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

Copyright Biros, Morris, Scheuermann, 2004. All rights reserved.

Michael Scheuermann Drexel University

Philadelphia, PennsylvaniaNERCOMP Conference March 22, 2004

[email protected]

Reengineering Curricula for Tomorrow’s Students

- Redefining the Faculty Development Center -


Background

Drexel University Philadelphia’s Technical University 1983 - First university in country

with microcomputer requirement 2000 - First entirely wireless campus Co-operative Education program—5 year BS

with 3 six-month terms working in business and industry

Technical tradition and technological leader and innovator


Today’s Challenge—Today’s 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


Drexel’s 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


Web-based Course Development

Institution-wide initiative in 2000 with licensing of WebCT—integration 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


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


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?


Faculty Development Center

Established in 1985 to support microcomputer program Operated by IRT Peripheral equipment & 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


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


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.)


Changes in Teaching and Learning

Tomorrow’s students will have high standards for the use of technology for: communications personal productivity research information access learning


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”


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


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.)


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


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


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


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


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


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



Incorporate new technologies as appropriate tablet PC’s 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



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


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


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


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


Center for Academic Transformation



Why Distance Learning? – Four Themes

1. Lifelong Learning Education must be updated throughout our working lives

2. Learner-Centered Instruction3. Providing Access Anytime / Anyplace4. Knowledge Media

Convergence of: Telecommunications Computing The learning or cognitive sciences

Source: Council for Higher Education Accreditation


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


Building a Learning Community

Honesty Responsiveness Relevance Respect Openness Empowerment

Source: Building Learning Communities in Cyberspace, Palloff & Pratt


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


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


The F2F Classroom

Source: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000

Learner

Content Teacher


The Online ClassroomLearner

Content Teacher

Source: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000

Technology

CommunicationSoftware


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

strategiesSource: Hanna, Glowacki-Dudka, and Conceição-Runlee, 2000


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


Matching Methods to Learning Styles

TextGraphics

AudioVideo

AnimationSimulation

ApprenticeshipIncidental

InductiveDeductive

Discovery

Source: Nishikant Sonwalkar - MIT

cognitivepathways

learningstyles


Teacher-Centered to Learner-Centered

L1 L2 L3 L4 L5

Text

Graphics

Audio

Video

Animation

Simulation

Teacher-Cente

red

L

earner-C

entere

d

Source: Nishikant Sonwalkar - MIT

Learning styles: L1 = apprenticeship L2 = incidental L3 = inductive L4 = deductive L5 = discovery


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


Q&A

Documents

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