Infusing Emerging Technology into the Curriculum: Faculty PeertoPeer Mentoring

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Infusing Emerging Technology into the Curriculum
Faculty Peer-to-Peer Mentoring
PROJECT TEAM Rachna Kumar, MGSM (Marshall
Goldsmith School of Management) Jerold Miller,
GSOE (Graduate School Of Education) Milton Brown,
CSPP (California School of Professional
Psychology) Andrew Shean, Learning Technology
Consultant Aung Zayar Lwin, TLI (Teaching and
Learning Institute)
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Agenda

• Project Genesis- development of idea
• Implementation Process- collaboration and design
• Critical Success Factors- relationships
• Survey Results- effect on learning and
  engagement

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Project Genesis

• Designed to
• ?Infuse emerging technologies in the curriculum
• ?Increase student engagement in learning
• ?Increase and enable faculty participation.
• Sponsored by the Teaching and Learning
  Institute

Supplement complement traditional
teaching/learning tools
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Driver remains the student, their learning style,
and the social context of their learning.
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Implementation Timeline 200708
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Implementation Process (Collaboration)

• Meetings, brainstorming
• Modeling, Best practices, Demonstrations
• Faculty Support, classroom/student support and
  Consulting
• Instructions and how-to manuals
• Survey

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Critical Success Factors

• Faculty support for start-up phases
• Mutual learning platform mentors, faculty
  students
• Leadership!
• Limit incremental faculty time for technology
  adoption
• Direct execution, meaningful, efficient -not busy
  work
• Open mindset, consistent communication

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Tools out there

• Wikis
• Software allowing users to easily create, edit,
  and link web pages
• Often used to create and promote collaborative
  work via websites.
• Podcasts
• Video or audio files from top tier Universities
  (e.g., MIT, Berkeley) recorded in live classes
  teaching specific topics
• They are free online, good quality, optimized
  for download file size.
• Blogging
• Quick and easy medium to discuss issues, get
  students involved
• Alumni can participate and contribute
• Over time, can gain repute as content resource
  in the referent public community.
• Content Area Software or Applications
• Appropriateness depends on course and topic area
• Examples include simulation software, statistical
  packages, or database spreadsheet software
• Any course/topic can build an application
  exercise centered on a database or a spreadsheet.
• WebQuests are learning environments where
  students read, analyze, and synthesize
  information using the Internet. Although
  WebQuests are not new, they may include other
  current technologies such as Podcasts, YouTube
  video, and links to current websites.

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Faculty Mentoring

• Mentee Selection
• Intrinsic Motivation
• Risk Takers
• What Mentees Want!
• Babs

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Selected Survey Responses

• Technology resulted in students communicating
  with other students and faculty seamlessly and
  more often.
• The wiki allowed them to integrate ideas and,
  facilitated their self perception as a real team
  working on a group project - generated the team
  spirit that faculty yearn for when assigning team
  projects. The students added, deleted and
  integrated as an authentic team should....
• When used (the wiki) on specific projects, the
  quality of the output was consistently better
  than when they submit in-class assignments (do
  not understand the dynamics here)
• Use of PowerPoint, video, team presentations,
  YouTube. Team very creative - incorporating
  video, film clips, PowerPoint.
• Students were more in touch with me.
• I really enjoyed watching the integrating process
  in their group projects. I also like reviewing
  their process of improving their individual work
  by looking at the "recent changes" capability on
  the wiki. The review of the "discussions" was
  also interesting.
• A couple of students used their computers to
  disengage in class discussion.

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Technology Tools DemoDiscussions/ExperiencesQues
tions
http//www.alliant.wikispaces.net