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Title: Teaching Well Using Technology: A Faculty Members Guide to TimeEfficient Choices That Enhance Learni


1
Teaching Well Using TechnologyA Faculty
Members Guide to Time-Efficient Choices That
Enhance Learning
  • Barbara Walvoord, Director
  • Kevin Barry, Assistant Director
  • Thomas Laughner, Assistant Director
  • Kaneb Center for Teaching Learning
  • University of Notre Dame

2
Seven Steps for Choosing Technology An Overview
of the Workshop
  • Step 1 Ask What Do I Want My Students to Learn?
  • Step 2 Identify Best Teaching Approaches for the
    Learning You Want
  • Step 3 Plan Major Assignments and Exams That
    Will Both Teach and Test the Learning You Want
  • Step 4 Consider Times and Spaces for Learning
  • Step 5 What Technologies Can and Cannot Do
  • Step 6 Sequence the Learning and Choose the
    Technology
  • Step 7 Implement, Evaluate, Think Creatively

3
Step 1 Ask What Do I Want My Students to Learn?
I Want Students to Be Able to
  • Vague
  • Know
  • Do
  • Understand
  • Be Exposed to
  • Specific
  • Describe
  • Analyze
  • Argue
  • Solve
  • Create
  • Compare

4
Step 1 Sample Course Goals
  • Course Western Civilization (required Gen Ed,
    1st year students)
  • Instructor John R. Breihan, Professor of History
  • By the end of the course, I would like students
    to be able to
  • 1. Identify and describe common historical events
  • 2. More important, be able to use that
    information to understand, critique, and
    construct historical arguments
  • A. Take a position on an issue
  • B. Back the position with appropriate evidence
  • C. Raise and answer counter arguments

5
Step 1 Sample Course Goals (cont.)
  • Course Chemistry
  • By the end of the course, I want my students to
  • View science as questions that are constantly
    being reframed and investigated.
  • Possess the chemical tools to build further
    knowledge.
  • View chemistry problems as unique, requiring
    problem-solving skills.
  • Be interested and confident enough to read and
    explore independently.

6
Step 2 Identify Best Teaching Approaches for the
Learning You Want
  • Best Teaching Strategies for Higher-Order
    Reasoning and Critical Thinking in Higher
    Education A Summary of the Research
  • Writing and Discussion
  • Faculty-Student Contact
  • Collaborative work
  • Feedback to Students
  • High Expectations
  • Explicit Standards and Criteria
  • Help to Students in Achieving Standards and
    Criteria
  • Respect for Diversity
  • Problem/Questions/Issues as Sources of Motivation
  • Assignment-Centered Course

7
Step 3 Plan Major Assignments and Exams That
Will Teach and Test the Learning You Want
  • The Assignment-Centered Course
  • Review What Learning Do I Want?
  • Create a Course Skeleton Showing Major
    Assignments and Exams That Will Teach and Test
    the Learning Insert Them in the Week in Which
    They Are Due

8
Step 3 Ask These Questions
  • Validity Are the assignments likely to elicit
    the kind of learning you want?
  • Consider what the assignment is called
  • Consider the context in which students produce
    work time frame, level of memorization required,
    accessibility of help, likely work strategies
  • Workload Are the assignments and exams
    manageable in terms of number, type, length, and
    spacing across the semester?
  • (It is better to concentrate on a few,
    well-chosen assignments and exams than to
    proliferate ill-conceived ones. Sometimes, Less
    is more)

9
Examples of Course SkeletonsCourse Biological
Research (capstone for majors)
I want my students to use the scientific method
for original research and to communicate their
results with the scientific community.
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 Original Scientific
experiment in scientific format, plus
oral report
10
Examples of Course Skeletons (cont.) Course
Introduction to Sociology (Gen. Ed. and entry
level to major)
I want my students to apply sociological
perspectives to daily life
1 2 3 4 5 6 7 Midterm exam (essay and objective
test of info and concepts from lecture,
textbook)
8 9 10 11 12 13 Term paper on aspect of soc. 14
Final exam (same as midterm)
Problem Lack of Fit between assignments and
desired learning.
11
Examples of Course Skeletons (cont.)Course
Business Management (Seniors)
I want my students to make business decisions
using appropriate strategies
1 2 Written Case 3 4 Written Case 5 6 Written
Case 7 8 Written Case
9 10 Written case 11 12 Written case 13 14
Written case 15 16 Written case as exam
Problem Paperload
12
What Kinds Of Assignments Are Best? How Many
Assignments?
The Coverage-Text-Lecture Centered Course
Course History 101 Western Civilization,
Covers Western Civilization, 1500 - Cold War
1 1500 - 1800 2 3 4 5 Industrial Revolution 6 7 8
9 10 WWI, WWII, CW 11 12 13 14 15
13
Breihans Revised Course Skeleton
By the end of the course I want students to
1. Identify and describe common historical
events. 2. More important, use that information
to understand,critique, and construct
historical arguments.
1 2 3 4 5 6 7 Out of class, revised
argumentative essay on 1500 - 1800
8 9 10 11 Same, on Industrial Revolution 12 13 14
15 In-class argumentative essay on wars
14
Step 4 Consider Times and Spaces for Learning
  • Times and Spaces
  • Aspects of the Learning Process
  • First exposure student first hears/sees new
    information, concepts, procedures, etc.
  • Process student applies, critiques, contrasts,
    synthesizes, argues, analyzes, etc. This usually
    results in a product test, exam, assignment, lab
    or clinic performance, etc.
  • Response Teacher, assistant, or peer responds to
    the product

15
Step 4 Basic Mode
  • Possible Additions to Basic Mode
  • Lab, Clinic, or Recitation used for First
    Exposure, Process, or Response
  • Office hours

16
Step 4 Basic Principles for Using Time and
Space
  • 1. Increase student time on task
  • 2. Involvement is the key to student learning
  • 3. Invest teacher time in the most difficult
    aspects of learning and/or aspects of technology
    that TAs or students cannot do alone
  • 4. Use peers or TAs appropriately train and
    guide them for their tasks
  • 5. Make students responsible for first exposure
    in their own time or with TAs and peers
  • Daily assignments that count
  • Guidance as needed Handouts, interactive
    software, TAs, peers
  • 6. Use technology to create, expand and enhance
    space/time and to accomplish all of the above

17
Step 4 Time and Space for Learning Three Case
Studies
  • History
  • Students read out of class then bring writing to
    class for interaction
  • Physics
  • Students see videotaped lectures outside of
    class solve homework problems in class
  • Psychology
  • Little Engine that Could students read and take
    multiple-choice tests on material, use class to
    build on that knowledge

18
Step 5 What Technology Tools Can Cannot Do
  • Time and Space Created/Enhanced by New
    Technologies
  • Class, Students with Peers Outside Class,
    Students with Teacher or TA Outside Class
  • New technologies mean these may be face-to-face
    or distributed synchronous or asynchronous
  • Lab/Clinic/Recitation - New technologies mean
    this may be real or simulated, face-to-face or
    distributed synchronous or asynchronous
  • Student Alone - New technologies make web pages,
    interactive software and multimedia available
    (and convenient to access)

19
Step 5 What the Research Says
  • Reconsidering Research on Learning from Media
    (Richard E. Clark)
  • Review of Educational Research, Winter, 1983,
    Vol. 53, No. 4, Pp. 445-459.
  • The No Significant Difference Phenomenon
    (Thomas L. Russell)
  • http//teleeducation.nb.ca/nosignificantdifference
    /
  • The Significant Difference Site
  • http//teleeducation.nb.ca/significantdifference/

20
Step 5 Overview of Technology Tools
  • Collaborative Writing Tools
  • Presentation Software
  • Asynchronous Communication - E-mail, Listserv
    Bulletin Board
  • Synchronous Communication - Chat/Conferencing
  • Web Pages
  • Web Based Course Management Systems
  • Interactive Course Software
  • Simulation

Step 6
21
Step 5 Collaborative Writing Tools
  • Allow multiple authors and reviewers to interact
    with a document
  • Associates authors or reviewers with comments and
    or edits
  • Products
  • Reviewing features of Word or WordPerfect
  • CommonSpace

Overview of Technology Tools
22
Step 5 Presentation Software
  • Facilitates display of text, graphics, sound,
    video and other media
  • Provides a relatively simple environment for the
    creation of multimedia presentations
  • Allows for easy update and customization of
    presentations
  • May be made available for use outside of class
  • Provide access to the presentation file
  • Distribute on the Web using Real Presenter
  • http//isc.temple.edu/marino/Resp/Resp99.html
  • Products
  • MS PowerPoint
  • Corel Presentations

Overview of Technology Tools
23
Step 5 Asynchronous Communication
  • E-mail
  • One to one communication (may be one to many
    using aliases or nicknames)
  • Facilitates professor/student and student/student
    interaction
  • Listserv
  • One to many communication using e-mail - Allows
    the subscribed group to exchange e-mail by
    sending mail to a common address
  • Bulletin Board
  • One to many communication
  • Messages are organized according to topic
    (threaded)

Case
24
Step 5 Case Listserv
  • Increase Interactivity using Asynchronous
    Communication
  • Computers in Business Applied Multimedia
    Technology - Kevin Barry/Tom Laughner
  • Wanted to increase the amount of interaction
    among students
  • Use course Listserv lists as the method for
    students to request assistance with problems
    relating to course assignments
  • Neither instructor will answer questions posted
    to the list for the first 24 hours
  • Increases interaction among students related to
    course material and reduces the number of
    questions requiring a response from the
    instructor
  • It is important to monitor the Listserv list

Case
25
Step 5 Case Bulletin Board
  • Creating Small Communities and Increasing
    Preparation
  • Theology - Professor David Burrell
  • Professor Burrell wanted to increase discussion
    of course material and create smaller communities
    in a large class
  • WebCTs bulletin board was selected because of
    its ability to create private forums for small
    groups of students
  • Students in groups of 8 discussed reading using
    the bulletin board system
  • A teaching assistant monitored the groups

Overview of Technology Tools
26
Step 5 Synchronous Communication
  • Synchronous electronic discussions
  • Participants use chat or other conferencing
    software
  • The keyboard is the input device in simple forms
  • May include white board, audio, video and
    application sharing
  • Products
  • AOL Instant Messenger
  • WebCT Chat
  • CU-SeeMe, NetMeeting

Overview of Technology Tools
27
Step 5 Web Pages
  • Facilitates display of and interaction with
    information
  • Information may be presented as text, graphics,
    sound, video and animation
  • Allows linking of course materials to a larger
    body of information (Complete Works of
    Shakespeare-www.bartleby.com/70/, Math105)
  • Can be used to publish student work
  • Products
  • Browsers
  • Netscape Navigator, MS Internet Explorer
  • Authoring / Site Management Tools
  • Netscape Composer, MS FrontPage, Macromedia
    DreamWeaver

Overview of Technology Tools
28
Step 5 Web Based Course Management Systems
  • Products available allow the development of a one
    stop location that provides the functionality of
    E-mail, Bulletin Board and Chat, presentation of
    information and delivery of quizzes and surveys.
  • Facilitate the creation of complex, interactive
    sites
  • Interactivity may include on-line self evaluation
    or testing, drill and practice
  • Products
  • WebCT
  • Blackboard

Case
29
Step 5 Case Web Based Course Management
System
  • Accountability for First Exposure Out of Class
  • Core Course - Several Professors
  • Wanted to maintain student accountability for
    first exposure to course material without
    reducing time for class discussion
  • Required students to take WebCT-based quizzes
    outside of scheduled class time
  • Students have reported that the quizzes help them
    keep up with the material
  • Professors have reported an increase in the
    quality of class discussion and, as a result of
    the automatic grading, a decreased paper load

Overview of Technology Tools
30
Step 5 Interactive Course Software
  • Applications that provide instruction and
    feedback
  • May include multimedia elements
  • May be web based or stand alone applications
  • May be custom designed or commercial products
  • E.g. Progetto Italica - www.nd.edu/italica
  • Products
  • Macromedia Director and Authorware
  • JavaScript

Overview of Technology Tools
31
Step 5 Simulation
  • A presentation that attempts to model a
    real-world or theoretical process or event
  • May be used to show a simplified view of a real
    world event to facilitate understanding
  • E.g.
  • Orbital Motion - www.nd.edu/edtech/orbital/
  • Molecular Modeling - www.proteinexplorer.org
  • VR Objects Panoramas
  • Products
  • Macromedia Director and Authorware
  • JavaScript

Case
32
Step 5 Case Simulation
  • Increasing Understanding Using Simulation
  • Managerial Economics - Professor Barry Keating
  • Wanted to give his students a deep understanding
    of market dynamics and the processes that occur
    in various trading environments
  • Set up a face to face trading simulation using a
    computer to project a spreadsheet that is updated
    with live data from the session
  • The classroom on trading day

Overview of Technology Tools
33
Step 6 Sequence the Learning Choose the
Technology
  • Identify the steps that lead to successful
    completion of the major assignment(s)/exam(s) in
    your course skeleton.
  • For each step, decide
  • What do students need to do in order to learn
    well and prepare for the major assignment/exam?
  • Where?
  • With whom?
  • Synchronous, asynchronous or both?
  • With what technological tools?
  • What are the limitations and possibilities of the
    technology?

34
Step 6 Four Questions Faculty ask
  • Does the strategy help to build engagement and
    community in the classroom?
  • Does the strategy lead to enhanced student
    learning?
  • Does the strategy fit my philosophies,
    priorities, and styles of teaching?
  • Is it Feasible?
  • Is the strategy consonant with time pressures and
    other constraints?
  • What equipment, training, or other resources are
    required?

35
Step 7 Implement, Evaluate, Think Creatively
  • Implement
  • Implement in small steps when possible
  • Gradual implementation allows for evaluation
    prior to large time investments
  • Use technology to enhance something youre
    already doing
  • Use technology to do something youve never done
    or to do something in a radically new way
  • Evaluate
  • Know what impact you expect and plan to evaluate
    the results

36
Step 7 Think Creatively
  • Open yourself to new ways of thinking about
  • What is teaching? What is my role as a teacher?
  • What is learning? How do my students best learn?
  • What is class? How can I use times and spaces
    more effectively?
  • How can technology help to achieve my goals?
  • Think of non-traditional uses

37
Contact Information
  • Barbara Walvoord
  • Kaneb Center for Teaching and Learning
  • Notre Dame, IN 46556 -5692
  • 219.531.9148 or Walvoord.1_at_nd.edu
  • Kevin Barry
  • Kaneb Center for Teaching and Learning
  • Notre Dame, IN 46556-5692
  • 219.631.4443 or kbarry2_at_nd.edu
  • Tom Laughner
  • Kaneb Center for Teaching and Learning
  • Notre Dame, IN 46556 -5692
  • 219.631.5527 or laughner_at_nd.edu
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