level thinking and integration skills
  • http://www.edtechinnovators.com

11. from top to bottom increasingly higher level thinking and integration skillsresulting in increased expectation ofindependence Designed for students.Being used for faculty. 12. Choosing The Tools 13. WhatISEmerging Technology? 14. 15. http://pccc.libguides.com 16. LibGuides Guide Index

  • There are 154 guides in the system: 5 private, 73 published, and 76 unpublished guides.
  • Of the 78 active Guides, 8 were developed for WI courses currentlylaunched

17.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Demonstrations of the technology at workshops, faculty institutes, Deans Tea, best practices, department meetings

18.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Incorporating a tool passive use of technology in a Web 1.0 way.
    • Using media, LibGuides, assigning the use of eTutoring

19.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Production- going 2.0
    • Making your own content
    • After first faculty institute

20.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Exploring new technology on their own.
    • Photography blogs as critical thinking.

21.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Collaborating with students, librarians and our mentors.
    • Handing off WI courses to instructors for additional sections.
    • Open sourcing the content

22.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Combining and integrating technologies.
  • Mashups
    • Video produced embedded in LibGuides
    • Portfolios as CMS; faculty portfolios

23.

  • Observe
  • Incorporate
  • Produce
  • Explore
  • Collaborate
  • Apply
  • Create
  • Using the technology to produce new and different content or results.
    • Media as anthology
    • Guides used for non-class purposes

24.

  • Blooms Taxonomy
  • A Digital Blooms Taxonomy
  • http://www.serendipity35.net/index.php?/archives/1709-A-Digital-Bloom.html

25.

  • As with any learning taxonomy
    • Higher levels do not occur without the lower levels being used first.
    • Lower levels are not a negative label.
    • It is best when progress is made to higher levels because of self-identified needs.
    • Students can be powerful drivers for faculty adoption.
    • Participants need to explore on their own, abandon what does not work for them, try things that do not work for others.

26. [email_address] http://www.slideshare.net/ronko4 27. 28.