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Emerging Technologies for Learning: Building an Academic Technology System To Transform a Complex Ed

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Academic Health Center and the Future 'Endless' Catalog. Deep Community Roots. Digital Pipelines ... Prepared for the Academic Health Center. ... – PowerPoint PPT presentation

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Title: Emerging Technologies for Learning: Building an Academic Technology System To Transform a Complex Ed


1
Emerging Technologies for Learning Building an
Academic Technology System To Transform a Complex
Educational Enterprise
  • Janet Shanedling, PhD
  • Billie Wahlstrom, PhD

2
Selecting the Right Models
  • No single model or strategy exists, but many
    successful models available to emulate
  • Best choices are built on
  • Learner characteristics
  • Preferred delivery modes
  • Technologies, support, and services available
  • Faculty characteristics
  • Institutional goals

3
What learning technologies will work
best for this family?
  • G.I. (born 1901-1924)
  • Silent (born 1925-1942)
  • Boomer (born 1943-1960)
  • Gen X (1961-1981)
  • Millennial (born 1982- )

4
Building the Future on a Firm
Foundation
  • The Future
  • Digital Commons
  • Digital Campus
  • Learning Platform
  • Infrastructure Integrating, Aligning, Leveraging

Integrating Academic Technologies and Distance
Education
5
Learner Needs
6
Maximize World-Class Technology to Serve
and Delight
  • Bring technologies together to meet student and
    teacher needs
  • Respect learning and teaching differences and
    provide suites of toolsnot one size fits no one
  • Instantiate best practices in technology choices
    and uses
  • Be easy, playful, useful, and flexible

7
Portal I Our First Step
  • Manage information abundance
  • Customize information
  • Allow users to personalize information
  • Be transportable
  • Support teaching and learning
  • Create secure spaces

8
Does the myU Portal work?
9
Choosing Between a Maze and a Doorway
10
Portal Views
  • 175,000 users
  • 20 distinct viewsCoordinate campuses,
    first-year students, transfers, graduate
    professional, Academic Health Center, Extension
  • 100 content providers
  • Tabs

11
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12
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13
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14
Provide Whats Useful to Me
Using Affinity Strings
degree
campus
unit
tc.grad.gs.anth.phd
program
role
15
Why Create a Learning Platform
(LP)?
  • Many high-quality internet-based tools to support
    instruction, but most are not integrated
  • Number of choices is confusing
  • Most technologies are not personalized or
    customizable to the learner
  • The result lower quality academic experiences

16
Serving Academic Disciplines
  • The Learning Platform is the University of
    Minnesotas strategy to integrate many different
    independent applications into a unified system to
    support learning.

17
Supporting the Academic Side of the House
  • The UMN Learning Platform is a scaffold
    supporting all the tools students use to learn,
    faculty use to teach, and UMN uses to administer
    all academic programs.

18
What Is the Learning Platform?
19
The Learning Platform
  • U of M Enterprise Systems
  • ? e-portfolio ? WebCT/Vista
  • ? Moodle ? Adobe/Connect
  • ? Pachyderm ? Blogs Wikis
  • ? Podcasting ? Email, Chat, IM
  • ? Calendar ? myLibrary
  • ? NetFiles ? Central Storage
  • ? PDA Tools ? Search Engines
  • ? Personal ? Student Response WebSpace
    Systems--clickers
  • AHC Enterprise Systems
  • ? Clinical Rotations Assignment Software System
  • ? Educational Electronic Medical Record Software
  • ? CoursEval Software
  • ? Learning Objects Repository
  • ? myU portal
  • ? Online admissions software
  • ? Learning management system
  • ? Other . . .

20
Templated, Reusable Tools Interactive Scenario
Builder
  • Generates online simulations of interpersonal
    interactions
  • Easy to use (no Web programming experience
    necessary)
  • www.csh.umn.edu/isb

21
Assessment Templates
22
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23
Can the LP Keep Up with Change?
  • As the University acquires new software and
    technology, the platform evolves, and all who use
    it have a scaffolding that is continuously
    enhanced.

24
Using the Learning Platform
  • The Decision makers
  • Faculty
  • Intellectual property
    policies
  • Accreditation bodies
  • Curriculum committees

25
Supporting and Nurturing Faculty
Faculty Member/ Content Expert
Course Coordinator
Instructional Designer
Librarians
The Learner
Web Developer
Graphic Artist
Videographer
26
Finding Faculty Champions
27
The Learning 2.0 Transformation
  • Prepare for passion-based learning and teaching
  • Learners expect socially constructed learning
  • Learners must learn to be not learn about
  • 4. Move from supply-push models to demand-pull
    models
  • 5. Be mobile and agile
  • 6. Understand the long tail model of multitudes
    of uncommon offerings rather than a few common
    offerings
  • 7. Partner with vendors, industry, other higher
    education institutions

28
Moving the Mental Model to Teaching
2.0
  • Our 2007 faculty research shows
  • Faculty see educational technology primarily as a
    means to deliver information
  • The amount of time required to learn new
    technology is biggest barrier
  • Support and training is a prominent theme
  • Concern about lack of standardization in
    technology resources
  • Face-to-face training is preferred way to learn
    about technology

29
Faculty also tell us. . .
  • If I had known then what I know now from having
    learned to teach with technology, I would have
    totally changed the way I used class time in my
    face-to-face classes.
  • I feel that I have closer one-to-one
    relationships with my students in the online
    curriculum that I did in my face-to-face
    courses.
  • Students learning outcomes in my face-to-face
    course were the same as those in the online
    version. The online course was just as
    effective.
  • Students in my online section did not interact
    (although discussions were set up), and the only
    online activities they completed were the videos
    and AdobeConnect slide shows. Students in the
    face-to-face section were much happier and did a
    lot better on the test.

30
Learners tell us they like. . .
  • The flexibility of doing it anywhere as it
    fits into my own schedule
  • The convenience of submitting assignments
    electronically
  • A combination of media online activities, video,
    discussions, graphics
  • Virtual office hours at a set time each week
  • That the professors care about our learning and
    are attuned to our needs I have never felt alone
    or neglected in these courses.

31
Learners also tell us. . .
  • When we go to class, lets have the professors
    actually teach us something valuable
  • We need an on site training orientation before
    class starts
  • Limit videos to lt 10 minutes
  • Dont overdo online discussions limit to 1 per
    class per week
  • Wed like to meet all students from all sites
    face-to-face before we start the program

32
Building the Future on a Firm Foundation
  • The Future
  • Digital Commons
  • Digital Campus
  • Learning Platform
  • Infrastructure Integrating, Aligning, Leveraging

Integrating Academic Technologies and Distance
Education
33
Digital Campus
  • Minnesota from Everywhere
  • Common searchable catalogs
  • Credit and non-credit solutions
  • Seamless transfer and common templates
  • Sound business plans and marketing and
    centralized sales

34
Meeting the Land-Grant Mission
Online, On-Campus, and On-site
  • Academic Health Center and the Future
  • Endless Catalog
  • Deep Community Roots
  • Digital Pipelines

35
Digital Pipelines
  • iTunes U
  • YouTube
  • Research Channel
  • Internet 2
  • Tech Talk
  • Big 10 Network
  • RSS feeds

36
Developing Strategic Marketing
  • Protecting intellectual property
  • Developing new syndication models
  • Branding and marketing
  • Expanding UMart

37
Learning Markets Understanding
the Long Tail
  • E-Commerce isnt physical commerce
  • The disappearance of best sellers and the
    emergence fulfillment centers
  • The unlimited catalog of .99 sounds I want to
    hear

38
Minnesotas Digital Commons
  • Common point of entrysoft launch 9/08
  • Common toolsSPEEDE, CAS, DARS
  • Partnerships with public education K-20
  • Co-hosted computing, technology help, and career
    pathways

39
Works Cited
  • 2006-2016 Map of Future Forces Affecting
    Education, prepared for KnowledgeWorks Foundation
    by the Institute for the Future.
  • Active Learning and Technology Designing for
    Faculty, Students, and Institutions. Anne Moore,
    Shelli Fowler, and C. Edward Watson, Educause
    Review, September/October 2007. pp. 43-76.
  • ECAR studies for 2004 and 2005. EDUCAUSE Center
    for Applied Research lthttp//www.educause.edu/Abou
    tECAR/94gt
  • Faculty 2.0. Joel Hartman, Charles Dzubian, and
    James Brophy-Ellison. Educause Review,
    September/October 2007. pp. 62-76.
  • Technology in Support of Learning on the Twin
    Cities Campus, Robert B. Kvavik. Prepared for
    the Academic Health Center.
  • 21st Century Instructors at the University of
    Minnesota, Twin Cities Twin Cities Faculty
    Educational Technology Survey 2007. Digital
    Media Center, Office of Information Technology,
    University of Minnesota
  • Minds on Fire open Education, the Long Tail,
    and Learning 2.0. John Seely Brown and Richard P
    Adler, Educause Review, January/February 2008,
    pp. 17-32.
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