Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Michael Scheuermann Drexel University Philadelphia, Pennsylvania NERCOMP Conference March.

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<ul><li> Slide 1 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Michael Scheuermann Drexel University Philadelphia, Pennsylvania NERCOMP Conference March 22, 2004 www.drexel.edu mes27@drexel.edu Reengineering Curricula for Tomorrows Students - Redefining the Faculty Development Center - </li> <li> Slide 2 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Background Drexel University Philadelphias Technical University 1983 - First university in country with microcomputer requirement 2000 - First entirely wireless campus Co-operative Education program5 year BS with 3 six-month terms working in business and industry Technical tradition and technological leader and innovator </li> <li> Slide 3 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Todays ChallengeTodays Students Expectation of information access 24 X 7 administrative services online academic information online immediate feedback contact with professors at any time ubiquitous and mobile technology and tools </li> <li> Slide 4 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Drexels Response to Student Expectations Single sign-on portal one access point for all major resources access to admin systems register, check grades, check bills access to ePortfolio program access to WebCT University standard CMS all systems fully integrated seamless access to information and data </li> <li> Slide 5 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Web-based Course Development Institution-wide initiative in 2000 with licensing of WebCTintegration with SCT Banner Prior initiatives used faculty-developed Web sites and individual college initiatives Integration with Banner meant all courses were WebCT-enabled whether or not faculty chose to use it Availability of WebCT resulted in rapid increase in number of Web-supported courses </li> <li> Slide 6 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Support for Web-Supported Course Development Three professionals (FTEs) and seven other team members WebCT skills multi-media skills html skills instructional design pedagogical discussions Provide a variety of support services monthly training session email support online Student Manual showcase seminars regional WebCT conference </li> <li> Slide 7 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Issues Related to Online Instruction Motivated by desire of students on Co-op would like to take courses remotely How many online courses can a traditional undergraduate take? What is the definition of an online course? How will academic integrity and pedagogical quality of online courses be assured? </li> <li> Slide 8 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Faculty Development Center Established in 1985 to support microcomputer program Operated by IRT Peripheral equipment &amp; new software tools Support and training Safe refuge for faculty to: be creative with technology / innovative in curricula Evolved to meet changing support needs Single point of contact Online course development services </li> <li> Slide 9 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Faculty Development Center - Future Directions - Expand to support increased Web- supported course development Integrate faculty and students from School of Education provide more focus on: instructional design pedagogical reengineering </li> <li> Slide 10 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Reach out to external groups K-12 teachers faculty at nearby institutions other training constituents Become integral part of a comprehensive, well-designed approach infuse technology into curriculum enhance the teaching process support ad hoc initiatives Faculty Development Center - Future Directions (Cont.) </li> <li> Slide 11 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Changes in Teaching and Learning Tomorrows students will have high standards for the use of technology for: communications personal productivity research information access learning </li> <li> Slide 12 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Resultant Challenges Provide the teachers/professors of tomorrow with the ability to: use technology wisely and appropriately make the implied pedagogical and andragogical transformations which should occur in education Engage and support all faculty not just early adopters / technologically savvy enable them to see the possibilities </li> <li> Slide 13 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. WebCT Courses at Drexel - Current Status - 340+ faculty received formal training 2500-3000 course sections in WebCT (per term w/ 4 terms per year) all are WebCT-enabled students can use tools - even if faculty do not 900-1100 actively using WebCT WebCT use supports F2F teaching (60%) 20% of courses enhanced with a/v </li> <li> Slide 14 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Drexel provides access, training, and support to five local institutions unable to support it alone Web group captures 30+ hours of live class lectures each week synchronous Webcast - to remote students asynchronous archiving - for later access revisit lectures / view missed lectures WebCT Courses at Drexel - Current Status (Cont.) </li> <li> Slide 15 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Computer Science Department Program in Course Redesign area redesigned Intro to Programming courses online modules meet student needs use faculty skills economize on resources and space Pew Grant </li> <li> Slide 16 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Center for Academic Transformation supported 30 schools nationwide to: use technology more efficiently improve academic quality save money put large subscription course content online restructure traditional class meetings improve academic quality make exemplary use of technology better meet student needs Impact of Pew Project </li> <li> Slide 17 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Impact of Pew Project (Cont.) Drexel realized 42% savings Redesigned curriculum online WebCT content modules F2F labs for those who needed them Cost savings really meant better use of faculty skills and resources, and technology resources Average savings among participating schools in year-3 was 41% Pew Web site presents tools and models for other schools to follow and implement </li> <li> Slide 18 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. New Initiatives in Web Course Development Meet student expectations for increased experience with online courses Maximize investments made in technology, highly trained faculty, and instructional tools/resources </li> <li> Slide 19 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. New Initiatives in Web Course Development (Cont.) Maintain high academic standards as faculty make (what for some is) a huge leap of practice from F2F courses to hybrid or purely online courses Develop appropriate accompanying policies regarding faculty teaching load, number of online courses taken, process for ensuring high academic standards </li> <li> Slide 20 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Balance faculty committee to address these issues and come to consensus need to move at Internet speed to meet demands and remain competitive Involve others in course and staff development processes School of Education Office for Disabilities New Initiatives in Web Course Development (Cont.) </li> <li> Slide 21 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Incorporate new technologies as appropriate tablet PCs mobile computing ancillary tools for teaching tracking and managing student performance Maintain focus on uniqueness which differentiates Drexel as an institution do not lose that in light of changes New Initiatives in Web Course Development (Cont.) </li> <li> Slide 22 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Faculty Development Center - Revised Focus Provide extensive course redesign assistance Offer team of specialists to work with faculty Faculty content specialist WebCT specialist Instructional Design specialist Technical specialist for multimedia/multi-tool integration </li> <li> Slide 23 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. IRT and Partners IRT will remain responsible for FDC Involve: School of Education faculty and students mutually beneficial role in instructional design and pedagogical foundations Office for Disabilities design and access guidance Other areas as necessary video studio faculty committees </li> <li> Slide 24 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Benefit for Teachers in Training Rich experience in realities of course redesign and reengineering more an imperative for them than an option Benefit from working with experienced faculty/content experts Introduced to many related issues assessment quality assurance appropriate use of technology </li> <li> Slide 25 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Benefits for Faculty Fresh eyes and new perspective on tried and true materials Technical assistance Assistance with presenting material in a new way Introduction of new ideas and approaches to teaching and learning Ongoing support throughout the process End </li> <li> Slide 26 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Center for Academic Transformation </li> <li> Slide 27 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. </li> <li> Slide 28 </li> <li> Why Distance Learning? Four Themes 1.Lifelong Learning Education must be updated throughout our working lives 2.Learner-Centered Instruction 3.Providing Access Anytime / Anyplace 4.Knowledge Media Convergence of: Telecommunications Computing The learning or cognitive sciences Source: Council for Higher Education Accreditation </li> <li> Slide 29 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Augment F2F Courses Extend faculty-student interaction opportunities Reinforcement ~ learners can: explore subjects in greater depth study the material on their own time gain additional experience outside the classroom and class times Learning experience not bound by the length of the class session Source: American Council on Education </li> <li> Slide 30 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Building a Learning Community Honesty Responsiveness Relevance Respect Openness Empowerment Source: Building Learning Communities in Cyberspace, Palloff &amp; Pratt </li> <li> Slide 31 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Evolving Instructor Roles, etc. Likely to be somewhat different Requires some specialized skills and strategies Distance educators need to, generally, plan ahead organize effectively communicate with learners in new ways be accessible to students work in teams when appropriate facilitate or mentor during interactions assume more administrative responsibilities Source: www.outreach.psu.edu/de/ide </li> <li> Slide 32 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Evolving Instructor Roles, etc. The real role of the professor in an information-rich world will not be to provide information, but to guide students wading through the deep waters of the information flood. Professors in this environment will thrive as mentors. They will use the best skills they have now to nudge students through the educationally crucial task of processing information, problem solving, analysis, and synthesis of ideas the activities in which our time can be best spent. Source: Swain (1997). Cited by the Council for Higher Education Accreditation </li> <li> Slide 33 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. The F2F Classroom Source: Hanna, Glowacki-Dudka, and Conceio-Runlee, 2000 Learner Content Teacher </li> <li> Slide 34 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. The Online Classroom Learner Content Teacher Source: Hanna, Glowacki-Dudka, and Conceio-Runlee, 2000 Technology Communication Software </li> <li> Slide 35 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Pedagogical Considerations Use technology engage learners actively improve learning outcomes adapt features and functions into your courses Improve the quality of teaching F2F classes Change the nature of the teaching and learning interaction Involve learners more directly in creating effective learning environments Engage learners with multiple interactive strategies Source: Hanna, Glowacki-Dudka, and Conceio-Runlee, 2000 </li> <li> Slide 36 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Faculty Practice ~ A Model Leveraging Technology for Learning by: Providing students with a broader view Individualizing assignments and advice Asking students to do more on their own Expecting students to collaborate on assignments, to help each other learn the material Providing more timely course materials Source: Brown, Syllabus, Sept. 2003 </li> <li> Slide 37 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Matching Methods to Learning Styles Text Graphics Audio Video Animation Simulation Apprenticeship Incidental Inductive Deductive Discovery Source: Nishikant Sonwalkar - MIT cognitive pathways learning styles </li> <li> Slide 38 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Teacher-Centered to Learner-Centered L1L1 L2L2 L3L3 L4L4 L5L5 Text Graphics Audio Video Animation Simulation Teacher-Centered Learner-Centered Source: Nishikant Sonwalkar - MIT Learning styles: L 1 = apprenticeship L 2 = incidental L 3 = inductive L 4 = deductive L 5 = discovery </li> <li> Slide 39 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Guidelines for Distributed Education Ensure timely and appropriate interaction Maintain program and course rigor Maintain quality of instruction Ensure current materials / programs / courses Develop clear policies Specific training for development / support staff Specific training for distributed education faculty Source: American Council on Education </li> <li> Slide 40 </li> <li> Copyright Biros, Morris, Scheuermann, 2004. All rights reserved. Q&amp;A </li> </ul>

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